School ALOS NATIONAL HIGH
GRADE 8
Teacher MONICA V. BAUTISTA
Teaching March 6, 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 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 prove 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 postulates are used in proving right
triangle congruence
b. prove congruent right triangles using the Triangle Congruence
Postulates (H-AA, and LAA)
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

B. Establishing a purpose for the
lesson
C. Presenting
Examples/Instances of the New
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
The teacher will recall the previous lesson by presenting their
assignments to the class. The students to present will be chosen
by Wheel of Fortune.
After recalling the previous lesson, the new lesson will be
presented through a Slide deck.
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:
a. determine which congruence postulates are used in proving right
triangle congruence
b. prove congruent right triangles using the Triangle Congruence
Postulates (H-AA and LAA)
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.
Activity 1. DRAW ME! FIND ME!
Direction: Identify and illustrate the acute and the right angle of
congruent triangles.
After the activity, the teacher will start to discuss the new lesson, which is
all about proving statements using congruent right triangle theorems.
Definition: LAA (Leg-Acute Angle) Congruence Theorem- If a leg and an
acute angle of a triangle are
congruent respectively to a leg
and an acute angle of another
triangle, then the triangles are
congruent.
STATEMENTS REASON
∠C and ∠R are right triangles. Given
∠C≅∠R Any two right angles are
congruent
AC ≅ PR, ∠C≅∠R Given
∆𝐴𝐵𝐶 ≅ ∆PQR ASA Congruence Postulate
If ∠C and ∠R are right angles, BC ≅ QR ,and ∠ B ≅ ∠ Q ,then ∆ABC
≅∆PQR.
Example 1:
Given: C and ∠R are right angles
BC ≅ QR
∠ B ≅∠Q
Prove: ∆ABC ≅∆PQR.
The teacher will continue the discussion.
Definition: HyA or H-AA (Hypotenuse-Acute Angle) Congruence
Theorem- If a hypotenuse and an acute angle of a triangle are congruent
respectively to a hypotenuse and an acute angle of another triangle, then
the triangles are congruent.
If ∠C and ∠R are right angles, AB ≅ PQ ,and ∠ B ≅ ∠ Q ,then ∆ABC
≅∆PQR.
Example 2:
Given: ∠C and ∠R are
right angles
AB ≅ PQ
 ∠ B ≅∠Q
Prove: ∆ABC ≅∆PQR.

STATEMENTS REASON
∠C and ∠R are right triangles. Given
∠C≅∠R Any two right angles are
congruent
AC ≅ PR, ∠C≅∠R Given
∆𝐴𝐵𝐶 ≅ ∆PQR SAA Congruence Postulate

F. Values Integration
G. Developing Mastery (Leads to
Formative Assessment 3)
EQUALIZED OPPORTUNITIES
The teacher will flash a quotation about equality.
Direction: Prove ∆COR ≅∆PUZ if ∠R and ∠Z are right angles, CO ≅ PU ,
and ∠ O ≅ ∠ U . Illustrate the triangles.

(MAPEH INTEGRATION)
H. Finding Practical Application
and Skills in Daily Living
I. Making Generalization and
Abstraction About the Lessons
The teacher will emphasize the importance of proving congruent triangles
to the students.
The teacher will ask the students the following questions for the summary
of the lesson.
1. Give the 4 Congruence postulate that has been discussed.
2. Give the 4 congruence theorems that has been discussed
The teacher will give a short quiz that will be done in 10minutes.

Direction: Prove the following.

Given: ∠F and ∠O are right angles

EF ≅ NO
∠ D≅∠ N
Prove: ∆DEF ≅∆MNO.

J. Evaluating Learning STATEMENTS REASON

Given
Given
Given
∆DEF ≅ ∆MNO

The teacher will give the students an assignment.

K. Additional Activities for
Application or Remediation Instruction: Take down notes all the important concepts in proving
triangle congruency.
V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in _____learners who earned 80%above

the evaluation
No. of learners who require ____ learners who require additional activities for remediation
additional activities for remediation
who scored 80%below.
Did the remedial lessons work? ____YES ____NO
 No. of learners who caught up with
the lesson
No. of learners who continue to
require remediation
_____learners who caught up with the lesson
_____learners who continue to require remediation
Strategies used that work well:

___Group collaboration
___Games
___Soling puzzles
___Answering preliminary activities/exercises
___Carousel
___Diads
___Think-Pair-Share
___Rereading of Paragraphs/Poems/Stories
Which of my teaching strategies
___Differentiated Instruction
worked well? Why did this work?
___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

Which difficulties did I encounter
which my principal or superior can
help me solve
___Pupil’s behavior/attitude
___Colorful IMs
___Unavailable technology equipment
___Science/Computer laboratory
___Additional Clerical works

___Making Big books from views of the locality

Which strategies I discover which I ___Recycling of plastics to be used as Instructional materials
wish to share with other teachers ___local poetical composition

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