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You are here: Home / Teaching & Education / Sample Lesson Plan in Grade 8 Mathematics
Sample Lesson Plan in Grade 8 Mathematics
By MARK ANTHONY LLEGO · 1 COMMENT
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Sample Lesson Plan in Grade 8 Mathematics
Third Quarter
Topic: Components of Geometry
Week: 1
Date: November 7-8, 2016
I. Objectives:
Describe the undefined terms in geometry
Identify names/labels of the undefined terms in geometry
Inculcate appreciation during the discussion
II. References:
Escaner IV et al; Spiral Math 8; p. 141-142
Materials: activity sheets
III. Essential Questions:
What are the undefined terms in geometry?
What things in the real world can represent these undefined terms?
Why are they undefined?
IV. Procedure:
Introduce to the class the undefined terms in geometry
Ask the class the description of each undefined term
Explain to the students how to name or label the undefined terms in geometry
Let the students name or label the drawn undefined terms
Ask the class why these terms cannot be defined
Let the students identify real life objects that represent the undefined terms
V. Assessment:
Exercises 9.1.1A, B and D; p. 143-144; Spiral Math 8
VI. Assignment:
Differentiate postulate and theorem.
REMARKS:
Topic: Postulates/Axioms, Theorems, and Corollaries
Week: 1
Date: November 9-10, 2016
I. Objectives: Determine the axioms and theorems used in geometry
Apply the axioms and theorems in drawing objects
Inculcate discipline during the discussion
II. References:
Escaner IV et al; Spiral Math 8; p. 142
Materials: activity sheets
III. Essential Questions:
How is a postulate different from a theorem?
What are the basic postulates in geometry?
What are the basic theorems in geometry?
IV. Procedures:
Ask the class the difference between postulate and theorem
Give examples of postulates and theorems
State the basic postulates in geometry with illustrations
State the basic theorems in geometry with illustrations
Let the student disprove the postulates and theorems
V. Assessment:
Exercises 9.1.1 C p. 143; Reinforcement 9.1.1 B p. 144; Spiral Math 8
VI. Assignment:
Study about conditional statements.
REMARKS:
Topic: Conditional Statements
Week: 2
Date: November 15-16, 2016
I. Objectives:
Define a conditional statement
State the inverse, converse and contra-positive of a conditional statement
Inculcate understanding during the discussion
II. References:
Escaner IV et al; Spiral Math 8; p. 145-146
Materials: activity sheets
III. Essential Questions:
What is a conditional statement?
When is a conditional statement true?
How do you form the inverse, converse and contra-positive of a conditional statement?
IV. Procedure:
Give an example of a conditional statement
Let the students identify if a given sentence is a statement or not
Give the other forms of statements
Introduce to the class the connectors used in the forms of statements
Explain to the class how a conditional statement be true or how it can be false
Give examples of inverse, converse and contra-positive of a conditional statement
Explain how the truth value of the conditional statement affect its inverse, converse, and contra-positive
V. Assessment:
Exercises 9.2 p. 146; Spiral Math 8
VI. Assignment:
Reinforcement 9.2 p. 147; Spiral Math 8
REMARKS:
Topic: Proving Theorems
Week: 2
Date: November 17, 2016
I. Objectives:
Identify deductive and inductive reasoning
Give hypotheses using the methods of reasoning
Inculcate appreciation during the discussion
II. References:
Escaner IV et al; Spiral Math 8; p. 148
Materials: activity sheets
III. Essential Questions:
What is inductive reasoning?
What is deductive reasoning?
IV. Procedure:
Give the definition of deductive reasoning
Give examples of giving hypothesis using deductive reasoning
Give the definition of inductive reasoning
Give examples of giving hypothesis using inductive reasoning
Let the students determine if the reasoning is inductive or deductive
V. Assessment:
Exercises 9.3 p. 148; Spiral Math 8
VI. Assignment:
Reinforcement: 9.3 p. 149; Spiral Math 8
REMARKS:
Topic: Congruence Postulate
Week: 3
Date: November 21-24, 2016
I. Objectives:
Describe what congruent triangles are
Draw a triangle congruent to a given triangle
Inculcate creativity during the discussion
II. References:
Escaner IV et al; Spiral Math 8; p. 154-155
Materials: activity sheets
III. Essential Questions:
When are two triangles congruent?
What are the properties of congruence?
IV. Procedure:
Have a short recap about the parts of a triangle
Give the definition of corresponding sides and angles
Give examples of corresponding sides and angles
Give the definition of congruent triangles
Let the students identify the parts of congruent triangles that are congruent
Let the students identify the corresponding parts of congruent triangles
State the properties of congruence
Give examples of the properties of congruence
V. Assessment:
(the assessment will be done after discussing congruence postulates)
VI. Assignment:
Identify the triangle congruence postulates.
