School SAN AGUSTIN Grade Level 8

INTEGRATED SCHOOL
Teacher ANGELA CAMILLE P. Learning Mathematics
CARIAGA Areas
DAILY LESSON Teaching February 13, 2023(1:00-200) 3rd
LOG Dates and (3:00-4:00)
Time
I.OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of axiomatic structure of
Standard geometry and triangle congruence.
B. Performance The learner is able to formulate an organized plan to handle a real-life situation.
Standard
C. Learning After going through this lesson, the students are expected to:
Competencies/ 1. describe mathematical system.
Objectives
II. CONTENT Describing Mathematical Systems
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 Basic Curriculum Guide page 190
Pages
2. Learner’s Mathematics Quarter 3 – Week 1 Module 1
Material Pages
3. Textbook Pages
4. Additional
Material from
Learning
Resource (LR)
Portal
B. Other Learning Internet/ PowerPoint Presentation
Resources
IV. PROCEDURE Preparatory Activities
1. Prayer
2. Checking of attendance
3. Classroom management
4. Review of the previous lesson
A. Reviewing Activity 1: Pre-Assessment (What I know, pages 2-3 of Mathematics 8 Quarter 3
previous lesson or Module 1 Week 1)
presenting the
new lesson
(ELICIT)
B. Establishing a Activity 2: Word Jumble
purpose for the Unscramble the letters using the words from the word bank below. Write them on a
lesson sheet of paper.
(ENGAGE)
1. I N L E 2. E T A L U T S O P
3.M X O I A 4. E L G N A
5. T I O N P 6. G E S N T M E
7. E N P L A 8. M E R O E H T
9.Y R A 10. R E U A S E M

THEOREM RAY AXIOM MEASURE POSTULATE

LINE ANGLE PLANE SEGMENT POINT
C. Presenting Activity 3: Find Me
examples /instances Look at the objects around you and list down one object each that you think best
of the new lesson describes or represents a point, line, plane, line segment, ray and angle. Copy the table
(ENGAGE) below and write your answer on it.
Terms Objects
1. Point
2. Line
3. Plane
4. Line
segment
5. Ray
6. Angle
Questions:
1. What objects did you choose in items 1 to 6?
2. What words can you use to describe the objects you choose for each item?
Using the words that you gave in question number 2, form a definition for each term
above.
D. Discussing new Geometry is the measurement of earthly objects. It started as a way of calculating land
concepts and measurement particularly in Egypt and Babylon, where it got its name “geo” which
practicing new means earth and “metrein” which means to measure.
skills # 1
(EXPLORE)
E. Discussing new In the mathematical system designed by Euclid, there are four parts namely:
concepts and 1. Undefined Terms
practicing new 2. Defined Terms
skills #2 3. Axioms and postulates
Theorems
(EXPLORE)
F. Developing Activity 4: Figure It Out
mastery (Leads to Direction: Activity 1: Fill Me In ____
formative Complete the
assessment 3) crossword puzzle
(EXPLAIN) by identifying the
words being
described. Write
your answer on a
separate sheet of
paper.

G. Finding practical Activity 5: Ferris Wheel Ride

applications of Amusement Park is one of the favorites get away place of every Filipino family. It offers
concepts and different attractions including the “Ferris Wheel”. Today, this Amusement Park will give
 skills in daily you a chance to win a FREE TICKET RIDE on the Ferris Wheel! All you have to do is to
living look closely on the points, lines and angles formed in it and answer each of the following
(ELABORATE) questions below correctly. Write your answer on a separate sheet of paper. Good luck!
1. Which is the opposite ray of 𝑂𝐾?
2. Which are the sides of ∠𝑅𝑂𝐴? of ∠𝐻𝑂𝐴?
3. Which is the common side of ∠𝑆𝑂𝑌 and ∠𝑌𝑂𝑅?
4. Which angles have 𝑂𝑅 as a side?
5. What is the vertex of ∠𝐶𝑂𝐾?
6. Which are the points lie on the interior of ∠𝑆𝑂𝑅?
7. Which are the points lie on the exterior?
8. If 𝑂𝑌 bisects ∠𝐾𝑂𝑅, which two angle are congruent?
9. Which is the supplement of ∠𝑆𝑂𝑅?
10.Which angle is opposite ∠𝐶𝑂𝑁?
H. Making Let the students summarize the lesson by answering the questions below:
generalizations  What is mathematical system?
and abstractions
about the lesson
(ELABORATE)
I. Evaluating Enumerate and explain the four mathematical system.
Learning
(EVALUATE)
J. Additional Activity 6: What I have Learned
activities for Complete the statements below by choosing the appropriate word inside the box.
application or
remediation Defined terms Axioms and postulates Theorems
(EXTEND) Undefined terms Geometry Euclid
The measurement of earthly objects are called (1)_______________. But Euclid gave it a
new definition and developed it into a formal study of statements that involve reasoning.
He later introduced that mathematical system with four parts. The first one are terms
which cannot be defined but can be described, this is called as the (2)_____________. It
is composed with the point, line and plane. Second, are terms that have a proper
definition and can be defined by means of other geometrical terms, this is called as the
(3)____________. It is composed with the line segment, ray, opposite ray and angles.
Third, are statements that are assumed to be true without any proof, this is called as the
(4)_____________. And last, are basic geometric principle which are proven to be true,
which is called as (5)___________.
V. REMARKS
VI.REFLECTION
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 this work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by: Noted:

