GRADE 1 to 12 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area Mathematics

8
Teaching Dates and Time Week 9 Quarter Third

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES 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
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 Standard The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.
B. Performance Standard The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analysing, and solving real-life
problems involving congruent triangles using appropriate and accurate representations.
C. Learning Competency At the end of the session, Assess
learners are expected to: M8GE-IIIh-1 M8GE-IIIi-j-1 M8GE-IIIi-j-1 the learning
46. proves statements on triangle 3. Prove statements on 4. Apply the triangle 5. Apply the triangle progress as
Congruence. M8GE-IIIh-1 right triangle congruence to congruence to solve well as
M8GE-IIIh-1 1. Prove statements on congruence. construct unknown parts of strengths and
overlapping triangles perpendicular lines perpendicular lines weaknesses
47. applies triangle congruence to congruence. and angle bisectors. and angle bisectors. of students.
construct perpendicular lines and angle 2. Participate actively in
bisectors. class discussion.
M8GE-IIIi-j-1
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a
week or two.
GEOMETRY GEOMETRY GEOMETRY GEOMETRY
Overlapping Triangles Statements on Right Triangle Bisectors and Perpendicular Bisectors and Perpendicular
Lines Lines
III. LEARNING RESOURCES
A. References Next Century Mathematics 8 Next Century Mathematics 8 Next Century Mathematics 8 Next Century Mathematics 8
2nd Edition 2nd Edition 2nd Edition 2nd Edition
By Fernando B. Orines By Fernando B. Orines By Fernando B. Orines By Fernando B. Orines
(Coordinator) page 341 (Coordinator) page 349 (Coordinator) page 361 (Coordinator) page 369
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from MTAP review materials MTAP review materials MTAP review materials MTAP review materials
Learning Resource (LR)portal
B. Other Learning Resource Grade 8 Mathematics Grade 8 Mathematics Grade 8 Mathematics (Patterns
(Patterns & Practicalities) (Patterns & Practicalities) & Practicalities)
By Gladys C. Nivera, Ph.D. By Gladys C. Nivera, Ph.D. By Gladys C. Nivera, Ph.D.

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 IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their 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.
A. Reviewing previous lesson or Tackling the assignment! *Recall that a right triangle is Let the students define the
presenting the new lesson a triangle in which one of its following:
*Students will share their angle is a right angle.
answers using illustrations *The side of a right triangle *Bisectors
on the board about opposite the right angle is *Perpendicular Bisector of a *Recall the concepts of
overlapping Triangles. called the hypotenuse. segment bisectors and perpendicular
*The remaining two sides are lines for the students to apply
*Sometimes a figure is made called the legs. in solving problem or finding
up of two or more the unknown parts of the given
overlapping triangles. Ans. figures.
Redrawing the overlapping Bisectors – a straight line that
triangles into separate bisects an angle or a line
figures makes it easier to segment.
visualize them. Leg hypotenuse
Perpendicular Bisector of a
segment – a line, ray, segment,
or plane that is perpendicular
to the segment at its midpoint.
leg
B. Establishing a purpose for the lesson Proving Overlapping Proving Statements on Right Applying triangle congruence Applying triangle congruence
Triangles Triangle in constructing perpendicular in to solve the unknown parts
lines and angle bisectors. of perpendicular lines and
angle bisectors.

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C. Presenting examples/Instances of the *There are other conditions Example 1
new lesson Example 1 for congruence between two *Distance from a Point to a In the figure, point D lies on
Given: ∠ ACB ≅ ∠ DBC , triangles. These theorems, Line ⃗
AE , the bisector of ∠BAC .
however, are exclusively for The distance from a point
AB⊥ BC , DC ⊥ BC right triangles. to a line is the length of the
perpendicular segment from
A D *The Leg-Leg Congruence the point to the line. If the B
Theorem point lies on the line, the
*The Leg-Acute Angle distance is zero.
Congruence Theorem The distance from point P to A D E
*The Hypotenuse-Leg AB´ is PC .
Congruence Theorem Here PC ⊥ AB ´
B C *The Hypotenuse-Acute Angle
P
Congruence Theorem C

