School ALOS NATIONAL HIGH Grade Level 8

GRADE 8
SCHOOL
Teacher MONICA V. BAUTISTA Learning MATHEMATICS
Area
Teaching March 6, 2024 (8:45-9:45 Quarter Quarter 3
DETAILED LESSON
Dates and am), 1:00-2:00 pm, 3:00-4:00
PLAN
Time pm)

I. OBJECTIVES
The learners should be able to demonstrate an understanding of key
A. Content standards concepts of axiomatic structure of geometry and triangle congruence.
The learners should be able to formulate an organized plan to handle a
real-life situation and to communicate mathematical thinking with
B. Performance Standards coherence and clarity in formulating, investigating, analyzing, and solving
real-life problems involving congruent triangles using appropriate and
accurate representations.

Focused skills
The learners should be able to prove two triangles are congruent.
(M8GE-IIIg-1)
C. Learning Competencies / Specific skills
Objectives At the end of the lesson, the learners should be able to:
a. determine which congruence postulates are used in proving right
triangle congruence
b. prove congruent right triangles using the Triangle Congruence
Postulates (H-AA, and LAA)
Values Integration EQUALIZED OPPORTUNITIES

II. CONTENT Proves Two Triangles are Congruent.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Math 8, Quarter 3 Teachers’ Guide pgs.
Math 8, Quarter 3 Learners’ Module 5 pgs. 5-29
2. Learner’s Material pages
3. Textbook pages Exploring Math 8 Textbook
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Laptop, Slide deck, TV
IV. PROCEDURE Teacher’s Activity
(Pre-Developmental)
A. Reviewing Previous Lesson or
Presenting the New Lesson Preliminaries

The teacher will ask a student to lead the prayer.

The teacher will ask the students to pick up the pieces of trash
under their chairs before they sit.

Greetings
The teacher will greet the students with a “Good morning”
and ask them how are they doing.

Checking of attendance
The teacher will ask the students who are absent for the
checking of attendance.

The teacher applauded the students for being all present for
the day.

Reviewing the Previous lesson

 The teacher will recall the previous lesson by presenting their
assignments to the class. The students to present will be chosen
by Wheel of Fortune.

After recalling the previous lesson, the new lesson will be

presented through a Slide deck.
The teacher will start the lesson and present the objectives to the class.
At the end of the lesson the students will be able to:
B. Establishing a purpose for the a. determine which congruence postulates are used in proving right
lesson triangle congruence
b. prove congruent right triangles using the Triangle Congruence
Postulates (H-AA and LAA)
The teacher will ask the students to do an activity about the new lesson.
The students are only given 5 minutes to finish the activity.
C. Presenting
Examples/Instances of the New
Activity 1. DRAW ME! FIND ME!
Lesson
Direction: Identify and illustrate the acute and the right angle of
congruent triangles.
After the activity, the teacher will start to discuss the new lesson, which is
all about proving statements using congruent right triangle theorems.

Definition: LAA (Leg-Acute Angle) Congruence Theorem- If a leg and an

acute angle of a triangle are
congruent respectively to a leg
and an acute angle of another
triangle, then the triangles are
congruent.

STATEMENTS REASON
∠C and ∠R are right triangles. Given
∠C≅∠R Any two right angles are
congruent
D. Discussing New Concepts and AC ≅ PR, ∠C≅∠R Given
Practicing New Skills #1 ∆𝐴𝐵𝐶 ≅ ∆PQR ASA Congruence Postulate
If ∠C and ∠R are right angles, BC ≅ QR ,and ∠ B ≅ ∠ Q ,then ∆ABC
≅∆PQR.

Example 1:
Given: C and ∠R are right angles
BC ≅ QR
∠ B ≅∠Q
Prove: ∆ABC ≅∆PQR.

E. Discussing New Concepts and The teacher will continue the discussion.
Practicing New Skills #2
Definition: HyA or H-AA (Hypotenuse-Acute Angle) Congruence
Theorem- If a hypotenuse and an acute angle of a triangle are congruent
respectively to a hypotenuse and an acute angle of another triangle, then
the triangles are congruent.

If ∠C and ∠R are right angles, AB ≅ PQ ,and ∠ B ≅ ∠ Q ,then ∆ABC

≅∆PQR.

Example 2:

Given: ∠C and ∠R are

right angles
AB ≅ PQ
 ∠ B ≅∠Q
Prove: ∆ABC ≅∆PQR.

STATEMENTS REASON
∠C and ∠R are right triangles. Given
∠C≅∠R Any two right angles are
congruent
AC ≅ PR, ∠C≅∠R Given
∆𝐴𝐵𝐶 ≅ ∆PQR SAA Congruence Postulate

EQUALIZED OPPORTUNITIES
F. Values Integration
The teacher will flash a quotation about equality.
G. Developing Mastery (Leads to Direction: Prove ∆COR ≅∆PUZ if ∠R and ∠Z are right angles, CO ≅ PU ,
Formative Assessment 3) and ∠ O ≅ ∠ U . Illustrate the triangles.

(MAPEH INTEGRATION)
H. Finding Practical Application The teacher will emphasize the importance of proving congruent triangles
and Skills in Daily Living to the students.
The teacher will ask the students the following questions for the summary
of the lesson.
I. Making Generalization and
Abstraction About the Lessons
1. Give the 4 Congruence postulate that has been discussed.
2. Give the 4 congruence theorems that has been discussed
The teacher will give a short quiz that will be done in 10minutes.

Direction: Prove the following.

Given: ∠F and ∠O are right angles

EF ≅ NO
∠ D≅∠ N
Prove: ∆DEF ≅∆MNO.

J. Evaluating Learning STATEMENTS REASON

Given
Given
Given
∆DEF ≅ ∆MNO

The teacher will give the students an assignment.

K. Additional Activities for
Application or Remediation Instruction: Take down notes all the important concepts in proving
triangle congruency.
V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in _____learners who earned 80%above

the evaluation
No. of learners who require ____ learners who require additional activities for remediation
additional activities for remediation
who scored 80%below.
Did the remedial lessons work? ____YES ____NO
 No. of learners who caught up with _____learners who caught up with the lesson
the lesson
No. of learners who continue to _____learners who continue to require remediation
require remediation
Strategies used that work well:

___Group collaboration
___Games
___Soling puzzles
___Answering preliminary activities/exercises
___Carousel
___Diads
___Think-Pair-Share
___Rereading of Paragraphs/Poems/Stories
Which of my teaching strategies
___Differentiated Instruction
worked well? Why did this work?
___Role Playing/Drama
___Discovery Method
___Lecture Method

Why?
___Complete IMs
___Availability of Materials
___Pupil’s eagerness to learn
___Group member’s cooperation in doing their tasks

___Bullying among pupils

___Pupil’s behavior/attitude
Which difficulties did I encounter ___Colorful IMs
which my principal or superior can ___Unavailable technology equipment
help me solve ___Science/Computer laboratory
___Additional Clerical works

___Making Big books from views of the locality

Which strategies I discover which I ___Recycling of plastics to be used as Instructional materials
wish to share with other teachers ___local poetical composition

Prepared by:

MONICA V. BAUTISTA Checked by:

Practice Teacher JOSEFINA V. NESPEROS
Teacher III
Noted:

AMADOR S. ABARRA
Master Teacher I

Recommending Approval:

JEFFRIES V. JIMENEZ
Head Teacher III

Approved:

RICARDO D. ADVIENTO
Principal IV