K to 12 School DEL CARMEN INTEGRATED SCHOOL – ANNEX (SEC) Grade Level 8

DAILY LESSON LOG Teacher AMY N. PONCE Learning Area MATHEMATICS

Teaching Dates & Time MARCH 3-7, 2025 Quarter 4th

March 3 March 4 March 5 March 6 March 7

I. OBJECTIVES

1. Content Standards The learner demonstrates understanding of key concepts of inequalities in a triangle, and parallel and perpendicular lines.

2. Performance The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing and solving
Standards real-life problems involving triangle inequalities, and parallelism and perpendicularity of lines using appropriate and accurate
representations. .
3. Learning The learner proves properties of parallel lines cut by The learner determines The learner proves properties of parallel lines cut by a
Competencies/ a transversal. M8GE-IVd-1 the conditions under which transversal. M8GE-IVd-1
Objectives lines and segments are
At the end of the lesson, the learners should be able parallel or perpendicular. The learner determines the conditions under which lines
to: M8GE-IVe-1 and segments are parallel or perpendicular. M8GE-IVe-1

1. Identify the different angles formed by parallel At the end of the lesson,
lines cut by a transversal. the learners should be
2. Prove properties of parallel lines cut by a able to:
transversal (Alternate Interior Angles and Alternate
Exterior Angles Theorem). 1. determine the
3. Demonstrate appreciation on knowing the conditions under which
different angles formed by parallel lines cut by a lines and segments are
transversal as important in proving properties of parallel or perpendicular;
parallel lines cut by a transversal. and
2. prove conditions under
which lines and segments
are parallel or
perpendicular.
II. CONTENT Conditions that Guarantee Parallelism Performance Task Quiz/Summative
Parallelism and Perpendicularity Assessment
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide

2. Learner’s
Materials

3. Textbook
 4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES

A. Reviewing previous The teacher asks the Review on the The teacher asks the The teacher will review The teacher will review the
lesson or presenting the students: “What are your corresponding angles students: the topics. topics.
new lesson ideas about parallel postulates.
lines?”  Have you ever
The teacher asks the wondered how
Possible Answers: students: “Who can recall carpenters, architects
on corresponding angles and engineers design
Lines that do not postulate and tell the class their work?
intersect, lines that do what the postulate is all  What factors are being
not meet, lines that do about?” considered in making
not touch their designs?
Possible Answer:
The use of parallelism and
Corresponding Angles perpendicularity of lines in
Postulate real life necessitates the
- If two parallel lines are cut establishment of these
by a transversal, then the concepts deductively.
pairs of corresponding
angles are congruent.

B. Establishing a purpose The teacher will let the The teacher lets the Conditions Under Which The teacher will explain the The teacher will explain the
for the lesson students work in pairs to students realize that Lines and Segments are purpose of the assessment. purpose of the assessment.
do the task presented knowing about the Parallel
below. corresponding angles
postulate is important in To start with, let us
Use the figure to answer proving properties of discuss the concept of
the problems. parallel lines cut by a Parallelism.
transversal.
1. Two lines are parallel if
and only if they are
coplanar and they do not
intersect.
(m || n)

1. Name the pairs of

corresponding angles. 2. A line that intersects
2. Name the pairs of two or more lines at
alternate interior angles. different points is called a
3. Name the pairs of transversal.
alternate exterior angles. a. The angles formed by
4. Name the pairs of the transversal with the
same side interior. two other lines are called:
5. Name the pairs of
(∠1, ∠2, ∠7 and
 exterior angles
same side exterior.
∠8)

∠4, ∠5 and ∠6).

 interior angles (∠3,

b. The pairs of angles

formed by the transversal
with the other two lines
are called:

angles (∠1 and ∠5,

 corresponding

∠2 and ∠6, ∠3
and ∠7, ∠4 and
∠8)

angles (∠3 and ∠6,

 alternate-interior

∠4 and ∠5)

angles (∠1 and ∠8,

 alternate-exterior

∠2 and ∠7)
 interior angles on
the same side of

and ∠5, ∠4 and

the transversal (∠3

∠6)
 exterior angles on
the same side of

and ∠7, ∠2 and

the transversal (∠1

∠8)
3. If two lines are cut by a
transversal, then the two
lines are parallel if: a.
corresponding angles are
congruent. b. alternate-
 interior angles are
congruent. c. alternate-
exterior angles are
congruent. d. interior
angles on the same side of
the transversal are
supplementary. e. exterior
angles on the same side of
the transversal are
supplementary.
C. Presenting examples/ The teacher will present The teacher will present The idea that parallel lines The teacher will explain The teacher will explain
instances of the lesson two parallel lines cut by two parallel lines cut by a exist and are unique is a every part of the every part of the
a transversal and let the transversal and let the fundamental principle in assessment. assessment.
students answer the students answer the guide geometry. In the figure
guide questions below. questions below. below, the dashed line
represents the only line
that can be drawn parallel
to line m such that it
passes through point Q.
This can be stated as a
postulate.

