G8DLL Q3W5

DAILY School VENTINILLA HIGH SCHOOL Grade Level 8
LESSON Teacher MARK KIVEN C. MARTINEZ Learning Area MATHEMATICS

LOG
Teaching Dates March 23, 2023 / THIRD
Quarter
and Time 8:20 a.m. – 9:10 a.m.
I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of axiomatic
structures of geometry and triangle congruence.
2. Performance The learner is able communicate mathematical thinking with coherence and
Standards clarity in formulating, investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and accurate representations.
3. Learning Learning Competency:
Competencies / : Solves corresponding parts of congruent triangles.
Objectives (M8GE-IIIf-1)
Objectives:
a) Differentiate the three types of motion for geometric figures;
b) Determine the corresponding angles and sides of two congruent
triangles;
c) Solve problems involving corresponding parts of congruent triangles.
Integration within curriculum: Determines the relationship between the

hypothesis and the conclusion of an if-then statement. (M8GE-IIf-1)
Integration across curriculum: Use appropriate grammatical signals or

expressions suitable to each pattern of idea development:
 general to particular
 claim and counterclaim
 problem-solution
 cause-effect
 and others
Values Infusion:
Cooperation, Appreciation
II. CONTENT Triangle Congruence

(Solves corresponding parts of congruent triangle)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
2. Learner’s
Materials
3. Textbook
4. Additional  https://www.youtube.com/watch?
Materials from v=bWJOJLwznzM&list=PLPPsDIdbG32AAV3-
Learning jtespk3JUwnZE0k7e&index=56
Resource (LR)  https://www.khanacademy.org/math/in-in-grade-9-ncert/
portal xfd53e0255cd302f8:triangles/xfd53e0255cd302f8:congruence-of-
triangles/e/corresponding-parts-of-congruent-triangles
B. Other Learning Laptop, Video Presentation used as visual aid, Television

Resources
IV. PROCEDURES
A. Reviewing previous  Class Prayer
lesson or presenting  Checking of attendance
the new lesson  Remind the class regarding classroom rules before starting the class.
 Review:
 State the triangle congruence postulates.
 Define/Describe the triangle congruence postulates.
B. Establishing a Motivational Activity:
purpose for the Let the students identify which pairs of figures are congruent.
lesson (Refer to the PowerPoint Presentation)
C. Presenting examples/ Study the given pairs of figures on the screen:
instances of the
lesson In pair number 1 (triangles 6 and 3), the triangles are congruent by translation
(slide) – from one position to another without turning it.
In pair number 2 (triangles 4 and 5), the triangles are congruent by reflection
(flip) – flipping a figure over a line (mirroring).
In pair number 3 (triangles 1 and 6), the triangles are congruent by rotation
(turn) – turning the triangle around a fixed point.
D. Discussing new Let the students find a pair, and let them do the activity:
concepts and
practicing new skills Given that ∆ABC ≅ ∆DEF. List the six pairs of corresponding, congruent parts
#1 of these two triangles.
E. Discussing new Recall the concept of congruency using If-Then statement by presenting the
concepts and example on the screen:
practicing new skills
#2 Discuss “Example 2: ∆ROS ≅ ∆CAN, solve for x.”
Step 1: Determine the corresponding congruent parts of the two triangles.
Step 2: Use theorems or postulates to solve for the missing part of the triangle.
F. Developing mastery Work by group, the teacher let the students answer the following activity and
(Leads to Formative should see to it that the students understand congruent triangles.
Assessment 3)
Given that ∆ABE ≅ ∆DCF. Complete the congruence statements and find the
missing measure.
(Refer to the PowerPoint Presentation)
G. Finding practical Let the students do the “CUT & MATCH!” activity. For this activity, this educator
applications of will have to draw differently shaped, unaligned, and randomly placed triangles
concepts and skills in on a sheet. This can be done digitally as well and then the sheets can be
daily living printed out such that each student gets one.
This activity will help students in understanding the basics of the principle of
congruence and what it means as well as how to prove it.
H. Making  What are the types of motion for geometric figures?

generalizations and
abstractions about  How do you solve the corresponding parts of congruent triangles?
the lesson
 What are the steps in solving missing part/s of the congruent triangles?
I. Evaluating learning Let the students answer the activity.
Given ∆SIT ≅ ∆RUN, solve for n.
(Refer to the figure on the PowerPoint Presentation)
J. Additional activities Assignment:

for application or Given ∆RSV ≅ ∆TVS, find the values of x and y.
remediation (Refer to the figure on the PowerPoint Presentation)
V. REMARKS ___ Lesson carried. Move on to the next objective.

___ Lesson not carried.
___ of the learners got 80% mastery.
VI. REFLECTION ___ Learners did not find difficulties in answering their lesson.
___ Learners found difficulties in answering their lesson.
___ Learners did not enjoy the lesson because of lack of knowledge, skills, and interest
about the lesson.
___ Learners were interested on the lesson, despite of some difficulties encountered in
answering the questions asked by the teacher.
___ Learners mastered the lesson despite of limited resources used by the teacher.
___ Majority of the learners finished their work on time.
___ Some learners did not finish their work on time due to unnecessary behavior.
1. No. of learners who
earned 80% on the
formative assessment

require additional
activities for remediation.
3. Did the remedial lessons

work? No. of learners
who have caught up with
the lesson.

continue to require
remediation
5. Which of my teaching Strategies used that worked well:

strategies worked well? ___ Metacognitive Development: Examples: Self assessments, note taking and
Why did this work? studying techniques, vocabulary assignments.
___ Bridging: Examples: Think-Pair-Share, quick-writes, and anticipatory charts.
___ Schema-Building: Examples: Compare and Contrast, Jigsaw Learning, Peer
Teaching, and Projects.
___ Contextualization: Examples: Demonstrations, media, manipulative, repetition, and
local opportunities.
___ Text Representation: Examples: Students created drawings, videos, and games.
___ Modeling: Examples: Speaking slowly and clearly, modeling the language you want
students to use, and providing samples of student work.
Other Techniques and Strategies used:

___ Explicit Teaching
___ Group Collaboration
___ Gamification/Learning through play
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
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?
Prepared by:
MARK KIVEN C. MARTINEZ

Teacher I
Reviewed and checked by:
MELANIE G. CAYME, PhD

Master Teacher II
Noted:
MERLY A. MEDRANO
Head Teacher VI

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What are the three types of motion for geometric figures?

What are the three types of motion for geometric figures?

What are the steps to solve for the corresponding parts of congruent triangles?

What are the steps to solve for the corresponding parts of congruent triangles?

DAILY School VENTINILLA HIGH SCHOOL Grade Level 8

LESSON Teacher MARK KIVEN C. MARTINEZ Learning Area MATHEMATICS

Integration within curriculum: Determines the relationship between the

Integration across curriculum: Use appropriate grammatical signals or

II. CONTENT Triangle Congruence

B. Other Learning Laptop, Video Presentation used as visual aid, Television

Step 1: Determine the corresponding congruent parts of the two triangles.

H. Making  What are the types of motion for geometric figures?

J. Additional activities Assignment:

V. REMARKS ___ Lesson carried. Move on to the next objective.

2. No. of learners who

3. Did the remedial lessons

4. No. of learners who

5. Which of my teaching Strategies used that worked well:

Other Techniques and Strategies used:

MARK KIVEN C. MARTINEZ

MELANIE G. CAYME, PhD

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