School Grade Level GRADE 8
Teacher Learning Area MATHEMATICS
DAILY LESSON LOG Week/ Teaching Dates Week 3 Quarter THIRD (Module 7)
and Time
DATE Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
The Learner…
A. Content Standards
Demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.
The Learner…
1. is able to formulate an organized plan to handle a real-life situation.
B. Performance
2. is able to communicate mathematical thinking with coherence and clarity in formulating, investigating,
Standards
analyzing, and solving real-life problems involving congruent triangles using appropriate and accurate
representations.
Illustrates the SAS, ASA, SSS and AAS congruence
Prove two triangles are congruent: M8GE-IIIg-1
postulates.*** M8GE-IIId-e-1
Illustrate SSS Illustrate AAS
C. Learning congruence postulate congruence postulate Apply the triangle Apply the triangle
Competencies/ congruence postulates to congruence postulates to
Objectives Apply the SSS Apply the AAS prove that two triangles prove that two triangles
congruence postulate in congruence postulate in are congruent using AAS are congruent using SSS
solving problems on solving problems on and ASA congruence and SAS congruence
corresponding parts of corresponding parts of theorem theorem
triangle congruence triangle 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 Math LM, p. 344-352
2. Learner’s Materials Math LM, p. 353-355 Math LM, p. 358-361 Math LM, p. 358-361
pages
By Soledad Jose-Dilao Geometry Textbook Geometry Textbook Geometry Textbook
3. Textbook pages Julieta Bernabe, p. 95 By Soledad Jose-Dilao By Soledad Jose-Dilao By Soledad Jose-Dilao
Julieta Bernabe, p. 96-97 Julieta Bernabe, p.93-94 Julieta Bernabe, p. 95-96
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
Review on the concepts Review on the concepts
about SAS and ASA about SAS and ASA Review the concept on
A. Reviewing previous
congruence postulate congruence postulate triangle congruence to Review the previous
lesson or presenting the
prepare the learners for lesson
new lesson.
Presentation of the day’s Presentation of the day’s the next lesson.
lesson and target objective lesson and target objective
B. Establishing a
purpose for the lesson.
Working in groups of four Allow students to study
(Individual output) and discuss with their
C. Presenting examples/ Let the learners do group the proof in No.1
Exercise 6 p360 of the LM Let the learners work on
instances of the new Exercise 5: Side Up then later let them
(attachment no. 7) attachment no.10
lesson. Refer to LM, p. 356 complete the proof in no.
2. Do Activity 6 Let’s Do
IT.
Present the given
illustration and problem
shown in
D. Discussing new Activity 6: Let’s Do It, p. Presentation and
concepts and practicing 358 discussion of attachment
Presentation and
new skills #1. -Have the class answer in no. 10
discussion of the SSS
Discussion of Exercise 6 oral the given problem
(Side-Side-Side)
using the table for
Congruence Postulate
statement and reason.
Processing of the given
E. Discussing new
activity and reinforce the
concepts and practicing Attachment no.8
skills through
new skills #2.
Exercise 5, p. 358
F. Developing Mastery
( Leads to Formative Attachment no. 5 Exercise 7 p 363 of the LM Attachment no. 9 Attachment no. 11
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living.
H. Making
generalizations and
abstractions about the
lesson.
I. Evaluating Teacher-made Teacher-made
Attachment no. 13 Attachment no. 12
Learning questionnaire questionnaire
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?
Attachment no. 6
Mark the corresponding congruent parts in order to show the ASA congruence postulate.
J C
N V
Attachment no. 7
Attachment no. 8
A D
1. Given: AB // DC, AD // BC 3
2
Prove: AB ¿ DC
Proof:
1
Statement Reason 4
B C
1. AB // DC, AD // BC 1. Given
2. ∠ 1 ¿ ∠ 2, ∠ 3 ¿ ∠ 4 2. If two parallel lines are cut by a transversal,
then the alternate interior angles are ¿
3. BD ¿ BD 3. Reflexivity
4. Δ ABD ¿ Δ CDB 4. ASA
5. ∴ AB ¿ DC 5. Corresponding parts of ¿ triangles are ¿
or CPCTC
Attachment no. 9
T
2. Given: LS bisects ∠ TLE
∠ LTS ¿ ∠ LES
Prove: TS ¿ ES
S L
Proof:
Statement Reason E
1. LS bisects ∠ TLE 1. Given
2. ∠ TLS ¿ ∠ ELS 2. Definition of angle bisector
3. LS ¿ LS 3. Reflexivity
4. ∠ LTS ¿ ∠ LES 4. Given
5. Δ TSL ¿ Δ ESL 5. AAS congruence
6. TS ¿ ES 6. Corresponding parts of ¿ Δ s are ¿
or CPCTC
Attachment no. 10
O
3. Given: MO ¿ YS, OB ¿ SP, MP ¿ YB
Prove: ∠ O ¿ ∠ S
B
M Y
Proof: P
Statement Reason
S
1. MO ¿ YS 1. Given
OB ¿ SP
MP ¿ YB
2. PB ¿ PB 2. Reflexivity
3. MB ¿ PY 3. By addition
4. Δ MOB ¿ Δ YSP 4. SSS congruence
5. ∠ O ¿ ∠ S 5. CPCTC
Attachment no. 11
D
4. Given: ∠ 1 ¿ ∠ 2
O is the midpoint of SP
1 P
S O 2
Prove: DO ¿ SO
Proof:
S
Statement Reason
1. ∠ 1 ¿ ∠ 2 1. Given
2. ∠ DSO ¿ ∠ SPO 2. Supplements of ¿ ∠ s are also ¿
3. O is the midpoint of SP 3. Given
4. SO ¿ PO 4. Definition of midpoint
5. ∠ DOS ¿ ∠ SOP 5. Vertical ∠ s are ¿
6. Δ SDO ¿ Δ PSO 6. ASA congruence
7. DO ¿ SO 7. CPCTC
Attachment no. 12
1.
Given: XY ¿ RS
∠ YXR ∠ SRX
Prove: SX ¿ YR
X Y
Proof:
Statement Reason
1. XY ¿ RS 1. Given
∠ YXR ¿ ∠ SRX
2. RX ¿ RX 2. Reflexivity
3. Δ XYR ¿ Δ RSX 3. SAS congruence
4. SX ¿ YR 4. CPCTC
2. Given: Δ PNU and Δ TNU are isosceles triangles with common base NU
Prove: ∠ PNT ¿ ∠ PUT
O
N u
Proof:
Statement Reason
T
1. Δ PNU and Δ TNU 1. Given
are isosceles Δ
2. PN ¿ PU, TN ¿ TU 2. Definition of isosceles
3. PT ¿ PT 3. Reflexivity
4. Δ PNT ¿ Δ PUT 4. SSS congruence
5. ∠ PNT ¿ ∠ PUT 5. CPCTC
Attachment no. 13
1. Write a two-column proof T
Given: HS bisects ∠ THE
∠ HTS ¿ ∠ HES
H S
Prove: TS ¿ ES
Proof
Statement Reason E
1. TS bisects ∠ MHE 1. Given
∠ TMS ¿ ∠ TES
2. ∠ MTS ¿ ∠ ETS 2. Definition of ∠ bisector
3. TS ¿ TS 3. Reflexivity
4. Δ SMT ¿ Δ SET 4. AAS congruence
5. TM ¿ TE 5. CPCTC
2.