The Parallel Postulate

Guide Questions: Guide Questions: Given a point and a line
1. From the figure, what 1. From the figure, what do riot containing it, there is
do you call ∠1 and ∠5 ? you call ∠ 4 and ∠5 ? exactly one line through
2. What can you say 2. What can you say about the given point parallel to
about the measures of the measures of ∠ 4 and the given line.
∠1 and ∠5 ? ∠5 ? CACP Postulate
3. From the figure, what 3. From the figure, what do
Given two lines cut by a
do you call ∠ 4 and ∠ 6 ? you call ∠1 and ∠8 ? transversal, if
4. What can you say 3. What can you say about corresponding angles are
about the measures of
the measures of ∠1 and congruent, then the two
∠ 4 and ∠ 6 ? lines are parallel.
∠8 ?
5. From the figure, what
do you call ∠ 4 and ∠6 ?
What can you say about
the measures of ∠1 and
 ∠7 ?
D. Discussing new The teacher discusses The teacher discusses with AICP Theorem The students will answer the The students will answer
concepts and practicing with the students the the students the answer to Given two lines cut by a assessment. the assessment.
new skills # 1 answer to each item in each item in the guide transversal, if alternate
the guide questions and questions and present the interior angles are
present the Same-side Interior Angles congruent, then the lines
corresponding angles Theorem and the Same- are parallel.
postulate, alternate side Exterior Angles
interior angles theorem, Theorem.
and alternate exterior
angles theorem. Same-side Interior
Angles Theorem
Corresponding Angles If two parallel lines are cut
Postulate by a transversal, then the SSIAS Theorem
If two parallel lines are pairs of same-side interior Given two lines cut by a
cut by a transversal, angles are supplementary. transversal, if the same
then the pairs of side interior angles are
corresponding angles Same-side Exterior supplementary, then the
are congruent. Angles Theorem lines are parallel.
If two parallel lines are cut
Alternate Interior Angles by a transversal, then the
Theorem pairs of same-side exterior
If two parallel lines are angles are supplementary.
cut by a transversal,
then the pairs of Al-CA Theorem
alternate interior angles Given two lines cut by a
are congruent. transversal, if alternate
interior angles are
Alternate Exterior Angles congruent, then
Theorem corresponding angles are
If two parallel lines are congruent.
cut by a transversal,
then the pairs of
alternate exterior angles
are congruent.

The Three Parallel

Lines Theorem
In a plane, if two lines are
both parallel to a third
line, then they are parallel.
E. Discussing new The teacher will present The teacher will present Conditions Under Which The students will answer the The students will answer
concepts and practicing and discuss the proof of and discuss the proof on Lines and Segments are assessment. the assessment.
new skills #2 Alternate Interior Angle Same-side Interior Angles Perpendicular
and the Alternate Theorem and Same-side
Exterior Angles Theorem. Exterior Angles Theorem. Two lines that intersect to
form right angles are said
Alternate Interior Angles Same-side Interior to be perpendicular. This
Theorem Angles Theorem is not limited to lines only.
If two parallel lines are If two parallel lines are cut Segments and rays can
cut by a transversal, by a transversal, then the also be perpendicular. A
then the pairs of pairs of same-side interior perpendicular bisector of a
alternate interior angles angles are supplementary. segment is a line or a ray
are congruent. or another segment that is
perpendicular to the
p||q segment and intersects
p||q Given: the segment at its
Given: midpoint. The distance
Prove:
Prove: between two parallel lines
m ∠4+m∠5=1800 is the perpendicular
∠ 4≃∠ 6
distance between one of
the lines and any point on
the other line.

Alternate Exterior Angles

Theorem

If two parallel lines are

cut by a transversal,
then the pairs of
alternate exterior angles
are congruent.
 p||q
Given:
Prove:
∠1≃∠7

F. Developing mastery The teacher will let the The teacher will let the The small rectangle drawn The students will present The students will present

do the task presented the task presented below. “right angle”. Whereas ⊥
(Leads to Formative students work in pairs to students work in pairs to do in the corner indicates their answers. their answers.
Assessment 3)
below. is a symbol use to indicate
Directions: Fill-in the perpendicularity of lines as
Directions: Fill-in the missing statement or in XZ ⊥ PY.
missing statement or reason in the given proof.
reason in the given To prove that two lines are
proof. perpendicular, you must
show that one of the
following theorems is true:
m ∠3+m∠5=1800

Proof:
Stateme Reasons
 nts

1. t||h 1.
The Perpendicular to a
2. 2.
Third Line Theorem
∠3≃∠8
3. 3. If two coplanar lines are
m ∠8+m∠5=1800 perpendicular to a third
4. 4. line, then they are parallel
m ∠3=m ∠8 to each other.
5. 5.
m ∠3+m∠5=1800

