Learning Area Mathematics

Learning Delivery Modality Limited Face-to-Face

School Grade Level 8

Teacher Learning Area Mathematics
Teaching Date Quarter Third
LESSON
Teaching Time No. of Days 1
EXEMPLAR

I. Objectives
A. Content The learner demonstrates understanding of key concepts of axiomatic structure of
Standards geometry and triangle congruence.
B. Performance The learner is able to communicate mathematical thinking with coherence and clarity,
Standards in formulating, investigating, analysing and solving real life problems involving
triangle congruence.
C. Learning At the end of the lesson, students must be able to:
Competencies or
Objectives a. define congruent triangles;
b. identify corresponding congruent parts between two congruent triangles; and
c. appreciate the importance of triangle congruence in real life.
D. Most Essential Illustrates triangle congruence (M8GE-IIIf-1)
Learning
Competencies
(MELC)
E. Enabling
Competencies
II. Content Triangle Congruence
III. Learning Resources

A. References
a. Teacher’s Guide pp. 380-383
Pages
b. Learner’s
Material Pages pp. 349-352
c. Textbook Pages pp. 349-352
d. Additional
Materials from
Learning
Resources
B. List of Learning
Resources for Mathematics 8 Learner’s Packet (LeaP)
Development and
Engagement Activities PIVOT 4A Learner’s Material Mathematics Grade 8
IV. Procedure
A. Introduction

A. Routinary Matters
 Prayer
 Greetings
 Classroom Management
  Checking of Attendance

B. Review
Complete Me!
Direction: Supply the missing word to complete each statement.
1. In every triangle, the sum of the measures of the three interior _______is
180º.
2. If two angles are vertical angles, then they are_______________.
3. If two triangles form a linear pair, then they are ________________.

C. Priming Activities
Let’s Play Jigsaw!

Direction: Put the jigsaw piece in the space where it fits as quickly as you can. The
first group to complete the activity wins the game, followed by the second and third
groups, who are declared first, second, and third placers, respectively.
(The activity can be done by group following the health and safety protocols strictly.
The teacher will act as a facilitator)
The teacher will ask this question: So, what’s the main idea of this game?
A player put the jigsaw piece that is exactly similar to the space on the board, or, that
is congruent to it.

Constructivism Approach
ACTIVITY 1: PICTURE ANALYSIS
The teacher will show the following pictures to the students and give them time to
think.
Direction: Observe the pictures shown. Then, answer each question
comprehensively.
 From the picture shown, ask the students the given questions.

1. What have you seen in the picture? What do they have in common?
2. Why are there triangles in the structures? Are the
triangles congruent?
3. Why are the bridges and buildings stable?
4. When do we say that two triangles are congruent?

B. Development The teacher will show figures of triangle congruence and discuss examples.

Questioning:
What can you say about the shape and size of the first figure? second
figure? and third figure?
Among the given figures, which pair of triangles are congruent?
Can we consider figure 3 as congruent triangles?
How can we ensure that the triangles are of the same shape and size?

In figure 3, if triangles ABC and TSR can match up their vertices by

flipping and rotating the figures until they overlap exactly then you will notice the
 corresponding sides and the corresponding angles that overlapped are congruent.

Let the students state the definition of congruent triangles based on the given
examples.

Two triangles are congruent if and only if all

their corresponding parts are congruent.

C. Engagement Collaborative Approach

Ask the students to group into 3. A representative from each group shall be asked to
report their output (maximum of 2 minutes each.
RUBRIC FOR GRADING:
Score Performance Indicators
Distinguished Fully and eloquently articulates idea and develop connections among
mathematical concepts. The presentation has clearly defined structure
10 and the answer is accurate.

Proficient Clearly articulates mathematical concept. The presentation is not that

clearly defined but the answer is accurate.
8

Basic Explains mathematical concepts without difficulty but expresses idea

in rudimentary form. The answer is not precise.
6
Unsatisfactor Displays errors in knowledge of mathematical concepts. There is an
y attempt to solve the problem, but the final answer is incorrect.

ACTIVITY 2: MARK ME

Direction: Mark the angles and sides each of pair of triangles to indicate that they are
congruent.

Process questions after the group activity

 Can you name the corresponding sides? Corresponding angles?
 How many pairs of corresponding parts are congruent if two triangles are
congruent?
 Where do you see congruent triangles?
 D. Assimilation Directions: Show that the legs of the swing are congruent triangles. Complete the list
of corresponding congruent parts and name the congruent triangles.

Valuing

We can assume the triangle as symbolism for foreign policy or perhaps

globalization effort. If two triangles are congruent, two countries may
have the same foreign policy/ globalization effort. On the larger scale, if
congruent triangles exist, several nations share the same policies
/globalization efforts. In the present situation, if nations only share the
same vision, caring for each other, worldwide production of vaccines
can be shared. The SARS-COVID can be defeated, and all things will go
back normally. The economy will be back to stability, and peace among
nations is achievable, “NO WAR, NO VIOLENCE, and NO HUNGER.”

V. Assessment

Direction: Given ABC DEF, find the measurement for each side and
angle based on the figure below. Write your answer on a piece of paper.
 When are two triangles congruent?

VI. Reflection
 The learners communicate the explanation of their personal assessment as indicated
in the Learner’s Assessment Card.
 The learners will write their personal insights about the lesson in their notebook
using the prompts below:
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.

VII. Agreement Show how triangle congruence works in the situation below. Assume that you are
one of the contestants.
Situation:
In the upcoming City Festival, there will be a contest on kite flying. As a
contestant, you are to submit the design of your kite and an instruction guide on how
to make and fly a kite. You will also submit the mechanics on how you came up with
your design.

VIII. Others

A. No. of learners who

earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.

C. Did the remedial

lessons 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
it work?
F. What difficulties did
I encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did
I use/discover which I
wish to share with other
teachers?

H. No. of learners who

earned 80% on the
formative assessment

Prepared and Submitted:

OLIVER E. ORTIZ JR
Subject Teacher,Mathematics 8