GRADES 8 School Grade Level 8

DAILY
Teacher Learning Area GRADE 8 MATHEMATICS
LESSON
LOG Teaching Dates and Time WEEK 5 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 inequalities in a concepts of inequalities in a concepts of inequalities in a concepts of inequalities in a
triangle, and parallel and triangle, and parallel and triangle, and parallel and triangle, and parallel and
perpendicular lines. perpendicular lines. perpendicular lines. perpendicular lines.
2. Performance The learner is able to The learner is able to The learner is able to The learner is able to
Standards communicate mathematical communicate mathematical communicate mathematical communicate mathematical
thinking with coherence and thinking with coherence and thinking with coherence and thinking with coherence and
clarity in formulating, clarity in formulating, clarity in formulating, clarity in formulating,
investigating, analyzing, and investigating, analyzing, and investigating, analyzing, and investigating, analyzing, and
solving real-life problems solving real-life problems solving real-life problems solving real-life problems
involving triangle inequalities, involving triangle inequalities, involving triangle inequalities, involving triangle inequalities,
and parallelism and and parallelism and and parallelism and and parallelism and
perpendicularity of lines perpendicularity of lines perpendicularity of lines perpendicularity of lines
using appropriate and using appropriate and using appropriate and using appropriate and
accurate representations. accurate representations. accurate representations. accurate representations.
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 solves The learner solves The learner solves The learner solves
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 corresponding parts of corresponding parts of corresponding parts of corresponding parts of
congruent triangles. (M8GE- congruent triangles. (M8GE- congruent triangles. congruent triangles. (M8GE-
IIIf-1) IIIf-1) (M8GE-IIIf-1) IIIf-1)
a. Define congruent a. Solve problems involving a. Identify corresponding a. Describe the concept of
triangles. corresponding parts of parts of congruent Congruent Parts of
b. Identify congruent congruent triangles. triangles Congruent Triangles are
triangles. b. Develop positive attitude b. Finding the value of the Congruent (CPCTC).
c. Apply congruent towards work. unknown side and b. Show that the triangles
triangles in real life angle of a congruent are congruent using
situations. triangle. CPCTC.
c. Solve problems c. Apply the postulates in
involving congruent proving congruent
triangles. triangles.
II. CONTENT Triangle Congruence Triangle Congruence Triangle Congruence Triangle Congruence
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 Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s
Materials pages Module for Grade 8, pages Module for Grade 8, pages Module for Grade 8, pages Module for Grade 8, pages
343-372 343-372 343-372 343-372
3. Textbook New Trends in Math Series E-Math III pp.152-175 21st Century Mathematics
pages Geometry pp.105-107 MSA Geometry pages 130- on pp.349-359
133 New Trends in Mathematics
21st Century Mathematics Geometry on pp.123-125 New Trends in Math
pp.336-345 Geometry on pp.123-124
4. Additional
Materials from
Learning
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 Resource (LR)
portal
B. Other Learning https://www.youtube.com/w
Resources atch?v=6IKdbZm4YuY
https://www.youtube.com/w
atch?v=Q83kU8X61Qc
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
“Congruent or Not Review previous lesson on
lesson or presenting “Spot Me!!” “Pictionary”
Congruent” solving triangle congruence.
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/ Explain and give examples Presentation of illustrative
Presentation of illustrative Presentation of illustrative
instances of the on terms to be used for the examples.
examples. examples.
lesson topic.
D. Discussing new
concepts and
practicing new skills Guide Questions Guide Questions Guide Questions Guide Questions
#1
E. Discussing new
concepts and
“Think Pair Share” “Complete this” Please refer to activity 2 Please refer to activity 1.
practicing new skills
#2

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 F. Developing mastery
(Leads to Formative Please refer to activity 3 Please refer to activity 1. Independent Practice Please refer to activity 2.
Assessment 3)
G.Finding practical
applications of
Please refer to activity 2. “Compute Me!!” “Build Me Up”
concepts and skills in
daily living
H. Making Two triangles are congruent In solving problems In solving problems CPCTC is the acronym for
generalizations and if and only if there is a involving corresponding involving corresponding “Corresponding Parts of
abstractions about correspondence the vertices parts of congruent triangles, parts of congruent triangles, Congruent Triangles are
the lesson such that each pair of you must always remember you must always remember Congruent”.
corresponding sides and that: that:
each pair of corresponding “When you have two “When you have two
angles are congruent. congruent triangles that congruent triangles that
means the corresponding means the corresponding
sides and corresponding sides and corresponding
angles are congruent. angles are congruent.
Thus, corresponding parts Thus, corresponding parts
of congruent triangles are of congruent triangles are
congruent congruent.
I. Evaluating learning Please refer to activity 4. Please refer to activity 3. Please refer to activity 2. Challenge Yourself!
J. Additional activities for
application or Follow-Up Follow-Up Follow-Up Follow-Up
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
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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
localized materials did
I use/discover which I
wish to share with
other teachers?

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