GRADES 8 School Grade Level 8

DAILY
Teacher Learning Area GRADE 8 MATHEMATICS
LESSON
LOG Teaching Dates and Time WEEK 9 Quarter THIRD

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle
congruence.
2. Performance The learner is able to communicate mathematical thinking with coherence and clarity in formulating,
Standards investigating, analyzing, and solving real-life problems involving congruent triangles using appropriate and
accurate representations.
3. Learning
The learner applies triangle congruence to construct perpendicular lines. (M8GE-IIIi-j-1)
Competencies /
Objectives a. Describe perpendicular a. Construct perpendicular
lines operationally. a. Identify perpendicular a. State perpendicular bisector of a triangle
b. Identify perpendicular lines in the figure. bisector theorem b. Apply triangle congruence
lines in the given figure. b. Prove that two lines are
operationally to construct perpendicular
c. Appreciate the perpendicular. b. Prove perpendicular lines.
importance of perpendicular c. Appreciate the bisector theorem c. Appreciate the
lines in real life situation. importance of c. Apply perpendicular importance of perpendicular
perpendicular lines in bisector theorem in real life bisector and triangle
real life situation. situation. congruence real life
situation
II. CONTENT Topic: Triangle Congruence Topic: Triangle Congruence
Topic: Triangle Congruence Topic: Triangle Congruence
through through
through Perpendicular Lines through Perpendicular Lines
Perpendicular Lines Perpendicular Lines
Sub topic: Definition of Sub topic: Proof for
Sub topic: Perpendicular Sub topic: Constructing
Perpendicular Lines Perpendicular Lines
Bisector Theorem Perpendicular Bisector
III. LEARNING
RESOURCES
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 A. References
1. Teacher’s
Guide pages
2. Learner’s
LM p. 364 - 372
Materials pages
3. Textbook -Geometry by De Leon,
pages Dilao & Bernabe pp. 70-71 Geometry by De Leon, Dilao Geometry by De Leon, Dilao
-Geometry by Ato-Lopez & & Bernabe pp. 207 & Bernabe pp. 206 - 209
Lopez pp. 39-40
4. Additional https://www.sophia.org/tutori
Materials from als/36-proving-lines-
https://www.youtube.com/w
Learning perpendicular
atch?v=ttZvFhEq6cg
Resource (LR)
portal
B. Other Learning -Laptop for PowerPoint
-Laptop for PowerPoint -Laptop for PowerPoint -Laptop for PowerPoint
Resources presentation
presentation presentation and ---LCD presentation
-LCD projector
-LCD projector projector -LCD projector
-Activity sheet for
-Activity sheets -Activity sheet -Activity sheet
demonstration/modelling
IV. PROCEDURES
A. Reviewing previous Review of Triangle
Singing the previous song
lesson or presenting The Perpendicular Group Presentation of assignment. Congruence Postulates &
about perpendicular lines.
the new lesson Theorems
B. Establishing a Correct or incorrect
purpose for the Determining perpendicular Folded isosceles triangle to statement about the figure
lesson Two Roads Meet lines in the illustrations form two congruent formed by a perpendicular
through reasoning. triangles. bisector in an equilateral
triangle.
C. Demonstration / Discussing and observing Constructing perpendicular
Viewing the video from
Modeling Investigating how perpendicular lines can bisector/s in isosceles
https://www.youtube.com/w
Perpendicularity be identified through triangle and equilateral
atch?v=ttZvFhEq6cg
proofing. triangle.

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D. Input / Activity
Identifying perpendicular
line segments in the given
triangle
E. Analysis / Guided
Guide Questions and
Practice
Guided Practice about
Mang Tomas front door.
F. Check for
Identification of
Understanding/
perpendicular lines and
Independent Practice
labeling right angles in the
given figure.
A. Application
Partner’s Activity – locating
perpendicular lines inside
the classroom.
B. Wrap up
Song about perpendicular
lines
C. Feedback/
Assessment Naming perpendicular lines Proving perpendicularity
or segments found in the applied on the design of
given figures. circular window.
Proving Perpendicularity
through class discussion
Guide Questions and Guide Questions and
Guided Practice where boys Guided Practice on
will compete against the perpendicular bisector
girls. theorem activity 2.
Individual Proofing about
Perpendicularity.
Mother’s Dream House
Definition of perpendicular
lines.
And having additional
illustrative examples about
perpendicular bisector
theorem.
Constructing perpendicular
Performing perpendicular bisector in a given triangle
bisector theorem activity 1. to create 2 new congruent
triangles.
Discussing the answers in
the guide questions.
Constructing perpendicular
bisector on the given
Performing perpendicular
triangles satisfying the
bisector theorem activity 3.
congruence postulates/
theorem stated.
Identifying which kind of
A Volcanologist
triangle produces the
investigation on Mayon
highest number of
Volcano’s triangular shape
perpendicular bisector that
applying the perpendicular
can form two congruent
bisector theorem.
triangles.
Describing the relationship
Definition of perpendicular between triangle
bisector theorem. congruence postulate and
perpendicular bisector.
Constructing perpendicular
bisector in the given
Performing perpendicular
triangles which will form two
bisector theorem activity 4
congruent triangles and
identifing the applicable
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 triangle congruence
postulate or theorem in
each figure formed.

D. Closure/ Reflection/ Constructing perpendicular

Creating an independent
Assignment Designing a piece of bisector on a cut out
Drawing two objects with proof of perpendicular
furniture with perpendicular triangular figure and make a
perpendicular lines. bisector theorem applied in
lines as its major design. proof that it will form 2
a triangular object.
congruent triangles.
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
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

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 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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