TOPIC: COMPONENTS OF GEOMETRY

Week: 1

Date: November 7-8, 2016

I. OBJECTIVES:

Describe the undefined terms in geometry

Identify names/labels of the undefined terms in geometry

Inculcate appreciation during the discussion

II. REFERENCES:

Escaner IV et al; Spiral Math 8; p. 141-142

Materials: activity sheets

III. ESSENTIAL QUESTIONS:

What are the undefined terms in geometry?

What things in the real world can represent these undefined terms?

Why are they undefined?

IV. PROCEDURE:

Introduce to the class the undefined terms in geometry

Ask the class the description of each undefined term

Explain to the students how to name or label the undefined terms in geometry

Let the students name or label the drawn undefined terms

Ask the class why these terms cannot be defined

Let the students identify real life objects that represent the undefined terms

V. ASSESSMENT:

Exercises 9.1.1A, B and D; p. 143-144; Spiral Math 8

VI. ASSIGNMENT:
Differentiate postulate and theorem.

REMARKS:

TOPIC: POSTULATES/AXIOMS, THEOREMS, AND COROLLARIES

Week: 1

Date: November 9-10, 2016

I. OBJECTIVES:

Determine the axioms and theorems used in geometry

Apply the axioms and theorems in drawing objects

Inculcate discipline during the discussion

II. REFERENCES:

Escaner IV et al; Spiral Math 8; p. 142

Materials: activity sheets

III. ESSENTIAL QUESTIONS:

How is a postulate different from a theorem?

What are the basic postulates in geometry?

What are the basic theorems in geometry?

IV. PROCEDURES:

Ask the class the difference between postulate and theorem

Give examples of postulates and theorems

State the basic postulates in geometry with illustrations

State the basic theorems in geometry with illustrations

Let the student disprove the postulates and theorems

V. ASSESSMENT:

Exercises 9.1.1 C p. 143; Reinforcement 9.1.1 B p. 144; Spiral Math 8

VI. ASSIGNMENT:

Study about conditional statements.

REMARKS:

TOPIC: CONDITIONAL STATEMENTS

Week: 2

Date: November 15-16, 2016

I. OBJECTIVES:

Define a conditional statement

State the inverse, converse and contra-positive of a conditional statement

Inculcate understanding during the discussion

II. REFERENCES:

Escaner IV et al; Spiral Math 8; p. 145-146

Materials: activity sheets

III. ESSENTIAL QUESTIONS:

What is a conditional statement?

When is a conditional statement true?

How do you form the inverse, converse and contra-positive of a conditional statement?

IV. PROCEDURE:

Give an example of a conditional statement

Let the students identify if a given sentence is a statement or not

Give the other forms of statements

Introduce to the class the connectors used in the forms of statements

Explain to the class how a conditional statement be true or how it can be false

Give examples of inverse, converse and contra-positive of a conditional statement

Explain how the truth value of the conditional statement affect its inverse, converse, and contra-positive

V. ASSESSMENT:

Exercises 9.2 p. 146; Spiral Math 8

VI. ASSIGNMENT:

Reinforcement 9.2 p. 147; Spiral Math 8

REMARKS:

TOPIC: PROVING THEOREMS

Week: 2

Date: November 17, 2016

I. OBJECTIVES:

Identify deductive and inductive reasoning

Give hypotheses using the methods of reasoning

Inculcate appreciation during the discussion

II. REFERENCES:

Escaner IV et al; Spiral Math 8; p. 148

Materials: activity sheets

III. ESSENTIAL QUESTIONS:

What is inductive reasoning?

What is deductive reasoning?

IV. PROCEDURE:
Give the definition of deductive reasoning

Give examples of giving hypothesis using deductive reasoning

Give the definition of inductive reasoning

Give examples of giving hypothesis using inductive reasoning

Let the students determine if the reasoning is inductive or deductive

V. ASSESSMENT:

Exercises 9.3 p. 148; Spiral Math 8

VI. ASSIGNMENT:

Reinforcement: 9.3 p. 149; Spiral Math 8

REMARKS:

TOPIC: CONGRUENCE POSTULATE

Week: 3

Date: November 21-24, 2016

I. OBJECTIVES:

Describe what congruent triangles are

Draw a triangle congruent to a given triangle

Inculcate creativity during the discussion

II. REFERENCES:

Escaner IV et al; Spiral Math 8; p. 154-155

Materials: activity sheets

III. ESSENTIAL QUESTIONS:

When are two triangles congruent?

What are the properties of congruence?

IV. PROCEDURE:

Have a short recap about the parts of a triangle

Give the definition of corresponding sides and angles

Give examples of corresponding sides and angles

Give the definition of congruent triangles

Let the students identify the parts of congruent triangles that are congruent

Let the students identify the corresponding parts of congruent triangles

State the properties of congruence

Give examples of the properties of congruence

V. ASSESSMENT:

(the assessment will be done after discussing congruence postulates)

VI. ASSIGNMENT:

Identify the triangle congruence postulates.

