GRADES 8 School Grade Level 8

DAILY
Teacher Learning Area GRADE 8 MATHEMATICS
LESSON
LOG Teaching Dates and Time WEEK 3 Quarter THIRD

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may
be done for developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides
1. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of key understanding of key understanding of key understanding of key
concept of axiomatic concept of axiomatic concept of axiomatic concept of axiomatic
structure of geometry and structure of geometry and structure of geometry and structure of geometry and
triangle congruence. triangle congruence. triangle congruence. triangle congruence.
2. Performance The learner is able to The learner is able to The learner is able to The learner is able to
Standards formulate an organized plan formulate an organized plan communicate mathematical communicate mathematical
to handle a real life to handle a real life thinking with coherence and thinking with coherence and
situation. situation. clarity in formulating, clarity in formulating,
investigating, analyzing, and investigating, analyzing, and
solving real-life problems solving real-life problems
involving congruent involving congruent
triangles using appropriate triangles using appropriate
and accurate and accurate
representations. representations.
3. Learning Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
Competencies / the content can be tackled in a week or two.

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Objectives The learner illustrates The learner illustrates the
triangle congruence. SAS, ASA and SSS
(M8GE-IIId-1) congruence postulates. The learner illustrates the
a. Name the SAS, ASA and SSS
corresponding parts The learner illustrates (M8GE-IIId-e-1) congruence postulates.
of two corresponding triangle congruence.
triangles. (M8GE-IIId-1) (M8GE-IIId-e-1)
b. Show that two a. Define congruent a. Name corresponding
triangles are triangles. parts of two corresponding
corresponding by b. Show that two triangles. a. Name corresponding
illustration. triangles are parts of congruent triangles
congruent by b. Illustrate the SAS b. Illustrate the ASA
illustration. congruence postulate congruence postulate
c. Identify the included side c. Identify the included side
and included angle in a
given triangle

II. CONTENT SAS ( Side-Angle-Side ) ASA (Angle-Side-Angle)

Triangle Congruence Triangle Congruence Congruence
Congruence
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson
RESOURCES and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Pages 382 - 384 Pages 382 - 384 Pages 382 - 384 Pages 382 - 384
Guide pages
2. Learner’s Mathematics Learner’s Mathematics Learner’s Learners’ Math Module, Learners’ Math Module,
Materials pages Module for Grade 8, pages Module for Grade 8, pages pp.354-355 pp.354-355
349-352 349-352
Moving Ahead With Math Moving Ahead With Math

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II,1999, pp. 112-114 II,1999, pp. 112-114
Geometry III,2009, pp. 91- Geometry III,2009, pp. 91-
97 97
3. Textbook 1. Moving Ahead With 1. Moving Ahead With e-math by Oronce e-math by Oronce
pages Mathematics II. 1999. pp. Mathematics II. 1999. pp.
112-114* 112-114*
2. Geometry III. 2009. pp. 2. Geometry III. 2009. pp.
88-91* 88-91*
3. Nivera, Gladys C.(2013) 3. Nivera, Gladys C.(2013)
“Grade 8 Mathematics “Grade 8 Mathematics
Patterns and Practicalities” Patterns and Practicalities”
pp.351 – 354 pp.351 – 354
4. Merle S. Alferez, Alvin E. 4. Mark Paul G. Fulgencio,
Lambino “MSA Geometry, Alexander G. Lopez,
Academic Advance Institute” p. Estrellita L. Misa, Raymund
249 Anthony M. Quan, Andrea
R. Rocio “K to 12
Conceptual Math & Beyond”
pp.246-247
4. Additional
Materials from
Learning
Resource (LR)
portal

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B. Other Learning https://www.google.com.ph/ https://www.google.com.ph/
Resources webhp?sourceid=chrome- webhp?sourceid=chrome-
instant&ion=1&espv=2&ie= instant&ion=1&espv=2&ie=
UTF- UTF-
8#q=sas%20congruence%2 8#q=ASA+congruence+post
0postulate ulate

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn
well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous
lesson or presenting the “WHO’S MY MOM” activity “Loop-Me-In” Activity Review: Parts of Triangle Review : Included Side
new lesson
B. Establishing a
purpose for the lesson Presentation of Objectives Presentation of Objectives Presentation of Objectives Presentation of Objectives

C. Presenting examples/ Presentation of illustrative Presentation of illustrative Activity 1 Activity 1

instances of the lesson examples. examples.
D. Discussing new Activity 2: Naming
concepts and practicing Think-Pair-Share Activity “Find Your Partner”Activity corresponding parts of Activity 2
new skills #1 triangles.
E. Discussing new
concepts and practicing Guided Practice Guided Practice Guided Practice Guided Practice
new skills #2 Let’s Do This (Think-Pair-Share)

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F. Developing mastery
Independent Practice Independent Practice
(Leads to Formative Independent Practice Independent Practice
Assessment 3) I Can Do This

G. Finding practical
applications of “Supportive-Congruent- “Supportive-Congruent-
Activity 3 Activity 3
concepts and skills in Triangles”Activity Triangles”Activity
daily living
Corresponding angles are
pairs of angles whose SAS Congruence ASA Congruence
Two triangles are congruent
vertices are paired in a Postulate Postulate
if their vertices can be
given correspondence If two sides and the included If two angles and the
H. Making paired so their
between two triangles. angle of one triangle are included side of one triangle
generalizations and corresponding sides are
Corresponding sides are congruent to the are congruent to the
abstractions about the congruent and
the pairs of sides whose corresponding two sides corresponding two angles
lesson corresponding angles are
endpoints are the vertices and the included angle of and the included side of
congruent.
that are paired in a given another triangle, then the another triangle, then the
correspondence between two triangles are congruent. two triangles are congruent.
two triangles.
I. Evaluating learning Challenge Yourself! Challenge Yourself! Quiz Quiz
J. Additional activities for
application or Follow-Up Journal Writing Follow-Up Journal Writing
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you
so when you meet them, you can ask them relevant questions.
1. No.of learners who
earned 80% on the
formative assessment

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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?

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