DAILY LESSON LOG OF M8GE-IIId-1(Week Four- Day One)

School Sinawilan National Grade Level Grade 8

High School
Teacher Rex L. Sumbe Learning Area Mathematics
Teaching Date and Time Quarter Third
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 content knowledge and competencies. These are
I. OBJECTIVES 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 key concepts of triangle congruence.
B. Performance Standards The learner is able to formulate and solve problems involving triangle congruence.
Learning Competency: Illustrate triangle congruence(M8GE-IIId-1)
Learning Objectives:
1. Identify the corresponding parts of congruent triangles
C. Learning Competencies/
2. Define congruent triangles
Objectives
3. Illustrate triangle Congruence
4. Demonstrate appreciation on how important congruent triangles in our
surroundings
II.CONTENT Triangle Congruence
III.
LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Module 7: Pages 380-383
2. Learner’s Materials Pages 343-352
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
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 activities. Sustain learning systematically by providing
IV. PROCEDURES 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 The teacher lets the students observe and describe the following pictures
or presenting the new presented.
lesson

Guide questions:
1. Are you familiar with the pictures? Have you been to those places?
2. What have you observe that are common to all the illustrations?
3. Are there triangles in the structure?
4. Are the triangles of each picture the same or equal?
5. Thus the triangles made important role to the given structures? Why or why
not?
Possible responses:
1. Yes, it’s all located in Mandaue City. (West town lagoon, Mactan
Bridge, Labogon National High School Gymnasium). Yes, some
2. they have triangles
3. Yes, many
4. Yes, some are equal with each other
5. Students answer may vary
Or

The teacher lets the students do the activity. They will search for the jigsaw piece
that is exactly similar to the space on the board, or, that is congruent to it.
 Let’s Play Jigsaw!

Write the number of the jigsaw piece in the space where it fits.

Guide questions:
1. What do you think is the main idea of the game?
2. Cite things that are congruent with each other.

Possible responses:
1. The player searches for the jigsaw piece that is exactly similar to the space on
the jigsaw board, or that is congruent to it.
2. Paper bills, coins of the same denomination, original and duplicate keys, CD
Tapes, etc.
The teacher lets the students realize that congruent triangles are used in most of
B. Establishing a purpose the structures that we can see around. It is also important that the student realize
for the lesson that recognizing the corresponding parts are important skills needed to
understand the concepts of triangle congruence.
The teacher lets the students observe the figures of two triangles.
Tell the students to write statement of correspondence between the two triangles.
(Note: In writing correspondence statements, match up the vertices correctly to
make a correspondence.)

C. Presenting examples/
instances of the new
Possible responses:
lesson
By rotating the second triangle, you can map it to the other triangle.
Corresponding Angles Corresponding Sides
∠A↔ ∠F AB↔FE
∠C↔ ∠D BC↔ED
∠B↔ ∠E AC↔ FD

Thus , ΔABC↔ ΔFED.

D. Discussing new
The teacher discusses with the students the process of identifying the
concepts and practicing
corresponding parts of a given triangles.
new skills #1
E. Discussing new The teacher discusses and illustrates thoroughly that: Two triangles are congruent
concepts and practicing if their vertices can be paired so that corresponding sides are congruent and
new skills #2 corresponding angles are congruent.
The teacher lets the students write the corresponding part of the following triangles:
1. ΔTNX ↔ ΔHOP
2. ΔTNX↔ ΔPOH
F. Developing mastery Answer key:
(leads to formative 1. ΔTNX ↔ ΔHOP
assessment 3) Corresponding Angles Corresponding Sides
∠T↔ ∠H TN↔HO
∠N↔ ∠O NX↔OP
 ∠X↔ ∠P TX↔ HP

1. ΔTNX↔ ΔPOH
Corresponding Angles Corresponding Sides
∠T↔ ∠P TN↔PO
∠N↔ ∠O NX↔OH
∠X↔ ∠H TX↔ PH

2. Finding practical
applications of concepts
and skills in daily living
The teacher lets the students give their generalization by answering the
questions:
1. Define correspondence between two triangles.
2. When can we say that the given are triangles are congruent?
3. How many pairs of corresponding parts if given two triangles are congruent?
3. Making generalizations
and abstractions about Possible responses:
the lesson a. It is any way of matching their vertices.
b. Triangles are congruent if their vertices can be paired so that
corresponding sides are congruent and corresponding angles are
congruent
c. 6 pair- 3 pairs for corresponding angles and 3 pairs for
corresponding sides
The teacher lets the students :

Draw and name you own two congruent triangles. Give its corresponding parts.

Possible illustration and answer:

ΔABY↔ ΔMUN
4. Evaluating Learning
Answer key:

Corresponding Sides Corresponding Angles

AB↔ MU ∠A↔ ∠M
BY↔ UN ∠B↔ ∠U
AY↔ MN ∠Y↔ ∠N
5. 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 to help the pupils/students learn? Identify what help your
VI. REFLECTION 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 Presentation part- Using pictures of places in Mandaue City and within Cebu
materials did I use/ discover which I
wish to share with other teachers
Prepared by: Checked and Reviewed by:

REX L. SUMBE LEA M. REYES

Subject Teacher Principal II