REMARKS:
Topic: Congruence Postulate (SASCP, ASACP)
Week: 4
Date: December 1-2, 2016
I. Objectives:
Prove triangle congruencies using SASCP and ASACP
Identify the Side-Angle-Side and Angle-Side-Angle Congruence Postulates
Inculcate understanding during the discussion
II. References:
Escaner IV et al; Spiral Math 8; p. 155-157
Materials: activity sheets
III. Essential Questions:
When do we say that triangles are congruent using the SASCP?
When do we say that triangles are congruent using the ASACP?
IV. Procedure: Discuss to the class when are two triangles congruent using the Side-Angle-Side Congruence Postulate (SASCP)
Give examples of a two-column proof using the SASCP
Let the students prove triangle congruencies using SASCP
Discuss to the class when are two triangles congruent using the Angle-Side-Angle Congruence Postulate (ASACP)
Give examples of two-column proof using ASACP
Let the students prove triangle congruencies using ASACP
V. Assessment:
(the assessment will be done after discussing congruence postulates)
VI. Assignment:
Draw a triangle with distinguishable measurements regardless of the interior angles. Using the same measurements, draw another triangle. What can you say about the triangles?
Prove triangle congruence using Isosceles Triangle Theorem and prove congruence of triangle parts using CPCTC
Illustrate CPCTC and Isosceles Triangle Theorem
Inculcate discipline during the discussion
II. References:
Escaner IV et al; Spiral Math 8; p. 157-161
Materials: activity sheets
III. Essential Questions:
When are two triangles congruent using the SSSCP?
What are the characteristics of an isosceles triangle that can be used in proving triangle congruencies?
When can one part of a triangle be congruent to one part of another triangle?
IV. Procedure:
Discuss to the class the Isosceles Triangle Theorem
Give examples of a two-column proof using the Isosceles Triangle Theorem
Let the students prove triangle congruencies using Isosceles Triangle Theorem
Discuss to the class when are triangle parts congruent using the CPCTC
Give examples of a two-column proof using the CPCTC
Let the students prove triangle part congruencies using CPCTC
Discuss to the class when are two triangles congruent using the Side-Side-Side Congruence Postulate (SSSCP)
Give examples of a two-column proof using the SSSCP
Let the students prove triangle congruencies using SSSCP
V. Assessment:
Exercises 10.1 p. 102; Spiral Math 8
VI. Assignment:
Reinforcement 10.2 p. 103-104; Spiral Math 8
REMARKS:
Topic: Special Congruence Postulates for Right Triangles
Week: 5
Date: December 7, 2016
I. Objectives:
Identify the special congruence postulates for right triangles
Prove right triangle congruence using the special postulates
Inculcate understanding during the discussion
II. References:
Escaner IV et al; Spiral Math 8; p. 165-168
Materials: activity sheets
III. Essential Questions:
Why are there special postulates for right triangles?
What are the special postulates for right triangle congruencies?
What are the triangle congruencies that used as basis for these special congruencies?
IV. Procedure:
Discuss to the class the special congruence postulates for right triangles
Illustrate to the class the Leg-Leg Theorem
Give an example in proving right triangle congruence using the Leg-Leg Theorem
Illustrate to the class the Hypotenuse-Leg Theorem
Give an example in proving right triangle congruence using the Hypotenuse-Leg Theorem
Illustrate to the class the Hypotenuse-Angle Theorem
Give an example in proving right triangle congruence using the Hypotenuse Angle Theorem
Illustrate to the class the Leg-Angle Theorem
Give an example in proving right triangle congruence using the Leg-Angle Theorem
V. Assessment:
Exercises 10.2 p. 168-170; Spiral Math 8
VI. Assignment: Study about triangle inequalities
REMARKS:
Topic: Triangle Inequalities
Week: 6
Date: December 14, 2016
I. Objectives:
Identify the triangle inequalities
Illustrate the triangle inequalities
Inculcate discipline during the discussion
II. References:
Escaner IV et al; Spiral Math 8; p. 176-178
Materials: activity sheets
III. Essential Questions:
What are the triangle inequalities?
What does the triangle inequalities tell us about the sides of the triangle?
What measurements can make a triangle?
IV. Procedure:
Discuss to the class the first triangle inequality
Give examples that illustrates the first triangle inequality
Cite some real life examples of the first triangle inequality
Discuss to the class the second triangle inequality
Give examples that illustrates the second triangle inequality
Cite some real life examples of the second triangle inequality
Show the class measurements and ask them what measurements can make a triangle Let the students identify measurements than can make a triangle
V. Assessment:
Exercises 11.1.1 B, C, D and E p. 179-181
VI. Assignment:
Draw the hierarchy or quadrilaterals in a bond paper
REMARKS:
Read: Sample Lesson Plan in Grade 2 MAPEH
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About Mark Anthony Llego
He is the brain of TeacherPH. Growing up being surrounded by educators, a passion for education has grown in him. Mark spends his time writing and spreading online articles about the educational world. He likes emphasizing critical political issues that involve issued on the educational system of the country. Join Our Facebook Discussion Group
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kateilyn says FEBRUARY 4, 2019 AT 10:08 AM
helpful… thank you
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