Republic of the Philippines

Department of Education
SOCCSKSARGEN REGION
General Santos City Grade
School 8
National High School Level
Learning
DETAILED LESSON Teacher Aireshane S. Parcon Mathematics
Area
PLAN
Teaching
Date and Week 4/2 days Quarter 3
Time
I. OBJECTIVES
A.Content The learners demonstrate understanding of key concepts of axiomatic
Standards structure of geometry and triangle congruence.
The learners should be able to formulate an organized plan to handle a
real-life situation.
B.Performance The learners should be able to communicate mathematical thinking with
Standards coherence and clarity in formulating, investigating, analyzing, and solving
real-life problems involving congruent triangles using appropriate and
accurate representations.
C. Essential
Learning Illustrates the ASA, SAS, and SSS Congruence Postulate. M8GE- llld-e1
Competency

D.Objectives  Illustrates the ASA, SAS, and SSS Congruence Postulate

II. CONTENT

A. Topic TRIANGLE CONGRUENCE POSTULATE

Triangle. Is a polygon that consists of three sides and three angles. Two
or more triangles can be similar “~” or congruent “≅ ”.
Similar Triangles. Is a triangle that have congruent angles but sides of
different lengths. In other words, similar triangles are the same shape,

B. Key Concepts but not necessarily of the same size. It is considered similar if their
corresponding angles are congruent and the corresponding sides are in
proportion.
Congruent Triangles. Is a triangle that have completely matching angles
and sides. Hence, their interior angles and sides will be congruent.

C. Pre-requisite
Skills Congruent Corresponding sides and Corresponding angles

III. LEARNING
RESOURCES
A. References
1. Teacher’s K to 10 Grade 8 Math Teachers Guide pages 380- 391
Guide Pages
2. Learner’s K to 10 Grade 8 Math Learners Material pages 372-381
Materials
Pages
3. Textbook
Pages
4. Additional
Materials
from Rubrics: Adapted: Learner’s Material, Grade 8 Mathematics
Learning
 Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION
Resource (LR)
Portal
B. Other Learning
Resources
1. Websites https://lrmds.deped.gov.ph/
2. Books/
Journals

PowerPoint presentation templates, Laptop/Cellphone, Google form,

C. Materials
Ballpen, pen, Ruler.

IV. PROCEDURES
Let the class answer the pre-assessment.

A. Reviewing a Review students of what they have learned during their Grade 7 days on
previous lesson or integers by letting them answer the activity 1.
presenting a new
lesson *You can check the first part of the activity before letting the students
answer the questions that follow. To make sure that they have recalled
how to represent integers. Ask some students to define integers.

Activity 1: Represent Me!

Direction: Use positive or negative number to express the change in the

following situations.

1. The temperature in Region 12 rises up to 36OC.

2. A Php10.00 savings from your allowance.
3. Due to COVID 19, the price of a liter of gasoline decreases by P3.00.
4. Five points demerit from passing a requirement late.
5. Got a test score of 4 points above passing mark.
6. The temperature of a freezer is set at 16O below zero.
7. Freezing point of water.

Questions:
1. Plot the answers on the number line.
2. Based on the number line, which integer comes first?
3. Where is zero found on the number line?
4. Which integers are seen on the left side of zero?
5. What about on the right side of zero?

Ask the students if they are still familiar with number line? Listen to
some sharing if there is any.

B. Establishing a Tell the class that a number line is a straight line that extends infinitely.
purpose for the That, we can represent integers using a number line and their order tells
lesson us if which integer has a greater value.

Review on this concept:

Each point lies on the number line is what we call coordinate.
Coordinates tell us the position of any object.
 Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION
Now, ask the class this question:
Can you tell your position in your classroom seating arrangement?

C. Presenting To answer the previous question, let the students answer the next
Examples / activity.
Instances of New
Lesson Activity 2: First Day High
On the first day of the class, Teacher Lea prepared a seating
arrangement for her class with 25 students. She created 5 columns with
5 armchairs in each row. Lauren seated on the third row at the second
armchair and Adrian seated on the second row at the third armchair.

