DAILY LESSON LOG OF M8GE-IIIa-1 (Week One-Day Four)
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II.CONTENT
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
lesson
B. Establishing a purpose
Grade Level Grade 8
Learning Area Mathematics
Quarter Third
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.
The learner demonstrates understanding of key concepts of axiomatic structure of
geometry and triangle congruence.
The learner is able to:
1. formulate an organized plan to handle a real-life situation, and
2. communicate mathematical thinking with coherence and clarity in
formulating, investigating, analyzing, and solving real-life problems involving
congruent triangles using appropriate and accurate representations.
Learning Competency:
Illustrates the need for an axiomatic structure of a mathematical system in
general, and in Geometry in particular: (a) defined terms; (b) undefined terms; (c)
postulates; and (d) theorems.. (M8GE-IIIa-c-1)
Learning Objectives:
1. Determine the different defined terms;
2. Illustrate defined terms; and
3. Demonstrate appreciation through active participation and coordination with
varied activities.
Defined terms (Coplanar, Colinear, Rays, Line Segements, Intersections)
teacher’s guide, learner’s module,
1. https://studylib.net/doc/5634825/sec-1-1-points--lines-and-planes
2. http://ww2.d155.org/pr/acadirectory/math/Lists/Geometry%20357358%20Cale
ndar/Attachments/87/Chapter%201%20Note%20Packet.doc
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the 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.
The teacher asks the students:
1. What did we do last meeting?
2. What are the different undefined terms?
Questions:
1. We determined the three undefined terms.
2. These are points, line and plane.
The teacher lets the students realize the importance of the different defined terms
 for the lesson in geometry.
The teacher asks the students to do the following:
1. Get 1/4 sheet of paper, what does the paper represents?
2. How many lines are there in your 1/4 sheet of paper, how do these lines
relate to each other?
C. Presenting examples/ 3. Plot three points in a 1/4 sheet of paper, how are these points relate to each
instances of the new other?
lesson 4. Plot points on the same line, how do these points relate to each other?
5. Fold the paper in half and shade the other with a pen/pencil, what does the
crease of the paper represents?
6. Put a puncture on the paper using your pen/pencil, what does that puncture
represents?
The teacher lets the students realize that what they did are:
1. Plane = The paper is an example of a plane.
2. Coplanar lines = The lines are on the same plane.
D. Discussing new concepts and 3. Coplanar points = the paper is a plane where the three points named are
practicing new skills #1 contained.
4. Colinear points = the points are all contained in the same line.
5. Intersection of two planes is a line.
6. The intersection of the plane and a line is a point.
The teacher discusses and illustrates the definitions and some of the examples of
the following:
E. Discussing new concepts and 1. Collinear points/lines and Non-collinear points/lines.
practicing new skills #2 2. Coplanar points/lines and Non-coplanar points/lines.
3. Rays and Line Segments
4. Intersection of a line and a point, two lines, a line and a plane.
Working in pairs, the students will illustrate the following.
a. Draw 3 collinear points A, B, C.
b. Draw point D not collinear with ABC.
F. Developing mastery (leads
c. Draw AB .
to formative assessment 3)
d. Draw ray BD .
e. Draw segment CD .
f. Name opposite rays.
What could be the best representation of ray and line segments in the classroom.
Rays: pens, pencil, crayons, or anything that writes.
G. Finding practical Line segments:window pane, edge of a table.
applications of concepts
and skills in daily living Note:
Rays extends in one side and with pencil, as it writes, it extends.
Line segments has an ending point, thus have a limit.
H. Making generalizations
The teacher lets the students summarize the topic by asking the following:
and abstractions about the
lesson
1. What are the
The teacher lets the students answer individually the formative assessment.
I. Answer True or False for the following:
a) Points A, B, and C are collinear.
b) Points A, B, and C are coplanar.
I. Evaluating Learning c) Point F lies on DE .
d) DE lies on plane DEF.
e) BD and DE intersect.
f) BD is the intersection of plane ABC and plane
DEF.
 Answer Key:
I. a. False; b. true; c. False; d. false; e. True; f. False
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did the remedial lesson
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
The teacher contextualized and localized the concept of the topic in “presentation”
use/ discover which I
and “finding practical application”.
wish to share with other
teachers

Prepared by:

GERALDINE M. BETONIO
Tabok NHS SST-1