School ALOS NATIONAL HIGH
GRADE 8
Teacher MONICA V. BAUTISTA
Teaching March 7, 2024 (8:45-9:45
DETAILED LESSON
Dates and am), 1:00-2:00 pm, 3:00-4:00
PLAN
I. OBJECTIVES
A. Content standards
B. Performance Standards
C. Learning Competencies /
Objectives
Values Integration
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE
(Pre-Developmental)
A. Reviewing Previous Lesson or
Presenting the New Lesson
Grade Level 8
SCHOOL
Learning MATHEMATICS
Area
Quarter Quarter 3
Time pm)
The learners should be able to demonstrate an understanding of key
concepts of axiomatic structure of geometry and triangle congruence.
The learners should be able to be able to formulate an organized plan to
handle a real-life situation and to communicate mathematical thinking
with coherence and clarity in formulating, investigating, analyzing, and
solving real-life problems involving congruent triangles using appropriate
and accurate representations.
Focused skills
The learners should be able to proves two triangles are congruent. (M8GE-
IIIg-1)
Specific skills
At the end of the lesson, the learners should be able to:
a. determine which congruence postulate is used in proving triangle
congruence
b. appreciate the use of proving congruent triangles.
EQUALIZED OPPORTUNITIES
Proves Two Triangles are Congruent.
Math 8, Quarter 3 Teachers’ Guide pgs.
Math 8, Quarter 3 Learners’ Module 5 pgs. 5-29
Exploring Math 8 Textbook
Laptop, Slide deck, TV
Teacher’s Activity
Preliminaries
The teacher will ask a student to lead the prayer.
The teacher will ask the students to pick up the pieces of trash
under their chairs before they sit.
Greetings
The teacher will greet the students with a “Good morning”
and ask them how are they doing.
Checking of attendance
The teacher will ask the students who are absent for the
checking of attendance.
The teacher applauded the students for being all present for
the day.
Reviewing the Previous lesson
The teacher will recall the previous lessons through a group quiz
 bee. The teacher will give illustration boards to the students to
answer.
The teacher will start the lesson and present the objectives to the class.
At the end of the lesson, the students will be able to:
B. Establishing a purpose for the
a. determine which congruence postulate is used in proving triangle
lesson
congruence
b. appreciate the use of proving congruent triangles.
The teacher will ask the students to do an activity about the new lesson.
The students are only given 5 minutes to finish the activity.

C. Presenting Activity 1. Spin! Spin! What am I?

Examples/Instances of the New
Lesson The teacher will choose among the students to define the postulates and
theorems that will be chosen by spinning the wheel.

After the activity, the teacher will start to discuss the new lesson, which is
all about other theorems to prove triangle congruency.

Vertical Angles theorem: Vertical Angles are congruent.

Example 1
Given: ∠𝑀 ≅ ∠𝐷, MI ≅ DI
Prove: ∆𝑀𝐼𝑋 ≅ ∆𝐷𝐼𝑃.

D. Discussing New Concepts and

Practicing New Skills #1

STATEMENTS REASON
∠𝑀 ≅ ∠𝐷 Given
MI ≅ DI Given
∠𝑀ID ≅ ∠𝐷IP Vertical Angles
∆MID ≅ ∆DIP ASA Congruence Postulate
The teacher will discuss the other theorems.

Reflexive Property: An angle or segment is congruent to itself (for shared

sides/angles)
Right triangles are triangles in which one of the interior angles is 90°

Given: ∠𝑽𝒂𝒏𝒅 ∠𝒀 𝒂𝒓𝒆 𝒓𝒊𝒈𝒉𝒕

𝒂𝒏𝒈𝒍𝒆𝒔 WV ̅ ̅ ̅ ̅ ̅ ≅
E. Discussing New Concepts and XY ̅
Practicing New Skills #2 Prove: ∆𝑋𝑉𝑊 ≅ ∆ 𝑊YX