Teacher’s Table

Questions:
1. Use the illustration above to put an L to where Lauren and put A to
where Adrian seated.
2. Are their seats the same? Why?

You may listen to some of the students’ responses.

Tell the class that we will find out the correct answer from our lesson for
today.

D. Discussing New
Concepts and This time, discuss to the class the following concepts.
Practicing New Skills
#1
Definition of Three Congruence Postulate (ASA, SAS, SSS)
A triangle is a polygon that consists of three sides and three
angles. Two or more triangles can be similar “~” or congruent “ ≅“.
Similar triangles have congruent angles but sides of different
lengths. In other words, similar triangles are the same shape, but not
necessarily of the same size. Thus, they are considered to be similar if
their corresponding angles are congruent and the corresponding sides are
in proportion.
Congruent Triangles have completely matching angles and sides.
Hence, their interior angles and sides will be congruent. To check whether
the triangles are congruent, we apply the following postulates which are
 Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION
abbreviated by ASA, SAS, SSS.

***You may share a short story about who discovered the Rectangular
Coordinate System.

Did you know the interesting fact about the discovery of Rectangular
Coordinate System? It was discovered by a French Mathematician and
Philosopher named Rene Descartes.

***Discuss also the different parts of the Rectangular Coordinate System.

Parts of Rectangular Coordinate System
1. Axes
Axes refer to the two intersecting number lines that are
perpendicular to each other in the Cartesian Plane. These are x –
axis and y – axis.
x – axis – it is the horizontal line.
y – axis – it is the vertical line.
2. Origin
Origin refers to the point of intersection of x and y axes at (0, 0).

3. Quadrants
Quadrants refer to the regions that divide the plane into four equal
parts.

y - axis

Quadrant Quadrant
II I
(- , +) (+ , +)
x - axis

Quadrant Quadrant
III IV
(- , -) (+ , -)

***Emphasize to the class the values of the x- and y – coordinates in every

quadrant as stated as follows:
Quadrant 1, all x and y values are positive.
Quadrant 2, x values are negative and y values are positive.
Quadrant 3, all x and y values are negative.
Quadrant 4, x values are positive and y values are negative.

4. Points, Ordered Pair and Coordinates

Points in the Cartesian Plane are labelled with ordered pair (x, y).
 Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION
Coordinates of the point refers to the ordered pairs that represent a
point.
Abscissa (x – coordinate) refers to the distance from the point of
origin that is measured along the x – axis.

Ordinate (y – coordinate) refers to the distance from the point of

origin that is measured along the y – axis.

***Present some examples and identify if which one is the abscissa and
ordinate.

E. Discussing New Example:

Concepts and A(5, 9) B(-2, 1) C(6, -3)
Practicing New Skills
#2 Points A, B, and C are points with coordinates.
5, -2, and 6 are the abscissas and 9, 1, -3 are the ordinates.
Thus, in point (x, y), x is the abscissa and y is the ordinate.

***If students have understood the previous concepts discussed, proceed

to how to plot point on the Cartesian Plane. Discuss the to class the step
by step procedure.

Plotting Points on the Cartesian Plane

In plotting points in the Cartesian Plane, the value of abscissa and
the ordinates will tell you how to locate the point on the plane.
Here are the steps in plotting a point on the Cartesian Plane:
1. Start first with the origin. The origin will serve as your reference
point.

2. Look into the ordered pair given. The first value of the ordered pair
is the abscissa. If the sign is positive, the direction of the point
F. Developing moves along the right side of the x – axis. And if the sign is
Mastery (Leads to negative, the direction of the point moves along the left side of the x
Formative – axis.
Assessment)
3. The second value of the ordered pair is the ordinate. If the sign is
positive, it moves upward as many units as the number requires.
And if the sign is negative, it moves downward as many units as
the number requires.

