Grade 8 School BULULAWAN NATIONAL HIGH SOOL Grade Level 8

DAILY LESSON LOG Teacher February

RONA FAITH BUSMION
26 - 29 LOOC
-March 1, 2024 | 7:30 - 8:30 & 1:00 Learning Area Mathematics
Teaching Date and Time - 2:00 Quarter Third

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrate the key concepts of axiomatic structure of geometry and triangle congruence.
B. Performance Standard The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems
involving
M8GE congruent
II a-c-1 triangles
Illustrate theusing appropriate and accurate representations.
need for an axiomatic
C. Learning Competencies/ structure of a mathematical
system in general , and M8GE IIId-1 Illustrate M8GE IIId-1 Illustrate M8GE IIId-e-1 Illustrate (SAS) triangle
Objectives Write the LC code for
Geometry in particular: (a) triangle congruence triangle congruence congruence postulate
each
defined terms; (b) undefined
terms; © postulates; (d)
theorems
Undefined terms, defined
II. CONTENT terms, Postulates, and Triangle Congruence Triangle Congruence SAS Triangle Congruence Postulate
Theorems
A. References
1. Teacher's Guide pages 380-384 380-384 386
2. Learner's Material pages 349-353 349-353 354
3. Textbook pages

4. Additional Materials from

Learning Resources ( LR) Portal Look for additional material at LR Portal
Test Papers/ Chart Gr. 8
B. Other Learning Resources Math Practical and Patterns
pp. 336-340
IV.PROCEDURES
 Ask the students
Review on defined terms,
A. Reviewing previous lesson or questions about the Ask the students questions
undefined terms, postulates, Let the students define what is an included angle
presenting the new lesson synbol and word related what is congruence
theorems
to triangle congruence

Students were given Ask the students how the

Given a situation let the
B. Establishing a purpose for the instructions about the task for concept of congruence Let the students arrange the cut pictures. Answer
students think how it is
lesson the on undefined and defined important in our the follow -up question
important
term, postulate and theorems environment.

Student will perform the task

Present a picture and let
C. Presenting examples/ intances on illustrating undefined and Let the students answer Given the figure let the students identify the
the student answer the
of the new lesson defined term, postulate and the questions included angle Refer theb figure in LM pp. 353
follow-up questions.
theorems

Student will perform the task

Group the students and Give exapmle and ask the
D. Discussing new concepts and on illustrating undefined and
answer the questions students to illustrate the Perform the activity 3 "Less is More: in Lm pp. 354
practising new skills # 1 defined term, postulate and
then investigate. answer
theorems

Student will perform the task

Ask the students to give an
E. Discussing new concepts and on illustrating undefined and Let the students to
example then illustrate the Perform the activity 3 "Less is More: in Lm pp. 354
practising new skills # 2 defined term, postulate and ansewer the exercises
answer
theorems

Monday Tuesday Wednesday Thursday Friday

Student will perform the task
F. Developing mastery The students will indicate the other corresponding
on illustrating undefined and Let the student explain Let the student explain
( Leads to Formative Assessment parts needed to make the triangle congruent by
defined terms, postulates and their answer their answer
3) SAS congruence postulates
theorems
Let the students cite a Let the students cite a
G. Finding practical application of Let the students solve the Given the situation let the students think what is
situation involving situation involving triangle
concept and skills in daily living word problem the importance of triangle congruence?
triangle congruence congruence
 What is triangle
What can you say about the congruence? What must
H. Making generalization and How can you verify if two
structure of a mathematical be show so that a What is SAS triangle congruence postulates?
abstraction about the lesson triangle are are congruent?
system? triangle would me
congruent?

Answer at least 5 items

Students answer the Answer exercises in LM Given the figure let the students complete the
I. Evaluating Learning exercises about triangle
summative test page 343 proof.
congruence.
J. Additional activities for
Follw up activity Follw up activity Follw up activity Follw up activity
remediation
V. REMARKS
VI. REFLECTION
39 out of 43 students belong to 80% 41 out of 45 students belong to 36 out of 40 students belong to
A. No. of learners who earned 80% on the 35 out of 43 students belong to 80% mastery level during
mastery level during formative 80% mastery level during 80% mastery level during
formative assessment formative assessment
assessment formative assessment formative assessment
B. No. of learners who require additional
0 students need remediation. 1 students need remediation. 0 students need remediation. 2 students need remediation.
activities for remediation

C. Did the remedial lesson work ? No. of 0 out 0 students have caught up with 1 out 1 students have caught up 0 out 0 students have caught up
1 out 2 students have caught up with the lesson
learners who have caught up with the lesson the lesson with the lesson with the lesson

D. No. of learners who continue to require 0 students need to follow up 1 students need to follow up 0 students need to follow up
1 students need to follow up remediation
remediation remediation remediation remediation
E. Which of my teaching strategies worked
well? Why did these work ?

F. What difficulties did I encounterd 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 teacher

Prepared by: Noted by:

RONA FAITH B. LOOC ROLANDO L. BUCAYONG JR.
Teacher I School Head