A C B
Theorem 35
A point on the bisector of
A D an angle is equidistant from a. If BD = 3( x – 5) and
the sides of the angle. CD = 2x – 5, find x.
Given: ⃗
BD bisects
b. If BD = 4x + 2 and
∠ ABC ,G lies on⃗ BD . CD = 2x + 12, find BD.
A
E
Ans.
B G D a. x = 10
B C B C
b. BD = 22
F
C

D. Discussing new concepts and Example 1 Example 2

practicing new skills # 1 Prove: ∆ ABC ≅ ∆ DCB Given: FO is the median to Theorem 36 In the figure, ⃗
PT is the angle
LR , ∠ L ≅ ∠ R A point equidistant from the bisector of ∠ QPR . QS = 3x,
Proof: sides of an angle lies on the RS =2x + 2, PQ= 3y – 1, and
Statements Reasons F bisector of an angle. PR = y + 5.
1. ∠ ACB ≅ ∠ DBC , 1.
Given
AB⊥ BC , DC ⊥ BC Given:¿ ⊥ BA ; GF ⊥ BC ,
2. ∠ ABC is a right angle 2. GE = GF Q
Definition
∠ DCB is a right angle. of ⊥
3. ∠ ABC ≅ ∠ DCB 3. L R A P S T
Theorem 11. O E
Any two right

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 triangles are Prove: ∆ FLO ≅ ∆ FRO B G D
congruent.
Proof: R
4. BC ≅ BC 4.
Statements Reasons F
Reflexive
Property of 1.FO is the median 1. Given C
Congruence to LR . a. Find the perimeter of PQSR.
5. ∆ ABC ≅ ∆ DCB 5. ASA 2. O is the midpoint 2. Def. of Median b. Find PS.
Postulate of LR .
3. LO ≅ RO 3. Def. of a Ans.
Midpoint a. Perimeter is 28.
4. , ∠ L ≅ ∠ R 4. Given b. PS = 10
5. FL ≅ FR 5. Converse of
Isosceles
Triangle Theorem
6. ∆ FLO ≅ ∆ FRO 6. SAS
Postulate
E. Discussing new concepts and Example 2 Example 2 Theorem 37 Example 3
practicing new skills # 2 Given: AB ≅ ED , AC ≅ EF , Given: A point on the Given:
BF ≅ DC Right Triangles perpendicular bisector of a ´ ⊥ BC
AD ´ , E lies on AD
´
∆ ABCand ∆≝¿ segment is equidistant from
A E Right Angle ∠ ABC∧∠≝¿ the endpoint of a segment. A
AB ≅ DE
´ ⊥ bisector of AB ,
Given: CD E
BC ≅ EF
A D P
´
lies on CD B D C
B F C D

a. If AB = 40 cm, how long

C B E F is AC ?
C b. If EC = 25.5 cm, then
Prove: ∆ ABC ≅ ∆≝¿ BE = _______ cm
A E P c. If m ∠ ABC =60 , then
Proof:
Statements Reasons m ∠ ACB =¿ .
1. Right Triangles 1. Given d. If BD = 2x and CD = 12,
∆ ABCand ∆≝¿ what is x?
Right Angle A D B
B C F D ∠ ABC∧∠≝¿ Ans.
AB ≅ DE a. 40 cm
BC ≅ EF b. 22.5 cm
Prove: ∆ ABC ≅ ∆ EDF c. 60
2. ∠ ABC∧∠≝¿ 2. Any two
right d. x=6
angles are
congruent.
3. ∆ ABC ≅ ∆≝¿ 3. SAS
Congruence
Theorem

