FLORA A.
YLAGAN HIGH SCHOOL
52 Malakas St., Pinyahan, Quezon City
DAILY LESSON PLAN (DLP) IN MATHEMATICS 8
Grade Level/Section: 8- CHARITY Quarter: Third Quarter/ Week 4
Learning Area:Mathematics Date: March 14, 2023, 7:30-8:30
I. OBJECTIVES
A. Content The learner demonstrates understanding of the basic concepts of axiomatic
Standards structure of geometry and triangle congruence.
The learner can communicate mathematical thinking with coherence and
B. Performance
Standards clarity in formulating, investigating, analysing and solving real-life problems
involving congruent triangles using appropriate and accurate representation.
C. Learning Illustrates triangle congruence. M8GE-IIld-1
Competencies
At the end of the lesson, the learners should be able to:
1. Define triangle congruence.
D. Specific 2. Identify corresponding parts of two congruent triangles;
Objectives 3. Solve problem involving triangle congruence; and
4. Show enthusiasm during class discussion
E. Integration EsP- valuing the faith of the student
Across AP : the congruent triangles of the Howe truss shows the stability of the bridge.
Curriculum
TOPIC ILLUSTRATING TRIANGLE CONGRUENCE
I. LEARNIN
G
RESOURC
ES
A. References
1. Teacher’s
Guide
pages
2. Learner’s Mathematics 8 Quarter 3- Module 3: Illustrating Triangle Congruence
Material Writer: Rochelle Anna Myla A. Paronda
pages
3. Textbook Grade 8 Mathematics by Gladys Nivera et.al pp. 282-283
pages
4. Additional
Materials
Online or from https://youtu.be/jr1kYhQ1ers - Triangle Congruence
Learning
Resource (LR)
https://youtu.be/gYDKBXUTbF8 - Video lesson on Triangle Congruence
portal
B. Other
Learning
Resources
1
III. PROCEDURES
A. Daily Prayer
Routine
and Attendance
Reviewing Class Rules
previous
lesson or Setting Class Mood
presenting
the new
lesson
Integration:
English
(Communicatio
n Skills) and
ESP
B. Establishin
g a purpose
for the
lesson
Integration:
English
(Communicatio
n Skills), ESP
ANSWER: FAITH
ANSWER: CONGRUENT TRIANGLE
2
C. Presenting
examples/in
stances of
the new
lesson
Integration:
English
(communication
skills) and
3
D. Discussing
new
concepts
and
practicing
new skills
#1
Integration:
English
(Communicatio
n skills)
SIMILAR TRIANGLE CONGRUENT TRIANGLE
E. Discussing
new Solve the two triangles if they are congruent.
concepts
and C E
practicing
new skills 8x-2
#2 2x+10
Integration:
English
(Communicatio
n skills) A B D F
Solution:
AC = DE
4
8X-2 = 2X+10
8x-2x= 10+2
6x=12
x=2
F. Developing
mastery
Integration: AP and
Activity 2: FINDING CORRESPONDENCE
English (Reasoning Now that you already know how to identify and solve problems about the
skills) congruence of a triangle we will be having a group activity. I will divide you into
three groups. The leader will be the one who can ask me about the activity and he
is also responsible in dividing the tasks between the members of the group.
Each group will be given an activity envelope where you will find the materials for
the activity and the problem that your group will be going to solve.
Now, the group activity will be scored according to this standards.
Cooperative Learning Rubric
Excellent Acceptable Minimal
5points 3 points 1point
ACCURACY Correct answer Correct answer, but Wrong answer,
following all the missing some of the missing the correct
steps. steps. steps.
TIME FRAME First group to pass Following groups to Group/s that passes
within the time limit. pass the time limit. exceeding the time
limit.
COOPERATION All members doing Some members did Few members do the
their assigned tasks not cooperate in the activity.
cooperatively. activity.
Group 1:
5
Group 2:
Group 3: Solve the value of x. Check if the two triangles are congruent.
E H
D F G I
12x-4 10x+8
Solution:
12x-4=10x+8
12x-10x=8+4
2x=12
X=6
A. Finding Activity 3: MEASURING A RIVER.
practical
How Napoleon's Engineer Found a River’s Width without Instruments
application
s of Legend has it that the great emperor, Napoleon, while standing on the bank of a
concepts wide river, ordered one of his officials to determine its width so he could attack the
and skills enemy with artillery on the other side. The official answered that he needed to get
in daily
living his instruments to carry out the order. But the emperor insisted that he required an
immediate answer.
The official quickly devise a plan. Standing straight on the riverbank, he lowered the
visor of his cap until the farthest thing he could see was the edge of the opposite
bank. While maintaining the angle for which he bent his head, he slowly turned and
noted the spot that was in line with his eyes and the tip of his visor. And there he
had it! He was able to give the emperor the width of the river.
Question: If you were the official faced with the challenge of determining the width
of the river without actually measuring it, would you do the same? Why or why
6
not?
B. Making Let us now have a recap of our lesson.
generalizati 1.What is triangle congruence?
ons and
abstraction
2. How to identify corresponding parts of two triangles?
s about the 3. How to prove and solve that the two triangles are congruent?
lesson
.
C. Evaluating
learning
D. Solve for the value of y. Check if the two triangles are congruent.
B E
9x-4 4x+11
A C D F
E. Additional
activities
for
https://puzzel.org/e
application n/wordseeker/play?
or p=-MwVownFZT67i-
remediatio
n qsEhi6
II. REMARKS
III. REFLECTI
ON
A. No. of learners
who earned
80% on the
formative
assessment
B. No of learners
who require
additional
activities for
remediation
C. Did the
remedial
7
lessons work?
No. of learners
who 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
use/discover
which I wish to
share with other
teachers?
Prepared by:
JOAN B. BASCO
Teacher I
Checked by:
ALBERT A. ABELLA
Master Teacher II, Science Department
Dr. SARAH JANE O. LABANDILLO
Mathematics Department-HTIII
Noted by:
NOEL M. DE LOS REYES
Principal I