REMARKS:

TOPIC: CONGRUENCE POSTULATE (SASCP, ASACP)

Week: 4

Date: December 1-2, 2016

I. OBJECTIVES:

Prove triangle congruencies using SASCP and ASACP

Identify the Side-Angle-Side and Angle-Side-Angle Congruence Postulates

Inculcate understanding during the discussion

II. REFERENCES:

Escaner IV et al; Spiral Math 8; p. 155-157

Materials: activity sheets

III. ESSENTIAL QUESTIONS:

When do we say that triangles are congruent using the SASCP?

When do we say that triangles are congruent using the ASACP?

IV. PROCEDURE:

Discuss to the class when are two triangles congruent using the Side-Angle-Side Congruence Postulate
(SASCP)

Give examples of a two-column proof using the SASCP

Let the students prove triangle congruencies using SASCP

Discuss to the class when are two triangles congruent using the Angle-Side-Angle Congruence Postulate
(ASACP)

Give examples of two-column proof using ASACP

Let the students prove triangle congruencies using ASACP

V. ASSESSMENT:

(the assessment will be done after discussing congruence postulates)

VI. ASSIGNMENT:

Draw a triangle with distinguishable measurements regardless of the interior angles. Using the same
measurements, draw another triangle. What can you say about the triangles?

REMARKS:

TOPIC: SIDE-SIDE-SIDE CONGRUENCE POSTULATE (SSSCP), CPCTC, ISOSCELES TRIANGLE THEOREM

Week: 5

Date: December 5-6, 2016

I. OBJECTIVES:
Prove triangle congruence using Isosceles Triangle Theorem and prove congruence of triangle parts using
CPCTC

Illustrate CPCTC and Isosceles Triangle Theorem

Inculcate discipline during the discussion

II. REFERENCES:

Escaner IV et al; Spiral Math 8; p. 157-161

Materials: activity sheets

III. ESSENTIAL QUESTIONS:

When are two triangles congruent using the SSSCP?

What are the characteristics of an isosceles triangle that can be used in proving triangle congruencies?

When can one part of a triangle be congruent to one part of another triangle?

IV. PROCEDURE:

Discuss to the class the Isosceles Triangle Theorem

Give examples of a two-column proof using the Isosceles Triangle Theorem

Let the students prove triangle congruencies using Isosceles Triangle Theorem

Discuss to the class when are triangle parts congruent using the CPCTC

Give examples of a two-column proof using the CPCTC

Let the students prove triangle part congruencies using CPCTC

Discuss to the class when are two triangles congruent using the Side-Side-Side Congruence Postulate
(SSSCP)

Give examples of a two-column proof using the SSSCP

Let the students prove triangle congruencies using SSSCP

V. ASSESSMENT:

Exercises 10.1 p. 102; Spiral Math 8

VI. ASSIGNMENT:

Reinforcement 10.2 p. 103-104; Spiral Math 8

REMARKS:

TOPIC: SPECIAL CONGRUENCE POSTULATES FOR RIGHT TRIANGLES

Week: 5

Date: December 7, 2016

I. OBJECTIVES:

Identify the special congruence postulates for right triangles

Prove right triangle congruence using the special postulates

Inculcate understanding during the discussion

II. REFERENCES:

Escaner IV et al; Spiral Math 8; p. 165-168

Materials: activity sheets

III. ESSENTIAL QUESTIONS:

Why are there special postulates for right triangles?

What are the special postulates for right triangle congruencies?

What are the triangle congruencies that used as basis for these special congruencies?

IV. PROCEDURE:

Discuss to the class the special congruence postulates for right triangles

Illustrate to the class the Leg-Leg Theorem

Give an example in proving right triangle congruence using the Leg-Leg Theorem

Illustrate to the class the Hypotenuse-Leg Theorem

Give an example in proving right triangle congruence using the Hypotenuse-Leg Theorem

Illustrate to the class the Hypotenuse-Angle Theorem

Give an example in proving right triangle congruence using the Hypotenuse Angle Theorem

Illustrate to the class the Leg-Angle Theorem

Give an example in proving right triangle congruence using the Leg-Angle Theorem

V. ASSESSMENT:

Exercises 10.2 p. 168-170; Spiral Math 8

VI. ASSIGNMENT:

Study about triangle inequalities

REMARKS:

TOPIC: TRIANGLE INEQUALITIES

Week: 6

Date: December 14, 2016

I. OBJECTIVES:

Identify the triangle inequalities

Illustrate the triangle inequalities

Inculcate discipline during the discussion

II. REFERENCES:

Escaner IV et al; Spiral Math 8; p. 176-178

Materials: activity sheets

III. ESSENTIAL QUESTIONS:

What are the triangle inequalities?

What does the triangle inequalities tell us about the sides of the triangle?

What measurements can make a triangle?

IV. PROCEDURE:

Discuss to the class the first triangle inequality

Give examples that illustrates the first triangle inequality

Cite some real life examples of the first triangle inequality

Discuss to the class the second triangle inequality

Give examples that illustrates the second triangle inequality

Cite some real life examples of the second triangle inequality

Show the class measurements and ask them what measurements can make a triangle

Let the students identify measurements than can make a triangle

V. ASSESSMENT:

Exercises 11.1.1 B, C, D and E p. 179-181

VI. ASSIGNMENT:

Draw the hierarchy or quadrilaterals in a bond paper