School Namatacan National High School Grade Level GRADE 8
DAILY LESSON LOG Teacher ELLEN A. NAGMA Learning Area MATHEMATICS
Teaching Dates and January 13-17, 2025/9:00-9:45 A.M. Quarter THIRD
Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
The Learner…
A. Content Standards
Demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.
The Learner…
B. Performance 1. is able to formulate an organized plan to handle a real-life situation.
Standards 2. is able 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.
Illustrates the SAS, ASA and SSS congruence postulates.*** M8GE-IIId-e-1
Solve corresponding parts of congruent triangles M8GE-IIIf-1
C. Learning Apply the SAS congruence
Competencies/ Illustrates triangle Illustrate the SAS and ASA postulate in solving Apply the ASA congruence postulate in solving
Objectives congruence.*** congruence postulate problems on corresponding problems on corresponding parts of triangle
M8GE-IIId-1 parts of triangle congruence congruence
II. CONTENT GEOMETRY
[Link] PROCESS
A. References
1. Teacher’s Guide
Math TG, p. 374-384 Math TG, p. 384-386 Math TG, p. 386-387 Math TG, p. 388
pages
2. Learner’s Materials
Math LM, p. 344-352 Math LM, p. 353-355 Math LM, p. 355-356 Math LM, p. 357
pages
Geometry Textbook Geometry Textbook Geometry Textbook Geometry Textbook
By: Soledad Jose-Dilao By: Soledad Jose-Dilao By Soledad Jose-Dilao By Soledad Jose-Dilao
3. Textbook pages Julieta Bernabe, Julieta Bernabe, Julieta Bernabe, Julieta Bernabe,
pp. 89-92 p. 92-94 p.92-94-94 p. 92-94
4. Additional Materials
for Learning Resources
(LR) portal
B. Other Learning
EASE MODULE III EASE MODULE III EASE MODULE III EASE MODULE III
Resources
IV. PROCEDURES
A. Reviewing previous Activating Prior Unlocking of difficulties: Ask the learners to share what Review on the concepts about SAS congruence
lesson or presenting the Knowledge they learned from yesterday’s postulate
new lesson. Refer to LM, p. 349 #1- Included angle is the angle between two lesson. This will serve as
If ∠A ≅ ∠E, JA ≅ ME, ∠J ≅ ∠M, then ΔJAY ≅
10 sides of a triangle. springboard for the next Primer activity:
Included side is the side common to two discussion.
2. Presentation of the angles of a triangle. ΔMEL
new lesson and the Presentation of the day’s lesson
day’s target objective - Presentation of the day’s lesson and and target objective Draw the triangles and mark the congruent parts.
target objective
Have the class ready for For today’s lesson, the learners will verify State what additional In this lesson, the learners will be able to connect
the test by conducting a two triangles congruent using fewer pairs information is required in order their learning from the previous lesson to illustrate
B. Establishing a recall on the important of congruent corresponding parts. to know that the triangles are that two triangles are congruent by ASA congruence
purpose for the lesson. concepts about congruent for the reason given. postulate.
congruent triangles that
were being discussed
Let
Use the Sian bridge as the
a model. Let the
C. Presenting examples/ learners identify how Working in groups of four
many similar triangles Let the learners work on
instances of the new (Attachment no.2)
they can recognize. (attachment no. 3)
lesson.
learners examine the picture and ask
them questions relative to the picture.
Working in small In ΔSON
∠S is included between SN and
groups:
D. Discussing new Processing of students’ Presentation and discussion of the above activity -
∠O is included between OS and ON.
Have the class answer SO.
concepts and practicing answers to the above activity. ASA (Angle-Side-Angle) Congruence Postulate
∠N is included between NS and NO.
Activity 2: Find Your
new skills #1.
SO is included between ∠S and ∠O.
Partner
LM, p. 351
Exercise 2
Given ΔFOR, can you answer the
following questions even without the
figure?
1. What is the included angle between FO
and OR?
E. Discussing new Processing of students’ 2. What is the Included angle between FR Presentation and discussion of the above activity -
answers to the activity and FO? Processing of students’
concepts and practicing given answers to the above activity.
ASA (Angle-Side-Angle) Congruence Postulate
new skills #2. 3. What is the included angle between FR
Refer to LM, p. 352
4. What is the included side between ∠F
and RO?
and ∠R?
5. What is the included side between ∠O
and ∠R?
Working in groups of four
(Individual output)
Activity 3: Less Is More
LM, p. 354
F. Developing Mastery
(Leads to Formative Exercise: Attachment no. 4 Attachment no. 5
≅
Assessment 3)
1. ΔABD
ΔCBD, Write down the
six pairs of congruent
corresponding parts
Indigenization: Let the
G. Finding practical learners identify and
applications of concepts count the congruent Indigenization: Using indigenous materials (drinking straw, coconut midribs, bamboo, etc.), construct a bridge or building.
and skills in daily living. triangular hinges their
barangay open gym.
In order to say that the ASA (Angle-Side-Angle) Congruence Postulate
two If the two angles and the included side of one triangle
H. Making Triangles are SAS (Side-Angle-Side) Congruence Postulate are congruent to the corresponding two angles and an
generalizations and congruent, we must If the two sides and an included angle of one triangle are congruent to the included side of another triangle, then the triangles
abstractions about the show that all six pairs of corresponding two sides and the included angle of another triangle, then the are congruent.
lesson. corresponding parts of triangles are congruent.
the two triangles are
congruent.
Teacher-made
questions
Triangle ABC is
congruent to triangle Refer to
(Use attachment no. 3 for this
ΔABC ≅ ΔDEF
I. Evaluating Learning DEF." Exercise 3, p. 355
part of the DLL)
Attachment no. 1
The congruent
corresponding parts are
marked identically.
Can you name the
corresponding
congruent sides?
Corresponding
congruent angles?
J. Additional activities for
application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who
scored below 80%.
C. Do the remedial
lessons work? No. of
learners who have caught
up with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?
Prepared by: Checked by:
ELLEN A. NAGMA DONABEL N. FERIA
Teacher Head Teacher III
Attachment no.1
State what additional information is required in order to know that the triangles are congruent for the reason given.
1. 2.
3.
4.
Attachment no. 3
A M
N
E
Attachment no.4
Given the FAC ~‗ EDB with sides AB ~‗ CD, AF ~‗ DE, ⁄ A ~‗ ⁄ D
Mark the corresponding sides and make a corresponding statement using SAS congruence postulate.
Mark the corresponding congruent parts in order to show the ASA congruence postulate.
Attachment no. 5
1. 2.
3.