DAILY LESSON LOG OF MATH 8 (week 6 day 2)
SCHOOL MAGTOMA PANGOL NATIONAL HIGH Learning Area Mathematics
SCHOOL Grade Level Grade 8
TEACHER MARITES A. PINADING
DATE & TIME Quarter Third
2:00-3:00
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of axiomatic structures of
geometry and triangle congruence.
B. Performance Standards The learner is able communicate mathematical thinking with coherence and clarity in
formulating, investigating, analyzing, and solving real-life problems involving
congruent triangles using appropriate and accurate representations.
Learning competency: Solves corresponding parts of congruent triangles. M8GE-IIIf-
1
C. Learning
Competencies/ 1. Identify corresponding parts of congruent triangles
Objectives 2. Solves corresponding parts of congruent triangles
3. Show interest during discussion
4. Demonstrate cooperation during activity
II. CONTENT Triangle Congruence( Solves corresponding parts of congruent triangle)
III. LEARNING RESOURCES Curriculum Guide, Teacher’s Guide, Learner’s Material, Suggested Localization and
Contextualization
A. References
1. TG Pages
2. LM Pages Pg. 352-357
3. Textbook Pages Pg. 128
4. Additional Materials
from LR portal
B. Other Learning Geometry III,
Resources https://www.rtmsd.org/cms/lib/PA01000204/Centricity/Domain/125/Chapter
%204%20Note%20Packet.pdf
IV. PROCEDURES
The teacher gives a short recapitulation about last meetings discussion.
The teacher asks the students: “How do you state SAS congruence postulate?
Review previous lesson
Possible responses:
or presenting the new
SAS Congruence Postulates – If two sides and one angle of a triangle are
lesson
congruent respectively to the two sides and one angle s of another triangle, then
the two triangles are congruent.
Establishing a purpose The teacher let the students see the association of the corresponding parts of
for the lesson congruent triangles.
Let the students find a pair, and let them do the following:
Given that MQP ≅ NQP. List the six pairs of corresponding, congruent parts of
these two triangles and answer the following question.
If MP = 4, what is the measure of PN?
Presenting examples/ P
instances of the new
lesson __________ __________
__________ __________
__________ __________
M N
Q
The teachers discusses the process of arriving at the answer with the given exercise.
Furthermore, he/she asks the students the mathematical skills or principle that they
Discussing new
used to arrive at the certain answer. He/ She also explains that if the sides and
concepts and
angles of one triangle corresponds to the sides and angles of the other triangle then
practicing new skills #1
the two triangles are congruent.
Discussing new
concepts and
practicing new skills #2
Developing mastery Work by group, the teacher let the students answer the following activity and should
(leads to formative see to it that the students understand congruent triangles.
assessment 3)
Given that ABE ≅ DCF. Complete the congruence statements and find the
missing measure.
F
E
15
9
∠A ≅ ∠D 3. AB≅ ¿ 6. ∠ A ≅ ____
1. AE ≅ ___ 4. FC =¿ ¿ units 7. m∠ D = ____
2. DF =¿ ___ units 5. BE≅ ¿
Possible responses:
1. DF 6. ∠ D
2. 9 units 7. 1120
3. DC
4. 15 units
5. CF
Finding practical The teacher provides 1 scarf for each group for them to measure each sides and
applications of angles and let the students find the other scarf with the same measurements given to
concepts and skills in the other group.
daily living
The teacher summarizes the discussion through questions like:
How do you solve the corresponding parts of congruent triangle?
Possible responses:
Making generalizations
and abstractions about
Identify first the measure of each side and angle of the triangle and determine to
the lesson
which side and angle it corresponds.
The teacher also explain that it is necessary to know the correspondence of the
triangles to know exactly which sides and which angles are congruent.
The teacher let the students answer individually the formative assessment.
1. In the following figure,
QR = 12, QS = 24, 15 TV = 24, and RV = 23.
Q R T
S V
Evaluating Learning a. Name the congruent triangles.
b. Name the congruent sides.
c. What is the measure of RT and RS?
d. What are the three congruent angles?
e. If ∠Q measures 790 and ∠R =380, What is the measure of ∠V?
Possible responses:
1. a. QRS and TRV
b. QR and TR, RS and RV, SQ and VT
c. RT = 12, RS = 23
d. QRS ≅ TRV, RVQ≅ RVT, VTR ≅ VQR
e. 630
Additional activities or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? No. of learners
who have 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
