GRADES 8 School Grade Level 8

DAILY
Teacher Learning Area GRADE 8 MATHEMATICS
LESSON
LOG Teaching Dates and Time WEEK 2 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
concept of axiomatic concept of axiomatic concept of axiomatic concept 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 The learner illustrates the The learner illustrates the The learner illustrates the The learner illustrates the
need for an axiomatic need for an axiomatic need for an axiomatic need for an axiomatic
structure of a mathematical structure of a mathematical structure of a mathematical structure of a mathematical
system in general, and in system in general, and in system in general, and in system in general, and in
Geometry in particular: (a) Geometry in particular: (a) Geometry in particular: (a) Geometry in particular: (a)
defined terms; (b) undefined defined terms; (b) undefined defined terms; (b) defined terms; (b) undefined
terms; (c) postulates; and terms; (c) postulates; and undefined terms; (c) terms; (c) postulates; and
(d) theorems. (M8GE-IIIa-c- (d) theorems. (M8GE-IIIa-c- postulates; and (d) (d) theorems. (M8GE-IIIa-c-
1) 1) theorems. (M8GE-IIIa-c-1) 1)
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II. CONTENT The Modern Axiomatic TheModern Axiomatic The Modern Axiomatic The Modern Axiomatic
System: Postulates and System: Postulates and System: Postulates and System: Postulates and
Theorems Theorems Theorems 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
Guide pages
2. Learner’s
Materials pages
3. Textbook Nivera, Gladys C.(2013) Nivera, Gladys C.(2013) Nivera, Gladys C.(2013) Nivera, Gladys C.(2013)
pages “Grade 8 Mathematics “Grade 8 Mathematics “Grade 8 Mathematics “Grade 8 Mathematics
Patterns and Practicalities” Patterns and Practicalities” Patterns and Practicalities” Patterns and Practicalities”
pp. 334 – 345 pp. 334 – 345 pp. 334 – 345 pp. 334 – 345
Glorial J., et. al (2013) “21st Glorial J., et. al (2013) “21st Glorial J., et. al (2013) “21st Glorial J., et. al (2013) “21st
Century Mathematics, A Century Mathematics, A Century Mathematics, A Century Mathematics, A
vision for a better vision for a better vision for a better vision for a better
future”Phoenix Publishing future”Phoenix Publishing future”Phoenix Publishing future”Phoenix Publishing
House, pp. 308 – House, pp. 308 – 316 House, pp. 308 – 316 House, pp. 308 – 316
316Francisco, M., et. al, Francisco, M., et. al, Francisco, M., et. al, Francisco, M., et. al,
“Conceptual Math 8 and “Conceptual Math 8 and “Conceptual Math 8 and “Conceptual Math 8 and
Beyond 8” Brilliant Beyond 8” Brilliant Beyond 8” Brilliant Beyond 8” Brilliant
Creations Publishing, Inc. Creations Publishing, Inc. Creations Publishing, Inc. Creations Publishing, Inc.
pp. 237 - 240 pp. 237 - 240 pp. 237 - 240 pp. 237 - 240
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
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 Resources
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 “Round Trip Game”
Review on Different Kinds Triangle-Sum-Theorem-
lesson or presenting (pairing activity) – review of Triangle Theorem Activity
of Postulates Activity
the new lesson defined and undefined terms
B. Establishing a purpose Presentation of the Presentation of the
Presentation of Objectives Presentation of Objectives
for the lesson Objectives Objectives
C. Presenting examples/ Presentation of illustrative Presentation of illustrative Presentation of illustrative Presentation of illustrative
instances of the lesson examples. examples. examples. examples.
D. Discussing new
concepts and practicing Think-Pair-Share Activity Think-Pair-Share Activity Think-Pair-Share Activity Think-Pair-Share Activity
new skills #1
E. Discussing new
Guided Practice Guided Practice Guided Practice Guided Practice
concepts and practicing
(Let’s Do This) (Think-Pair-Share) (Jigsaw Puzzle) (Let’s Do This)
new skills #2
F. Developing mastery
Independent Practice Independent Practice Independent Practice Independent Practice
(Leads to Formative
I Can Do This I Can Do This I Can Do This I Can Do This
Assessment 3)
G.Finding practical Application: Application:
Application:
applications of Using the picture above, cite Using the diagram plane P,
Cite postulates that apply in
concepts and skills in Application: the properties or theorems cite the properties or
justifying the given
daily living Solve worded problems that apply in its geometric theorems that apply in
statement.
designs then prove your justifying the given
answer/ statement. statement.
H. Making An Axiom or An Axiom or Theorem, on the other hand Theorem, on the other hand
generalizations and Postulate is a statement or Postulate is a true are statements proved to be are statements proved to be
abstractions about rule that are accepted or statement which do not true using postulates, true using postulates,
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 the lesson considered to be true require to be proved.. definitions, other definitions, other
without proof or validation. 1.)If Q is between P and R, established theorems, and established theorems, and
Some of the fundamental then PQ + QR = PR. If PQ + logic. logic.
postulates used in QR = PR, then Q is
geometry. between P and R.
1.Two points determines 2.)If M is the midpoint of line
exactly one line segment AB, then line
2.Three non collinear points segment AM is congruent to
are contained in at least one line segment MB.
plane and three non 3.) If three sides of one
collinear points are triangle are congruent
contained in exactly one respectively to the three
plane. sides of another triangle,
3.If two distinct planes then the two triangles are
intersect, then their congruent.
intersection is a line 4.)If two sides and an
4.If two points of a line are included angle of on triangle
in a plane, then the line is in are congruent respectively
the plane. to the sides and an included
5.If D is in the interior of angle of another triangle,
∡ABC, then m∡ABC = m then the two triangles are
∡ABD + m ∡CBD congruent.
5.)If two angles and the
included side of one triangle
are congruent respectively
to the two angles and the
included side of another
triangle, then the two
triangles are congruent.

I. Evaluating learning Challenge Yourself! Challenge Yourself! Challenge Yourself! Challenge Yourself!

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 J. Additional activities for
application or Journal Writing Journal Writing Journal Writing Journal Writing
remediation
V. REMARKS
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
require additional
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?

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