Republic of the Philippines

Department of Education
Region XII-SOCCSKSARGEN
SCHOOLS DIVISION OF KIDAPAWAN CITY
KIDAPAWAN CITY NATIONAL HIGH SCHOOL
Roxas Street, Kidapawan City

DAILY LESSON LOG

Name of Teacher Teaching Dates
Grade & Section Time/Day

Learning Area Mathematics 8 Quarter/Week Q3/W5/D1

No./Day No.

I-OBJECTIVES
- The learner demonstrates B. Performance Standard: C. Learning Competency/ies:
understanding of key concepts of - The learner is able to: The learner is able to illustrate ASA
axiomatic structure of geometry and 1) formulate an organized plan to handle a congruence postulate. (M8GE-IIId-e-
triangle congruence. 1)
real-life situation;
2) communicate mathematical thinking with
coherence and clarity in formulating,
investigating, analyzing, and solving real-life
problems involving congruent triangles using
appropriate and accurate representations.
II-CONTENT GEOMETRY
Topic: ASA Congruence Postulate
III- LEARNING RESOURCES
A. References
Teacher’s Guide Page/s : ____ 2. Learner’s Materials Pages : 355-356. Textbook Pages: _____ 4. Additional Materials from Learning Resources(LR) portals: _
Geometry III by Dr. Dilao, et al page 93
Online learning resources
B. Other Learning Resources PowerPoint, Printed Worksheets and Activity Sheets, pentlepens, rulers, manila
papers
IV- PROCEDURES
A. Reviewing previous lesson or Review the SSS & SAS Congruence Postulate.
presenting the new lesson
.B. Establishing a purpose for the lesson The purpose of the lesson is to illustrate ASA congruence postulate.

C. Presenting illustrative
examples/instances of the lesson

D. Discussing the new concepts and Processing Questions:

practicing new skills#1 What seems to be true about the triangles?
Name the parts of the triangle that have specific measures.
Are these parts enough to show that the triangles are congruent? Why?

*Insert lectures & discussions for some illustrative examples. (refer to your
references).
E. Discussing new concepts and new
skills #2
F. Developing mastery (guides formative Find a partner: Complete the congruent mark to illustrate that the triangles are
assessment) congruent through ASA Congruence theorem.
Given: ∆ BEH ≅ ∆ AEV
BH ∧AV are included sides
 1. Mark congruent parts above.
Name the other pairs of congruent parts
G. Generalizing and abstractions about What does ASA Congruence Postulate state?
the lesson
H. Finding Practical applications of Think-Pair-Share
concepts and skills in daily living

I. Evaluation of Learning On your activity notebook, do the following.

If ∠ A ≅ ∠ E , JA ≅ ME , ∠ J ≅ ∠ M ,then ∆ JAY ≅ ∆ MEL.

Draw thetriangles∧mark the congruent parts .
J. Additional activities for application or Draw two triangles which are congruent. Using the ASA Congruence Theorem,
remediation mark the needed congruent parts to show the congruency of these triangles.
V. REMARKS
VI. REFLECTION

A. No. of learners who earned B. No. of learners who scored C. Did the remedial lessons work? D. No. of learners who continue
80% in the evaluation: ________ below 80% who needs additional No. of learners who have caught up to require remediation:
activities for remediation: _______ with the lesson: ______ _________
SECTION NO. of LEARNERS SECTION NO. of LEARNERS SECTION NO. of LEARNERS SECTION NO. of LEARNERS

E. Which of my teaching strategy/ies worked well? Why did these/this work/s?

F. What difficulties did I encounter with my principal or superior can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

H. Strategy used:
Creativity, Critical Thinking, Cooperation

Date: ______________ Checked by:

FEBY D. ATAY, HT-III - Mathematics