GRADES 8 School Grade Level 8
DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter SECOND
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of logic and reasoning.
2. Performance The learner is able to communicate mathematical thinking with coherence and clarity in formulating and analysing
Standards arguments.
3. Learning
Competencies / The learner uses inductive The learner uses inductive The learner uses inductive The learner uses inductive
Objectives or deductive reasoning in or deductive reasoning in or deductive reasoning in or deductive reasoning in
an argument. an argument. an argument. an argument.
(M8GE-IIh-1) (M8GE-IIh-1) (M8GE-IIh-1) (M8GE-IIh-1)
a. Identify inductive a. Make conjectures by a. Identify deductive a. Apply deductive
reasoning. observing patterns and reasoning. reasoning in reasoning.
b. Use inductive identifying properties, b. Use deductive b. Use deductive
reasoning to come up and justify the reasoning to come up reasoning to formulate
with a conclusion. reasoning. with a conclusion. an argument.
c. Appreciate the b. Determine if a given c. Appreciate the c. Value accumulated
importance of inductive argument is valid, and importance of deductive knowledge as means of
reasoning in real life. justify the reasoning. reasoning in real life. new understanding.
c. Value accumulated
knowledge as means of
new understanding.
PROVING
MAKING
CONJECTURES:
II. CONTENT INDUCTIVE REASONING CONJECTURES: DEDUCTIVE REASONING
DEDUCTIVE
INDUCTIVE REASONING
REASONING
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 133 – 137 133 – 137 133 – 137 133 – 137
pages
2. Learner’s Materials 256 – 259 256 – 259 256 – 259 256 – 259
pages
3. Textbook pages Geometry II, pages 97 – Geometry II, pages 97 – Geometry II, pages 97 – Geometry II, pages 97 –
101 101 101 101
4. Additional Materials [Link]/searc [Link]/searc [Link]/searc [Link]/searc
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Resource (LR) =isch&sa=1&btnG=Search =isch&sa=1&btnG=Search =isch&sa=1&btnG=Search =isch&sa=1&btnG=Search
portal &q=student+pencil+clip+art &q=student+pencil+clip+art &q=student+pencil+clip+art &q=student+pencil+clip+ar
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[Link] [Link] [Link] [Link]
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B. Other Learning Grade 8 LCTG by DepEd Grade 8 LCTG by DepEd Grade 8 LCTG by DepEd Grade 8 LCTG by DepEd
Resources Cavite, Mathematics 2016 Cavite, Mathematics 2016 Cavite, Mathematics 2016 Cavite, Mathematics 2016
Projector, PowerPoint Projector, PowerPoint Projector, PowerPoint Projector, PowerPoint
presentation, and laptop presentation, and laptop presentation, and laptop presentation, and laptop
IV. PROCEDURES
A. Reviewing previous Analyze each set of Study the sequence of Look at the following set of My number trick:
lesson or presenting the mathematical sentence. colors below: statements then have your 1. Choose a number.
new lesson conclusion late on. 2. Square it.
Set I Sequence 1:
2+4=6 3. Subtract 12.
x: The sum of two odd 4. Multiply by 0.
16 + 4 = 20 numbers is an even
20 + 10 = 30 5. Add 5.
Sequence 2: number.
14 + 8 = 22
4 + 8 = 12 y: 3 and 7 are odd
18 + 10 = 28 numbers.
6+2=8
12 + 14 = 26 Sequence 3: z: Therefore, the sum of 3
12 + 4 = 16 and 7 is an even
8 + 10 = 18 number.
Set II
1+3=4
7 + 3 = 10
7 + 5 = 12
13 + 7 = 20
9 + 1 = 10
9 + 7 = 16
11 + 3 = 14
15 + 3 = 18
3+5=8
3+3=6
B. Establishing a purpose What can you conclude Where might you have Is the sum of 3 and 7 What will always be the
for the lesson on the first set? Why? seen this sequence? really an even number? outcome of the number
How could this trick?