G. Finding practical Let us explore some real – life applications of parallel and perpendicular lines.
applications of concepts Parallel Lines in Real – Life
and skills in daily living
In real life, we see parallel lines in:
 Railway tracks
 Four-way lanes, six-way lanes of roads
 Opposite sides of blackboard and whiteboard
 Opposite walls or doors in a room
 Arrangement in a queue

Perpendicular Lines in Real – Life

In real life, the following are examples of perpendicular lines:
 Football field
 Railway track crossing
 First aid kit
 Construction of a house in which floor and the wall are perpendicular
 Television
 Designs in windows

Parallel and perpendicular lines are making its application in a vast area. Though we learned a few, it is up to you to explore more things
on these lines, which would be more interesting for you to go ahead. These lines help many people in fulfilling their activities in daily life.

H. Making generalizations
The teacher lets the students summarize the lesson by completing the statement below. And asking of challenge questions.
and abstractions about Today, I have learned that _______.
the lesson
 I. Evaluating learning The teacher lets the The teacher lets the Checking answers
The teacher lets the Checking answers
student to answer student to answer
student to answer
individually a individually a worksheet
individually a worksheet
worksheet about the about the topic.
about the topic.
topic.
J. Additional activities for
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
80% in the evaluation earned 80% above earned 80% above earned 80% above earned 80% above earned 80% above
B. No. of learners who require _______ of Learners who _______ of Learners who _______ of Learners who _______ of Learners who _______ of Learners who
additional activities for require additional require additional activities require additional require additional activities require additional activities
remediation who scored below activities for remediation for remediation activities for remediation for remediation for remediation
80%
C. Did the remedial lesson work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who caught up ____ of Learners ____ of Learners who ____ of Learners who ____ of Learners who caught ____ of Learners who caught
with the lesson who caught up caught up the lesson caught up the lesson up the lesson up the lesson
the lesson
D. No. of learners who continue ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
to require remediation continue to require continue to require continue to require continue to require continue to require
remediation remediation remediation remediation remediation
E. Which of my teaching Strategies used that Strategies used that work Strategies used that work Strategies used that work Strategies used that work
strategies worked well? Why did work well: well: well: well: well:
these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
Puzzles/Jigsaw ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
___ Answering activities/exercises activities/exercises activities/exercises activities/exercises
preliminary ___ Carousel ___ Carousel ___ Carousel ___ Carousel
activities/exercises ___ Diads ___ Diads ___ Diads ___ Diads
___ Carousel ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Diads ___ Differentiated ___ Differentiated ___ Differentiated Instruction ___ Differentiated Instruction
___ Think-Pair-Share Instruction Instruction ___ Role Playing/Drama ___ Role Playing/Drama
(TPS) ___ Role Playing/Drama ___ Role Playing/Drama ___ Discovery Method ___ Discovery Method
___ Differentiated ___ Discovery Method ___ Discovery Method ___ Lecture Method ___ Lecture Method
Instruction ___ Lecture Method ___ Lecture Method Why? Why?
___ Role Playing/Drama Why? Why? ___ Complete IMs ___ Complete IMs
___ Discovery Method ___ Complete IMs ___ Complete IMs ___ Availability of Materials ___ Availability of Materials
___ Lecture Method ___ Availability of Materials ___ Availability of Materials ___ Pupils’ eagerness to ___ Pupils’ eagerness to
Why? ___ Pupils’ eagerness to ___ Pupils’ eagerness to learn learn
___ Complete IMs learn learn ___ Group member’s ___ Group member’s
___ Availability of ___ Group member’s ___ Group member’s Cooperation in doing their Cooperation in doing their
 Materials Cooperation in doing their Cooperation in doing their tasks tasks
___ Pupils’ eagerness to tasks tasks
learn
___ Group member’s
Cooperation in doing
their tasks
F. What difficulties did I __ Bullying among __ Bullying among students __ Bullying among __ Bullying among students __ Bullying among students
encounter which my principal or students __ Pupils’ behavior/attitude students __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
supervisor can help me solve? __ Pupils’ __ Colorful IMs __ Pupils’ behavior/attitude __ Colorful IMs __ Colorful IMs
behavior/attitude __ Unavailable Technology __ Colorful IMs __ Unavailable Technology __ Unavailable Technology
__ Colorful IMs Equipment (AVR/LCD) __ Unavailable Technology Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Unavailable __ Science/ Computer/ Equipment (AVR/LCD) __ Science/ Computer/ __ Science/ Computer/
Technology Internet Lab __ Science/ Computer/ Internet Lab Internet Lab
Equipment (AVR/LCD) __ Additional Clerical works Internet Lab __ Additional Clerical works __ Additional Clerical works
__ Science/ Computer/ __ Additional Clerical
Internet Lab works
__ Additional Clerical
works
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Reviewed and checked by:

AMY N. PONCE EDUARD A. BRIONES

Teacher I Head Teacher II

Noted by:

INOCENCIA F. CAPATI
Principal II