DETAILED MATHEMATICS 8 LESSON PLAN

ACEREDA INTEGRATED SCHOOL

GRADE LEVEL QUARTER / DOMAIN DATE TIME PAGE NO.
8 3rd Quarter/ 01/06/2025 10:20 AM- 1
Geometry 11:10 PM
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
I. OBJECTIVES 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 Standards The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle
congruence.
B. Performance Standards The learner is able to formulate an organized plan to handle real-life situation.
Learning Competency: Illustrates the need for an axiomatic structure of a mathematical system in general,
and in Geometry in particular: (a) defined terms; (b) undefined terms; (c) postulates; and (d) theorems.
(M8GE-IIIa-c-1)

C. Learning Competencies/ Learning Objectives:

Objectives
1. Recall the definition of right angles and intersecting lines.
2. Illustrate the first 4th and 5th fundamental postulates of Euclid
Demonstrate appreciation of knowing the fundamental postulates as an important skill needed to
understand on how to prove triangle congruence.
II.CONTENT Fundamental Theorems of Euclid
III.
LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages 356-357 (soft copy)
2. Learner’s Materials Pages 326-327
3. Textbook pages
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
4. Additional Materials from which you can infer from formative assessment activities. Sustain learning systematically by providing 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.
Learning Resource (LR) portal
www.toppr.com/guides/maths/introduction-to-euclids-geometry/euclids-postulates/
B. Other Learning Resources www.cut-the-knot.org/triangle/pythpar/Fifth.shtml
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
IV. PROCEDURES activities. Sustain learning systematically by providing 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.

A. Review previous lesson or Recall the definition of postulates by letting the students give statements that are generally accepted.
presenting the new lesson 1. Let the students enumerate the first 3 postulates of Euclid.
B. Establishing a purpose for the The teacher lets the students realize that understanding then 5 fundamental postulates of Euclid
lesson is an important skill needed to prove triangle congruence.
The teacher lets the students, in groups of three, do the following.

1. Draw two perpendicular lines.

2. Determine the measure of the two adjacent angles formed by two perpendicular lines. Are they
of equal measure?
3. Observe this illustration.
d a e
c
C. Presenting examples/
instances of the new lesson b
f g

4. Lines DE and FG are intersected by Line AB. How do we call

angles a and b?
5. If you add the measure of angles a and b, will it be more than 180⁰?

If you extend Lines DE and FG indefinitely towards the direction of the broken lines, will the said lines
intersect at a point?

The teacher discusses with the students the process of arriving at the answer of each item.
D. Discussing new concepts and
Furthermore, he/she asks the students about the mathematical skills or principles that they used
practicing new skills #1
to arrive at their answers.
E. Discussing new concepts and The teacher discusses and illustrates thoroughly the last 2 postulates of Euclid.

practicing new skills #2

1.) All right angles are equal

Note : that the equality of right angles was not rigorously implied by the definition.
a. 10. When a straight line set up on a straight line makes the adjacent angles
equal to one another, each of the equal angles is right….
b. There could be other right angles not equal to these. The postulate rules that
 DETAILED MATHEMATICS 8 LESSON PLAN
ACEREDA INTEGRATED SCHOOL
GRADE LEVEL QUARTER / DOMAIN DATE TIME PAGE NO.
8 3rd Quarter/ 01/06/2025 10:20 AM- 2
Geometry 11:10 PM

out.

2.) If a straight line crossing two straight lines makes the interior angles on the same side
less than two right angles, the two straight lines , if extended indefinitely, meet on that side
on which are the angles less than the two right angles.

Working in pairs, the teacher lets the students answer the following exercise.

AB is perpendicular to CB

F. Developing mastery (leads to

formative assessment 3)

1. Using the figure above, what can you say about the measure of angles CBA and DBA?

If two lines are intersected by a line, when can we say that those two lines will surely intersect at
a point given the measure of the interior angles formed by the intersection of the three lines?
G. Finding practical applications
of concepts and skills in daily
living
The teacher summarizes the lesson by asking the following questions.

H. Making generalizations and 1. What can we say about the adjacent angles formed by two perpendicular lines?
abstractions about the lesson 2. Are all right angles congruent?

How do we illustrate the 5th postulate of Euclid?

The teacher lets the students answer individually the formative assessment.
I. Evaluating Learning
Illustrate the 4th and 5th postulate of Euclid.
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else needs to be done
VI. REFLECTION 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
use/ discover which I wish to share with
other teachers

Prepared by: NOTED:

 DETAILED MATHEMATICS 8 LESSON PLAN
ACEREDA INTEGRATED SCHOOL
GRADE LEVEL QUARTER / DOMAIN DATE TIME PAGE NO.
8 3rd Quarter/ 01/06/2025 10:20 AM- 3
Geometry 11:10 PM
MICHAEL SALDO SAGORIO ANALYNNE M BALERO, PhD.
SST-III PRINCIPAL