What can you conclude sequence be part of a Would it be possible for Can you think of another
on the second? Why? pattern? some other odd number trick?
numbers, when added,
will sum up an even
number?
Will it be the same for
two even numbers that
when added will also
sum up to an even
number?
C. Presenting examples/ Look carefully at the Complete the table below Complete the table below Proving conjecture on a
instances of the lesson following figures. Arrived with a correct sequence. with your conclusion number trick:
on what figure is to be Justify your answers. regarding the statements 1. Choose a number.
next. on the left. 2. Add 2.
3. Multiply by 5.
1. (The pattern in the table 4. Subtract 5.
shows that the number of Statement Conclusion 5. Divide by 5.
1. Filipinos are
? triangles equals the hospitable. 6. Multiply by 0.
____ square of the figure Bonifacio is a
number.) Filipino.
Proof of conjecture:
2. 2. If points are
collinear, then they
? 4 = 16 lie on the same
____ 6 = 36 plane. R, M, and N
are collinear.
7 = 49
3. A quadrilateral
8 = 64 is a polygon with
9 = 81 four sides. A
10 = 100 parallelogram is a
quadrilateral.
4. Smoking can
cause cancer.
Tommy smokes.
5. An angle is
acute if its Since the last step
measure is
between 0o to 90o. involves multiplying by
Angle B is acute. zero, the answer will
always be zero, no matter
what number you start
with.
D. Discussing new Observe each Given the first four figures, Look very carefully at each Prove that the following
concepts and practicing mathematical statement draw figure 5. figure and answer the number trick will always
new skills #1 and fill in the blanks. question that follows. result in 6:
1. 1 x 10 = 10 ? 1. • Choose any number.
a
2 x 10 = 20 ____
• Add 3.
b
3 x 10 = 30 • Multiply by 2.
4 x 10 = 40 Which is longer, a or b? • Add 6.
• Divide by 2.
123 x 10 = _____ 2. g • Subtract your starting
number.
2. 5 x 0 = 0
6x0=0 h
7x0=0
8x0=0
Does g = h?
456 x 0 = _____
3.
p r
Is p equal to r?
E. Discussing new Read each set of Numeric table from the Verify your answer from Is this proof valid? Explain.
concepts and practicing statement and then come previous activity. the previous activity by
new skills #2 up with a conclusion for measurement.
each set.
1. My teacher in math is
energetic.
My previous math The numeric pattern in
teacher is also energetic. the table shows that
Mom’s math teacher each figure will have a
when she was young is perfect square of
energetic too. congruent triangles. The
What can you say number of congruent
about mathematics triangles in each figure is
teachers? the square of the figure
number.
2. Last monday, it rained. On the previous activity,
Last Tuesday, it rained. presents two different
Today also rains. methods for developing a
What do you think will conjecture about the
be the weather difference between
tomorrow? consecutive perfect
squares: numerically and
geometrically.
A different conjecture
could be made because
a different pattern could
have been seen. If the
focus had been only on
the congruent triangles
with their vertices at the
bottom and their
horizontal sides at the
top, then the following
conjecture could have
been made: The 5th
figure will have 10
congruent triangles.
(Students are
encouraged to discuss
the strengths of both
conjectures and the
evidence on which each
was developed.)
F. Developing mastery Discuss the following Sum of an odd integer and Let us consider the Heather claimed that the
(Leads to Formative questions with your an even integer: following statements. sum of two multiples of 4
Assessment 3) partner. is a multiple of 8. Is
1. How did you arrive at Eugene’s dog barks Heather’s conjecture
your answers on the Make a conjecture based whenever a stranger reasonable? Explain. If it is
consecutive previous on the evidence gathered enters their yard. not reasonable, find a
activities? and the pattern in the Eugene’s dog is barking. counterexample.
2. Did you agree at once sums.
on your answer? What conclusion can you
3. Where there arguments give?
between you and your
partner?
4. What you have
experienced is inductive
reasoning. Can you give 3 All seniors are allowed to
examples of inductive use the library from
reasoning? 10:00-11:00 am.