STATEMENTS REASON
∠𝑽𝒂𝒏𝒅 ∠𝒀 𝒂𝒓𝒆 𝒓𝒊𝒈𝒉𝒕 𝒂𝒏𝒈𝒍𝒆𝒔 Given
∠XVW ≅ ∠WYX are right triangles Definition of right triangles
WV ̅ ̅ ̅ ̅ ̅ ≅ XY ̅ Given
WX ̅ ̅ ̅ ̅ ̅ ≅ WX Reflexive Property
∆𝑋𝑉𝑊 ≅ ∆ 𝑊YX By Hy L Congruence Theorem
F. Values Integration
G. Developing Mastery (Leads to
Formative Assessment 3)
H. Finding Practical Application
and Skills in Daily Living
I. Making Generalization and
Abstraction About the Lessons
J. Evaluating Learning
K. Additional Activities for
Application or Remediation
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in
the evaluation
No. of learners who require
additional activities for remediation
who scored 80%below.
Did the remedial lessons work?
No. of learners who caught up with
the lesson
No. of learners who continue to
require remediation
EQUALIZED OPPORTUNITIES
The teacher will ask to do the activity.
Direction: Draw a congruent triangle that illustrates reflexive property
and illustrates its corresponding parts and prove its congruency.
The teacher will state real-life applications of the theorems that have
been discussed.
The teacher will ask the students the following questions for the summary
of the lesson.
1. What is reflexive property?
2. How can you say that two triangles illustrate reflexive property?
3. What is vertical angles?
The teacher will give a short quiz that will be done in 10minutes.
Direction: Illustrate the given triangle and complete the table below.
Given: ∠P ≅ ∠𝐷, PA ≅ DA
Prove: ∆PAN ≅ ∆𝐷AK.
STATEMENTS REASON
Given
∠PAN ≅ ∠𝐷AK
∆PAN ≅ ∆DAK
The teacher will give the students an assignment.
Direction: Draw a triangle design tiles in which reflexive and vertical
angles can be seen. (Rubrics are attached below)
The teacher will show an example designs.
_____learners who earned 80%above
____ learners who require additional activities for remediation
____YES ____NO
_____learners who caught up with the lesson
_____learners who continue to require remediation

Which of my teaching strategies
worked well? Why did this work?
Which difficulties did I encounter
which my principal or superior can
help me solve
Which strategies I discover which I
wish to share with other teachers
Strategies used that work well:
___Group collaboration
___Games
___Soling puzzles
___Answering preliminary activities/exercises
___Carousel
___Diads
___Think-Pair-Share
___Rereading of Paragraphs/Poems/Stories
___Differentiated Instruction
___Role Playing/Drama
___Discovery Method
___Lecture Method
Why?
___Complete IMs
___Availability of Materials
___Pupil’s eagerness to learn
___Group member’s cooperation in doing their tasks
___Bullying among pupils
___Pupil’s behavior/attitude
___Colorful IMs
___Unavailable technology equipment
___Science/Computer laboratory
___Additional Clerical works
___Making Big books from views of the locality
___Recycling of plastics to be used as Instructional materials
___local poetical composition
 CRITERIA Outstanding Satisfactory Developing Beginning RATING
4 3 2 1
Accuracy The computations The computations Some The
are accurate and are accurate and computations are computations are
show wise use of show use of erroneous and erroneous and
concepts of concepts of show use of some do not show use
triangle triangle concepts of of concepts of
congruence. congruence. triangle triangle
congruence. congruence.
Creativity The design is The design is The design makes The design
comprehensive presentable and use of concepts of doesn’t use
and displays the displays makes geometric geometric
aesthetic aspects use of concepts of representation but representation
of the geometric not presentable. and not
mathematical representations. presentable.
concepts learned.
Cleanliness The appearance The appearance is The appearance is The appearance
is clear, clear, and clear, and but not is not complete
presentable and presentable. The presentable. The and crumpled.
eye pleasing. The output is slightly output is
output is not crumpled. crumpled.
crumpled at all
OVERALL
RATING
Prepared by:

MONICA V. BAUTISTA Checked by:

Practice Teacher JOSEFINA V. NESPEROS
Teacher III
Noted:

AMADOR S. ABARRA
Master Teacher I

Recommending Approval:

JEFFRIES V. JIMENEZ
Head Teacher III

Approved:

RICARDO D. ADVIENTO
Principal IV