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F. Developing mastery Proof: Seatwork In this phase, the students will *The teacher will give similar
(leads to Formative Assessment ) Statements Reasons Given: ∠ ABC is a right illustrate the following examples for the seatwork of
AB ≅ ED
1. 1. Given angle in ∆ ABC . theorems. students.
AC ≅ EF ∠≝¿ is a right angle Theorem 38
BF ≅ DC A point equidistant from the
in ∆≝.
2. BF = DC 2. Definition of endpoint of a segment lies on *Let the students explain their
congruent Segments
CF ≅ EB , AB ≅ DE the perpendicular bisector of a work on the board for better
3. FC = FC 3. Reflexive segment. understanding of the lesson.
Property of Equality F Given: PA = PB
4. BF+FC=DC+FC 4. Addition C
Property of
Equality
5. BF+FC=BC 5. Definition of C
DC+FC=DF betweenness E D
6. BC = DF 6. Transitive
Property of P
Equality
A B
7. BC ≅ DF 7. Definition
of Prove: ∆ ABC ≅ ∆≝¿
Congruent Segments Proof: A D B
8. ∆ ABC ≅ ∆ EDF 8. SSS
Postulate Theorem 39
Statements Reasons If a line contains two points
1. ∠ ABC is a right 1. Given each of which is equidistant
angle in ∆ ABC . from the endpoints of a
∠≝¿ is a right segment, then the line is the
angle in ∆≝. perpendicular bisector of the
2. ∆ ABC∧∆≝¿ 2. Def. of segment.
Right Given: AP = BP; AC = BC
Triangles
3. CF ≅ EB 3. Given P
4. CE ≅ CE 4. Reflexive
Property of C
Congruence
5. CF+CE=EB+CE 5. Def. of ≅ A D B
segments and
Addition Property
of Equality
6. EF ≅ BC (leg) 6. Def. of
Betweenness and
Congruent Segments
7. AB ≅ DE (leg) 7. Given
8. ∆ ABC ≅ ∆≝¿ 8. Leg-Leg
Congruence Theorem

G. Finding practical application of MathFyi Keep in mind the question: Keep in mind the question: Reflection based on the
concepts and skills in daily living The aperture of a “How does knowledge on “How does knowledge on results of the output/quizzes
camera is an opening shaped Right Triangle Congruence Bisectors and Perpendicular of the students.
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 like a regular polygon help you solve real – life Lines help you solve real – life
surrounded by thin sheets problems?” problems?”
that form a set of exterior
angles. These sheets move
together or apart to close or
open the aperture, limiting
the amount of light passing
through the camera’s lens.
This opening/closing of
aperture demonstrates the
exterior angle sum theorem.
H. Making generalizations and *The students will generalize *How can you prove How do we apply triangle *How will you solve unknown
abstractions about the lesson the concept of overlapping statements on right triangle congruence in constructing parts of perpendicular lines
triangles by defining through congruence? perpendicular lines and and angle bisectors?
illustration and reflecting it Ans. angle bisector?
real-life situations. *The Leg-Leg Congruence Guide:
Theorem Applying Theorems 35,
*The Leg-Acute Angle Ans. Theorems 35, 36, 37,38, 36, 37, 38, 39, and 40.
Congruence Theorem 39, and 40.
*The Hypotenuse-Leg
Congruence Theorem
*The Hypotenuse-Acute Angle
Congruence Theorem
I. Evaluating learning Seatwork Copy and write a proof for the Quiz * The students will make
Name a pair of exercise. Illustrate their own figures to answer
overlapping triangles that Theorem 40 the given theorems.
appear to be congruent. Given: A In a plane, through a given
B point on a line, there is exactly Prove the following theorems
one line perpendicular to the using illustration and data
C D E line. (labels)
Given: MQ ´ and point P on 1. A point equidistant from
D ´ . the sides of an angle lies
MQ
B C on the bisector of the
Given: Right ∆ s AEB and ADC R
angle.
A E AB ≅ AC 2. There is one and only one
S
Right angles AEB and ADC line perpendicular to a
Prove: ∆ ABE ≅ ACD given line through an
external point.
M P Q

J. Additional activities for application or Give task to students, if Let the students study about Review for application on Assignment
remediation necessary. Bisectors and Perpendicular the next day. Study for the quiz.
Lines for the next lesson.
Task: Take a picture of

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 objects in your house where
you can see triangles. For
each picture, identify
overlapping triangles. Justify
why these triangles are
overlapping. Make a portfolio
of this task.

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done
to help the 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% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%

C. Did the remedial lessons 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?

Footnote:

This material has been formulated for the benefit of the teachers and learners as reference to ease preparation of learning plan. Yet, you are given the right to make some
changes as your locality/learners need but not the competencies.

Thank you.

Prepared by: Nimrod I. Naranjo (El Nido NHS)

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