5. Based on the activity, Ferdinand is using is not
what is inductive a senior.
reasoning?
What conclusion can you
give?
G. Finding practical Arrived at a conclusion for Denyse works part time Read each set of Inuvik, Northwest
applications of concepts each statement. at a grocery store. She statement and then come Territories, is above the
and skills in daily living 1. Every quiz has been notices that the store is up with a conclusion for Arctic Circle, which is at
easy. very busy when she works each set. latitude of 66° north of the
Therefore, ___________. in the afternoon from 4 to 7 1. 90% of humans are right equator. Places north of
2. The teacher used p.m., but it is less busy handed. Joe is human, the Arctic Circle have cold,
PowerPoint in the last few when she works in the therefore ____________. snowy winters. Winnipeg is
classes. evening from 7 to 10 p.m. 2. All oranges are fruits. at latitude of 52° north of
Therefore, ___________. What conjecture can you All fruits grow on trees. the equator.
3. Every fall there have make for this situation? Therefore, ____________. Therefore, Winnipeg does
been hurricanes in the Justify your conjecture. 3. All athletes work out in not have cold, snowy
tropics. the gym. Barry is an winters.
Therefore, ___________. athlete. Is Judd’s argument
Therefore, ____________. reasonable?
If not, identify the errors in
his reasoning.
H. Making generalizations Generalization: Generalization: Generalization: Generalization:
and abstractions about
Inductive reasoning uses To make conjectures that Deductive reasoning uses In proving conjectures, it is
the lesson
specific examples to arrive are valid, based on a basic and/or general important for you to have
at a general rule, pattern of evidence, you statements to arrive at a systematic and well
generalizations, or need to have a variety of conclusion. sequenced statements
conclusions sample cases to view. reasons for every step on
Since any pattern requires your solutions.
multiple cases to support it,
more than one or two
specific cases are needed
to begin to formulate a
conjecture. The more
cases that fit the
conjecture, the stronger the
validity of the conjecture
becomes.
I. Evaluating learning Tell whether each Hilary was examining the Tell whether each • Find a partner.
statement uses inductive differences between statement uses Deductive • Create your own number
reasoning or not. perfect squares of reasoning or not. trick.
1. 5, 10, 15, 20. The next numbers separated by 5. 1. 5, 10, 15, 20. The next • Exchange your work with
number is 25. She made the following number is 25. your partner.
2. Coplanar points are conjecture: The 2. Coplanar points are • Prove the conjecture.
points on the same plane. differences always have points on the same plane.
X,Y,Z are coplanar. the digit 5 in the ones X,Y,Z are coplanar.
Therefore, they are on the place. Therefore, they are on the
same plane. For example: same plane.
3. A regular polygon is 172 – 122 3. A regular polygon is
equilateral. Quadrilateral 289 – 144 = 145 equilateral. Quadrilateral
BELEN is a regular a) Gather evidence to BELEN is a regular
pentagon. Therefore it is support Hilary’s pentagon. Therefore it is
equilateral. conjecture. equilateral.
4. A child’s teacher in b) Is her conjecture 4. A child’s teacher in
preschool was a female. In reasonable? Explain. preschool was a female. In
his grades 1 and 2, his his grades 1 and 2, his
teachers were both teachers were both
female. The child may say female. The child may say
that his grade 3 teacher that his grade 3 teacher
will also be female. will also be female.
5. Filipinos are peace- 5. Filipinos are peace-
loving people. Julia is a loving people. Julia is a
Filipino. Therefore, Julia is Filipino. Therefore, Julia is
peace-loving. peace-loving.
J. Additional activities for Come up with a Prove that the sum of two Come up with a Solve each equation.
application or generalization based on consecutive perfect generalization based on
remediation your observation with the squares is always an odd your observation with the
picture. number. picture.
V. REMARKS
VI. REFLECTION
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
localized materials
did I use/discover
which I wish to share
with other teachers?