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Daily Lesson Log of M8Al-Iva-1 (Week One-Day Four) : 1. We Were Able To Define The Exterior Angle Inequality Theorem

1. The lesson plan is for an 8th grade mathematics class on triangle inequalities. 2. The objectives are for students to understand and illustrate theorems involving triangle inequalities, including the Hinge Theorem and its converse. 3. The procedures involve reviewing previous lessons, presenting examples, discussing the new concepts, having students practice and demonstrate their understanding through activities and formative assessments.

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JULIET AÑES
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139 views3 pages

Daily Lesson Log of M8Al-Iva-1 (Week One-Day Four) : 1. We Were Able To Define The Exterior Angle Inequality Theorem

1. The lesson plan is for an 8th grade mathematics class on triangle inequalities. 2. The objectives are for students to understand and illustrate theorems involving triangle inequalities, including the Hinge Theorem and its converse. 3. The procedures involve reviewing previous lessons, presenting examples, discussing the new concepts, having students practice and demonstrate their understanding through activities and formative assessments.

Uploaded by

JULIET AÑES
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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DAILY LESSON LOG OF M8AL-IVa-1 (Week One-Day Four)

School Grade Level Grade 8


Teacher Learning Area Mathematics
Teaching Date and Time Quarter Fourth
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of inequalities in a
triangle, and parallel and perpendicular lines.
B. Performance Standards The learner is able to communicate mathematical thinking with coherence and
clarity in formulating, investigating, analyzing, and solving real-life problems
involving triangle inequalities, and parallelism and perpendicularity of lines using
appropriate and accurate representations.
Learning Competency:
Illustrates theorems on triangle inequalities (Exterior Angle Inequality Theorem,
Triangle Inequality Theorem, Hinge Theorem) (M8AL-IVa-1)
C. Learning Competencies/ Learning Objectives:
Objectives 1. State the Hinge Theorem and Converse of the Hinge Theorem.
2. Illustrates Hinge Theorem and Converse of the Hinge Theorem.
3. Demonstrate appreciation through active participation and collaboration in a
group activity.
II.CONTENT Hinge Theorem and Converse of the Hinge Theorem
III.
LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages 439 - 441
2. Learner’s Materials Pages 405 - 407
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Discussion and Illustrative Examples:
Resources https://mathbitsnotebook.com/Geometry/SegmentsAnglesTriangles/SATHinge.html
Assessment:
https://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/10878/5.5_5.6%20Practice.pdf
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

The teacher asks the students:


1. What did we do last meeting?
A. Review previous lesson 2. What was Exterior Angle Inequality Theorem?
or presenting the new Possible responses:
lesson 1. We were able to define the Exterior Angle Inequality Theorem.
2. It states that the measure of an exterior angle of a triangle is greater than the
measure of either remote interior angle.

B. Establishing a purpose The teacher lets the students realize that Hinge Theorem and its converse is
for the lesson important in determining the inequalities of two triangles.
C. Presenting examples/ The teacher lets the students, in groups of three. Some of these groups will do
instances of the new Activity 9: “Clock Wisdom Pretty One” on page 404, while the others do Activity 10:
lesson “Room Facts. Yeah!” on page 405.

The teacher let the students process their answer by asking the questions that
D. Discussing new follows on Activity 9: “Clock Wisdom Pretty One” on page 404, and Activity 10:
concepts and practicing “Room Facts. Yeah!” on page 405.
new skills #1
Possible Answers are found on Teachers Module, Module 8 page 438 and 439.
The teacher discusses and illustrates thoroughly the definition and examples of the
inequalities of two triangles to the students:
Hinge Theorem or SAS Inequality Theorem
If two sides of one triangle are congruent to two sides of another triangle, but
the included angle of the first triangle is greater than the included angle of the
E. Discussing new
second, then the third side of the first triangle is longer than the third side of
concepts and practicing
the second.
new skills #2
Converse of Hinge Theorem or SSS Inequality Theorem:
If two sides of one triangle are congruent to two sides of another triangle, but
the third side of the first triangle is longer than the third side of the second,
then the included angle of the first triangle is larger than the included angle of
the second.
F. Developing mastery
(leads to formative The teacher lets the students answer by pair page 407, letters D and E only.
assessment 3)
The teachers let the students determine the practical use the concept with the following:
 Hinges are used to fasten two things together and allow adjustment, rotation, twisting,
or pivoting. Choose at least one of the following hinged devices and explain how it
works.

G. Finding practical
applications of concepts
and skills in daily living

( Page 407 of the Learning Module 8.)


The teacher lets the students summarize the concept of Hinge theorem and the
Converse of the Hinge Theorem by asking the following questions.
1. What is the Hinge Theorem all about?
2. What is the Converse of the Hinge Theorem
3. When do we use these theorems?

Possible Response:
1. Hinge Theorem or SAS Inequality Theorem: If two sides of one triangle are
H. Making generalizations
congruent to two sides of another triangle, but the included angle of the first
and abstractions about
triangle is greater than the included angle of the second, then the third side
the lesson
of the first triangle is longer than the third side of the second.
2. Converse of Hinge Theorem or SSS Inequality Theorem: If two sides of one
triangle are congruent to two sides of another triangle, but the third side of
the first triangle is longer than the third side of the second, then the included
angle of the first triangle is larger than the included angle of the second.
3. Hinge theorem and Converse fo the Hinge theorems are used to compare two
triangles which two sides of the first triangle are congruent to the two sides
of the other triangle.
The teacher lets the students answer individually:
I. Complete the following by writing >,< or = on the blank. Write a short explanation.

I. Evaluating Learning

Answer Key:
1. > 2. < 3.=
J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
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
The teacher contextualizes and localizes the lesson starting from the presentation
use/ discover which I wish
to share with other
until finding practical application.
teachers

Prepared by:

GERALDINE M. BETONIO
Tabok NHS - SST1

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