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DAILY
Teacher Learning Area GRADE 8 MATHEMATICS
LESSON
LOG Teaching Dates and Time WEEK 1 Quarter THIRD

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES 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 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
1. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of key understanding of key understanding of key understanding of key
concepts of axiomatic concept of axiomatic concepts of axiomatic concepts of axiomatic
structure of geometry and structure of geometry and structure of geometry and structure of geometry and
triangle congruence. triangle congruence. triangle congruence. triangle congruence.
2. Performance The learner is able to The learner is able to The learner is able to The learner is able to
Standards formulate an organized plan formulate an organized plan formulate an organized plan formulate an organized plan
to handle a real-life to handle a real life to handle a real-life to handle a real-life
situation. situation. situation. situation.
3. Learning Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
Competencies / the content can be tackled in a week or two.
Objectives
1. The learner describes a 1. The learner describes a 1. The learner describes a 1. The learner describes a
mathematical system. mathematical system. mathematical system. mathematical system.
(M8GE-IIIa-1) (M8GE-IIIa-1) (M8GE-IIIa-1) (M8GE-IIIa-1)
a. 2. The learner a. 2. The learner 2. The learner illustrates the 2. The learner illustrates
illustrates the need for an illustrates the need for an need for an axiomatic the need for an axiomatic
axiomatic structure of a axiomatic structure of a structure of a mathematical structure of a mathematical
mathematical system in mathematical system in system in general, and in system in general, and in
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general, and in Geometry general, and in Geometry Geometry in particular: (a) Geometry in particular: (a)
in particular: (a) defined in particular: (a) defined defined terms; (b) defined terms; (b)
terms; (b) undefined terms; terms; (b) undefined terms; undefined terms; (c) undefined terms; (c)
(c) postulates; and (d) (c) postulates; and (d) postulates; and (d) postulates; and (d)
theorems. (M8GE-IIIa-c-1) theorems. (M8GE-IIIa-c-1) theorems. (M8GE-IIIa-c-1) theorems. (M8GE-IIIa-c-1)
II. CONTENT The Modern Axiomatic The Modern Axiomatic The Modern Axiomatic The Modern Axiomatic
System System System System
(a) Undefined Terms (b) Defined Terms (c) postulates (d) theorems
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson
RESOURCES and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s K to 12 Basic Curriculum K to 12 Basic Curriculum K to 12 Basic Curriculum K to 12 Basic Curriculum
Guide pages Guide page 190 Guide page 190 Guide page 190 Guide page 190
2. Learner’s Geometry III. 2009 p. 3 - 4 Geometry III. 2009 p. 3 - 4 Geometry III. 2009 p. 3 - 4 Geometry III. 2009 p. 3 - 4
Materials pages
3. Textbook 1. Geometry III. 2009. pp. 3- 1. Geometry III. 2009. pp. 3- 1. Geometry III. 2009. pp. 3- 1. Geometry III. 2009. pp. 3-
pages 4* 4* 4* 4*
Patterns and Practicalities” Patterns and Practicalities” Patterns and Practicalities” Patterns and Practicalities”
pp.331 - 333 pp.331 - 333 pp.331 - 333 pp.331 - 333
3. Merle S. Alferez, Alvin E. 3. Merle S. Alferez, Alvin E. 3. Merle S. Alferez, Alvin E. 3. Merle S. Alferez, Alvin E.
Lambino “MSA Geometry, Lambino “MSA Geometry, Lambino “MSA Geometry, Lambino “MSA Geometry,
Institute” p. 249 Institute” p. 249 Institute” p. 249 Institute” p. 249
4. Mark Paul G. Fulgencio, 4. Mark Paul G. Fulgencio, 4. Mark Paul G. Fulgencio, 4. Mark Paul G. Fulgencio,
Alexander G. Lopez, Alexander G. Lopez, Alexander G. Lopez, Alexander G. Lopez,

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Estrellita L. Misa, Raymund Estrellita L. Misa, Raymund Estrellita L. Misa, Raymund Estrellita L. Misa, Raymund
Anthony M. Quan, Andrea Anthony M. Quan, Andrea Anthony M. Quan, Andrea Anthony M. Quan, Andrea
R. Rocio “K to 12 R. Rocio “K to 12 R. Rocio “K to 12 R. Rocio “K to 12
Conceptual Math & Beyond” Conceptual Math & Beyond” Conceptual Math & Beyond” Conceptual Math & Beyond”
pp.232 - 233 pp.232 - 233 pp.232 - 233 pp.232 - 233
Materials from
Learning
Resource (LR)
portal
B. Other Learning HTTP://SCHOOLWIRES.HE HTTP://SCHOOLWIRES.HE HTTP://SCHOOLWIRES.HE HTTP://SCHOOLWIRES.HE
Resources NRY.K12.GA.US NRY.K12.GA.US NRY.K12.GA.US NRY.K12.GA.US
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn
well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their 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. Reviewing previous
lesson or presenting Gear Up “Gear Up” activity Review Review
the new lesson
B. Establishing a
purpose for the Presentation of Objectives Presentation of Objectives Presentation of Objectives Presentation of Objectives
lesson
C. Presenting examples/
instances of the Presentation of illustrative Presentation of illustrative Presentation of illustrative Group Work
lesson examples. examples. examples.

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D. Discussing new
concepts and
Guided Practice Assessment True or False Fill In The Blanks
practicing new skills
#1
E. Discussing new
concepts and True or False
Identify Me! Guided Practice Sketch Me!
practicing new skills
#2
F. Developing mastery
(Leads to Formative Draw and Name Me! Independent Practice Independent Practice Classify Me
Assessment 3)
G.Finding practical
applications of
concepts and skills in Fill Me In! Fill Me In Polygon or Not Application
daily living
H. Making
generalizations and
See attach DLP See attach DLP See attach DLP See attach DLP
the lesson
I. Evaluating learning
Name Me! Assessment Assessment Assessment

application or Journal Writing Journal Writing Journal Writing Journal Writing
remediation
V. REMARKS

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VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant questions.
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. What innovation or
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localized materials did
I use/discover which I
wish to share with
other teachers?