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March 19 2024

Here are the steps to follow: 1. Use the ruler and protractor to measure the sides and angles of each triangle in column A. 2. Do the same for the triangles in column B. 3. Pair the triangles that have the same measures of sides and angles. 4. Connect the dots assigned in every triangle using the pen. 5. Answer the questions below. Column A Column B 1. ∠A = 60°, ∠B = 45°, c = 8 cm 1. ∠C = 60°, ∠D = 45°, e = 8 cm 2. ∠E = 45°, ∠F = 90°, b =

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0% found this document useful (0 votes)
43 views8 pages

March 19 2024

Here are the steps to follow: 1. Use the ruler and protractor to measure the sides and angles of each triangle in column A. 2. Do the same for the triangles in column B. 3. Pair the triangles that have the same measures of sides and angles. 4. Connect the dots assigned in every triangle using the pen. 5. Answer the questions below. Column A Column B 1. ∠A = 60°, ∠B = 45°, c = 8 cm 1. ∠C = 60°, ∠D = 45°, e = 8 cm 2. ∠E = 45°, ∠F = 90°, b =

Uploaded by

Baby Ann Motar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 8

School Butansapa National High School Grade Level 8

DAILY LESSON Teacher ELEANOR O. LOGMAO Learning Area Math


LOG (DLL)
Day/Time March 19, 2024 (Tuesday) Quarter 3
I.OBJECTIVES
 The learner demonstrates understanding of key concepts of
A. Content Standards
axiomatic structure of geometry and triangle congruence.

 The learner is:


 able to formulate an organized plan to handle a real - life
situation;
B. Performance
 able to communicate mathematical thinking with coherence
Standards
and clarity in formulating, investigating, analyzing, and solving
real-life problems involving congruent triangles using
appropriate and accurate representations
 The learner proves statements on triangle congruence.
(M8GE-IIIh-1)
C. Learning
 identify statements on triangle congruence;
Competencies/
Objectives (Write  a. Prove statements on triangle congruence by ASA
the code for each congruence postulate and AAS congruence theorem
LC)  b. Show the proof of a statement on triangle congruence
using two column proof.
 c. Systematize the proof of triangle congruence
II. CONTENT GEOMETRY
A. Subject Matter Proving Statements on Triangle Congruence

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Teacher’s Guide in Mathematics 8 page 389
Pages
2. Learner’s Material
Mathematics 8 Learner’s Module page 358
Pages
3. Textbook Pages
4. Additional Materials
from LR Portal
B. Other Learning E-Math 8, Oronce, Orlando A.
Resources

IV. PROCEDURES Remarks/Suggestions


What is ASA Congruence Postulate?
A. Reviewing previous
lesson or presenting
What about AAS/SAA Congruence
the new lesson
Theorem, what does it state?
Activity 1: TRY MORE

Materials:
pencil, ruler, protractor, pair of scissors
B. Establishing a
purpose for the Instructions:
lesson Working independently, use ruler an a
protractor to draw with two angles and the
included side having the following measures:
0 0
∠ m ∠ B=50 , m ∠ O=70 and BO=18 cm
C. Presenting Presentation of Output
examples/instances Guide Questions:
of the new lesson
1. Compare the triangle you have drawn with
he triangles drawn by four of your
classmates.
2. What can you say about the triangles?
Justify your answer.
What is again ASA Congruence Postulate?

Proving triangle congruence statements using


ASA congruence postulate must meet the
condition of having two angles and an included
side of the two triangles must be congruent.

Let us find out on how we can apply the ASA


Congruence Postulates to prove that the two
triangles are congruent.

Given:
ET ⊥EX , IC ⊥ IX , EX≃IX
Prove:
Δ EXT ≃Δ IXC

Draw the two triangles and indicate the


appropriate markings based on the given.

D. Discussing new Prove the triangle using the ASA


concepts and Congruence.
practicing new skills
#1 Example 2.
Given:
B is the midpoint of AD.
∠A ≅ ∠D
Prove:
∆ABE ≅ ∆DBC

Proving statements on triangle congruence


using AAS/SAA congruence theorem.
What is again AAS/SAA Congruence
Theorem?
E. Discussing new Example:
concepts and Given:
practicing new skills
#2
∠ NER≃∠ NVR
RN bisects ∠ ERV
Prove:
Δ ENR≃ ΔVNR
Activity 2: Let’s Prove

Use two-column proof.

Activity 3. Fill Me Up!


Given: R is the midpoint of 𝐴𝑈 ∠𝐴 and ∠𝑈 are
right angles Prove: ∆𝐵𝐴𝑅 ≅∆ FUR

F. Developing Mastery

Proof: (Complete the table)

Questions:
1). What are the identified congruent
corresponding parts?
2). What congruence postulate and congruence
theorem can be used to prove that
∆𝐵𝐴𝑅 ≅ ∆𝐹𝑈𝑅 ?

Take a picture of objects that surround you


where you can see triangles. For each picture,
identify congruent triangles. Justify why these
G. Finding practical
applications of triangles are congruent and tell how useful the
concepts and skills in congruent triangles are in the objects you
daily living found.
: “How does knowledge on triangle
congruence help you solve real-life problems?”
How to prove congruence statements in
triangles?
After knowing the postulates/theorems to
H. Making generalization
use for proving, what would be the next steps?
and abstractions
What is the key point in proving
about the lesson
congruence statements?
Given:
𝐷𝐿 ≅ 𝐴𝐿
𝐸 is a midpoint at 𝐷𝐴
Prove:
I. Evaluating learning ∠3 = ∠4
Proof:

J. Additional activities for


(See attached Activity Sheet)
application or
(Attachment 2)
remediation
V. REMARKS
VI. REFLECTION
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
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?
Prepared by:

ELEANOR O. LOGMAO
Subject Teacher
Noted/Observed/Inspected

ALFREDO D. MOLDON, Jr.


Officer-in-charge

Date ____________________
(Attachment 2)
Triangle Congruence (ASA)

Directions : Prepare the materials needed. The activity is divided into 6 parts.
Follow the procedures of each part and answer the questions.

Materials needed: straws, protractor, ruler, and construction paper of


card stock

Groups: Form a group of 4 members. Cut the straws into the following
lengths:

2 straws 8 centimeters in length


2 straws 11 centimeters in length
2 straws 5 centimeters in length

1. Place the 3 angles so that they can form a triangle without measuring the sides initially. Draw
segments connecting the angles. Repeat the process for the second triangle.

2. Measure the 3 sides for each triangle.

Questions

1. What are the measures of the 3 sides for each triangle?

2. Are the two triangles congruent?

4. Draw two triangles for each part, and using the correct marks, show which
sides and angles are congruent. Match the correct shortcut for each set of
triangles from the following choices, and tell whether or not the shortcut is
valid for proving triangles congruent.
Proving Statements on Congruent Triangles
Activity 1: Pair Me With
Materials: Ruler, Protractor, Pen

Directions:
Given triangles in two columns. Pair the triangles in column A to its similar triangles in column B. Use
the materials to find its pair and connect the dots assigned in every triangle using the pen.
Proving Statements on Congruent Triangles
Activity 2: Let’s Prove

Materials: Strip with statements, Manila Paper, Paper Tape, Scissor


Directions:
Prove the congruence statements using the jumbled statements and reasons below. Arranged the
statements and reasons by cutting it out and post it in a manila paper in a two column proof form for
presentation and discussion.
Given:
Segment BA is perpendicular to segment YZ and segment BA bisects angle YBZ

Prove:
Triangle AYB is congruent to triangle AZB B

34

1 2 Z
Y
A

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