This time, provide an activity to determine whether students have

understood the lesson or not. Let them answer the next activity on their
own. Give them a few minutes to answer it.

Activity 3: Locate the Coordinates!

Direction: Determine the coordinates and quadrant or axis where the
indicated places belong. The first one is done for you as an example.
 Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION

G. Finding Practical
Applications of
Concepts and Skills
in daily Living
 Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION

Place Coordinates Quadrant/Axis

1. Banga (0, 1) y – axis
2. General Santos City _____ _______
3. Koronadal _____ _______
4. Lake Sebu _____ _______
H. Making
generalizations and 5. Norala _____ _______
abstractions about 6. Polomolok _____ _______
the lesson.
7. Surallah _____ _______
8. Tboli _____ _______
9. Tampakan _____ _______
10.Tupi _____ _______

Now is the time to apply what the students have learned about the
rectangular coordinate system in real life. Let them do the next activity.

Activity 5: Coordin-Art School Map

Direction: Make your own school map using graphing paper, ruler, pencil
or ballpen, and any coloring material. Your output will be assessed using
the rubric below:
RUBRIC: COORDINART MAKING
CRITERIA Exemplary Satisfactory Developing Beginning
4 3 2 1
Accuracy of All points All points All points Points are
Plot are plotted are plotted are plotted not plotted
correctly correctly correctly. correctly.
and are and are easy
easy to to see.
see. The
points are
 Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION

***You may this question to the students, “Aside from what is specified,
can you cite another area or context where these lessons are applicable”?
Students may opt to answer and recognize them for giving correct
answers.

H. QUESTION OR ACTIVITY
To summarize what they have learned, ask the students to do the next
task.

Activity 4: You Complete Me!

Direction: Complete each sentence with the correct word or phrase.

1. The point with coordinates (-5, 3) can be graphed on the __________

coordinate system.
2. The coordinates of the origin is __________.
3. The vertical axis of the Cartesian plane is called the __________.
4. The horizontal axis of the Cartesian plane is called the __________.
5. The pair of numbers (2, 4) is called a/an __________ pair.
6. In the ordered pair (0, -8), the -8 is called the __________.
7. In the ordered pair (5, 9), the 5 is called the __________.
I. Evaluating 8. The x – coordinate can also be called as __________.
Learning 9. The four regions formed by the coordinate axes are called the
__________.
10.The intersection of the coordinate axes is called the __________.
J. Enrichment
Activity 11.In plotting a point, always start at the __________.
12.To plot the point with coordinates (-5, 3), start at the origin and move
5 units to the __________ of y – axis.
13.Refer to item number 12, and move 3 units __________ of x – axis.
14.To plot the point with coordinates (9, -2), start at the origin and move
9 units to the __________ of y – axis.
15.Refer to item number 14, and move 2 units __________ of x – axis.

Let the class answer the post-assessment.

To let the students enjoy and have fun while they are learning, let them
do the next activity. Explain to the class the direction of the activity.

Direction: Someone is hiding in the picture. Are you ready to meet him?
Plot these points on the Cartesian Plane below. Connect the points
 Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION
alphabetically. (For example, connect A to B, B to C, and so on.)

A (0, 3) G (1, 3) M (3, 3) S (-2, -3)

B (-3, 4) H (2, 6) N (4, 1) T (-4, 0)
C (-5, 7) I (3, 8) O (4, -1) U (-4, 1)
D (-6, 10) J (5, 10) P (2, -3) V (-3, 2)
E (-3, 8) K (5, 7) Q (-1, -4) W (0, 3)
F (0, 5) L (4, 4) R (0, -2)
Again, plot the following:
X (3, -4) Y (4, -6) Z (1, -4) A1 (1, -6) B1 (3, -4)

V. REMARKS

VI. REFLECTION
A. Number of
learners who
earned 80% in the
 Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION
evaluation.
B. Number of
learners who
require additional
activities for
remediation who
scored below 80%.
C. Did the
remedial lessons
work? Number of
learners who
have caught up
with the lesson.
D. Number 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?