Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO DEL NORTE
CARMEN NATIONAL HIGH SCHOOL
LESSON PLAN IN MATH X
Grade
School ALIA NATIONAL HIGH SCHOOL Level VIII
Teacher JASPHER D. JARABE Quart III
er
WEDNESDAY
Day/Date SEPTEMBER 5, 2024 Week IV
Demonstrates understanding of key
Grade Level
concepts of axiomatic structure of
Standard
geometry and triangle congruence.
Most Essential Illustrates SAS, ASA and SSS
Learning
congruence postulates
Competencies
[Link] OBJECTIVES:
a. State the division algorithm of polynomials.
b. Divide polynomials by another polynomials using long division.
c. Express each quotient using division algorithm accurately and systematically.
II. SUBJECT MATTER:
A. Topic: Division of Polynomials using long division
B. Materials: chalk, Activity sheets and power point presentation
References: (M10AL-Ig-1)
Advance with Math pg. 37 - 49
Additional Materials from Learning Resources (LR) portal:
[Link]
III. PROCEDURE
Teacher’s Activity - Good, Morning Sir
Classroom routine activity: - (Students will do as told)
Prayer
Greetings
Good morning, Class…
Checking the attendance - Yes sir
“Say present if you’re around”
Presenting of Classroom Rules:
Treat others with respect
at all times
Listen and follow
directions - Yes sir
Raise your hand before
speaking or leaving your
seat
Do you understand the rules?
- Vertices, Sides, Angles
A. Preparatory Activities
Review
Basic parts of the triangle
(side, angle, vertices)
Do you remember the basic part
of the triangle?
What are those?
Vertices – are the three corners of
the triangle determined by three
non-colinear points.
Sides – are three segments whose
endpoints are the three vertices of
the triangle.
Angle – these are the union of ray
determined by a pair of non – - (Someone Will raise their hand)
colinear sides of the triangle.
Name; ΔLSM, or ΔLMS,
Ex. or ΔSML,
name; ΔLSM, or ΔLMS, or ΔMLS, or ΔMSL,
ΔSML, or ΔSLM,
ΔMLS, or ΔMSL, or Vertices; L, S, M
ΔSLM,
Vertices; L, S, M Sides; LS or SL, LM or
Angles; ∠L, ∠S, ∠M
ML, SM or MS
Sides; LS or SL, LM or ML,
Angles; ∠L, ∠S, ∠M
SM or MS
Who can name and identify the
parts of triangle?
Let’s proceed to:
- Yes sir
One – to - one correspondence;
correspondence that there is an
exact number of pairing.
“↔” symbol for correspondence.
Ex.
ΔABC ↔ ΔDEF
Do you understand the
correspondence, and know what
symbol is used?
Let’s proceed to: - Yes sir
Triangle congruence: two
triangles are congruent if and only if
their vertices can be paired so that
corresponding sides are congruent
and corresponding angles are
congruent.
Triangle Congruent or CPCTC:
Corresponding Part of Congruent
Triangles are Congruent.
Triangle congruence symbol “≅”
Are you familiar with this
symbol?
1. ΔPQR ≅ ΔSTU
Ex.
IV. PRESENTATION OF THE LESSON
ACTIVITY
Standard of Group Activity, group the class into 3 groups, they will choose
a leader and a precentor to present their output.
a. Perform your activities by following the procedures given to you.
b. No member of any group is allowed to roam around while the
activities are going on.
c. Present your outputs in front of the class after the given time.
Rubric:
RUBRICS
25 points 20 points 15 points 10 points 5 point
Always Usually Often Sometimes Rarely
practice practice practice practice practice
group group group group group
cooperation, cooperation, cooperation, cooperation, cooperation,
clean clean clean clean clean
working area working area working area working area working area
and and and and and
politeness to politeness to politeness to politeness to politeness to
other groups. other groups. other groups. other groups. other groups.
Instruction: Identify the one – to – one
Group 1
congruency (Vertices, Sides, Angles) Group 1
ΔABC ≅ ΔDEF
Group 2
≅
Group 2
ΔGHI ΔJKL
Group 3
Group 3
ΔMNO ≅ ΔPQR
ANALYSIS
Processing of Group’s Output
After processing their outputs,
have a brief lecture and let them - Yes,
answer the following questions:
Was it easy for you to identify the
congruency of the triangle? - It a reflection or a mirror
of the something.
In your own words how do
you define congruent?
ABSTRACTION
Discuss about the triangle congruent postulates (SAS,
ASA, SSS).
Let’s proceed in the:
[Link] and non – included parts
- The students will read the
of Triangle.
definition loud and clear
Included angle – Lies
between two named sides of
the triangle.
Observation: the vertex or
common endpoint of two named
- Yes, Sir
sides is the included angle
Have you observe it too?
- The students will read the
definition loud and clear
Included side – Lies
between two named angles
of the triangle.
Observation: the vertices of
two named angle is the included
side - Yes sir
Have you observed it too?
Now we have the
[Link] Congruence Postulates
are:
- SSS
-SAS
-ASA
- The students will read the
SSS (Side-Side-Side definition loud and clear
Congruent Postulate)
- If three sides of one
triangle are congruent to
the three corresponding
sides of another triangle,
then the two triangles are
congruent.
SAS (Side-Angle-Side
Congruent Postulate)
- If two sides and the
included angle of a - The students will read the
triangle are congruent to definition loud and clear
the corresponding two
sides and the included
angle of another triangle,
then the two triangles are
congruent.
ASA (Angle-Side-Angle
Congruent Postulate) - The students will read the
- If two angles and the definition loud and clear
included side of a triangle
are congruent to the
corresponding two angles
and the included side of
another triangle, then the
two triangles are
congruent.
APPLICATION - Some will say yes and
Do you now the game called some will say no
Game ka na ba?
(the teacher will explain the
mechanics of the game.)
In the same group they will choice
a representative to play the game
ka na ba? Segment.
Direction: the teacher will read
the question and if the learners
know the answer, they must hit the
bell and they will choice the right
answer. In every item they must
change their player, the group that
got the highest number of correct
answers win.
Which postulate (SSS,SAS,ASA) is
the given figure below
- A. ASA
1.
[Link] b. SSS c. SAS
2. - C. SSS
[Link] b. SAS c. SSS
3.
- B. SAS
[Link] b. SAS c. ASA
4.
- A. SSS
[Link] b. ASA c. SAS
5.
- C. SAS
[Link] b. SSS c. SAS
6.
- B. ASA
[Link] b. ASA c. SAS
7.
- A. SAS
[Link] b. SSS c. ASA
8.
- C. ASA
[Link] b. SSS c. ASA
9.
- A. SAS
[Link] b. SSS c. ASA
10.
- B. SAS
[Link] b. SAS c. SSS
[Link]
Prepared by:
JASPHER D. JARABE
Teacher Applicant
Checked and Observed by:
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