ANGELA CAMILLE P. CARIAGA VICTORIA P. ROMBO

Teacher I OIC/HT III

School SAN AGUSTIN Grade Level 8

INTEGRATED SCHOOL
Teacher ANGELA CAMILLE P. Learning Mathematics
CARIAGA Areas
DAILY LESSON Teaching February 20, 2023(1:00-200) Quarter 3rd
LOG Dates and (3:00-4:00)
Time
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of axiomatic structure
Standard of geometry and triangle congruence.
B. Performance The learner is able to communicate mathematical thinking with coherence and
Standard clarity in formulating, investigating, analyzing, and solving real-life problems
involving triangle inequalities, and parallelism and perpendicularity of lines
using appropriate and accurate representations.
C. Learning The learner describes a proportion. (M9GE-IIIf-1)
Competencies/ The learner applies the fundamental theorems of proportionality to solve
Objectives problems involving proportions. (M9GE-IIIf-2)
II. CONTENT Illustrating Triangle Congruence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Mathematics Quarter 3 – Week 2 Module 2
Material Pages
3. Textbook Pages
4. Additional
Material from
Learning
Resource (LR)
Portal
B. Other Learning Internet/ PowerPoint Presentation/Flashcards
Resources
IV. PROCEDURE Preparatory Activities
1. Prayer
2. Checking of attendance
3. Classroom management
4. Passing of Assignment
5. Review of the previous lesson
A. Reviewing ACTIVITY 1: Congruent or Not Congruent
previous lesson Directions: Identify whether the two figures have the same size and shape or
or presenting the not. Write YES if the figures have the same size and shape and NO if not. Write
new lesson your answer in a separate sheet of paper.
(ELICIT)

B. Establishing a Do you know that congruent figures can be seen in real life? The wheels of the
purpose for the bicycles, the little fingers of both hands, the pages of a book and the burners of a
lesson gas stove show congruency. In this activity, your knowledge of congruent
(ENGAGE) figures will be reactivated. See examples below.
C. Presenting ACTIVITY 2: Pair Me Directions: Consider the examples below. We say that
examples congruent figures have the same size and shape. Let us pair the vertices of the
/instances of the two triangles and identify their corresponding sides and angles using the table
new lesson below.
(ENGAGE)

It’s your turn! Match ∆ABC with ∆GHI. Fill- in the table and give the
corresponding vertices, sides, and angles of the two triangles. Please refer to the
previous example to get the correct answer.

D. Discussing new Two triangles are congruent if their vertices can be paired so that
concepts and corresponding sides are congruent and corresponding angles are congruent.
practicing new Illustrative Example 1:
skills # 1 ∆ABC ≅ ∆DEF. This read as “triangle ABC is congruent to triangle DEF.”
(EXPLORE)

Note:
≅ symbol for congruency
∆ symbol for triangle

The congruent corresponding parts are marked identically.

Process Questions:
1. How do you pair corresponding sides and angles?
2. How many pairs of corresponding parts are congruent if two triangles are
congruent?
E. Discussing new
concepts and
practicing new
skills #2
(EXPLORE)
 F. Developing
mastery (Leads to
formative
assessment 3)
(EXPLAIN)

G. Finding practical What is the importance of illustrating triangle congruence in real life situation?
applications of
concepts and
skills in daily
living
(ELABORATE)
H. Making Let the students summarize the lesson by answering the questions below:
generalizations  How can you say that the two triangles are congruent?
and abstractions  How do you pair corresponding sides and angles?
about the lesson
(ELABORATE)
I. Evaluating
Learning
(EVALUATE)

J. Additional activities Directions: Using KWL chart. Write what you learned about triangle
for application or congruence. Complete the statement in the box below. Write your answer in a
remediation separate sheet of paper.
(EXTEND)

V. REMARKS
VI.REFLECTION
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 this work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover which
I wish to share
with other
teachers?

Prepared by: Noted:

ANGELA CAMILLE P. CARIAGA VICTORIA P. ROMBO

Teacher I OIC/HT III
 School SAN AGUSTIN Grade Level 9
INTEGRATED SCHOOL
Teacher ANGELA CAMILLE P. Learning Mathematics
CARIAGA Areas
DAILY LESSON Teaching February 27, 2023(1:00-200) Quarter 3rd
LOG Dates and (3:00-4:00)
Time
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of axiomatic structure
Standard of geometry and triangle congruence.
B. Performance The learner is able to formulate an organized plan to handle a real-life
Standard situation and communicate mathematical thinking with coherence and clarity
in formulating, investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and accurate representations.
C. Learning After going through this module, you are expected to:
Competencies/ 1. illustrate congruent triangles;
Objectives 2. identify corresponding parts of congruent triangles; and
solve corresponding parts of congruent triangles.
II. CONTENT Solving Corresponding Parts of Congruent Triangles(PART 1)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Mathematics Quarter 3 – Week 3 Module 3
Material Pages
3. Textbook Pages
4. Additional
Material from
Learning
Resource (LR)
Portal
B. Other Learning Internet/ PowerPoint Presentation/Flashcards
Resources
IV. PROCEDURE Preparatory Activities
1. Prayer
2. Checking of attendance
3. Classroom management
4. Review of the previous lesson
A. Reviewing Let us recall the different triangle congruency postulates and theorems.
previous lesson
or presenting the
new lesson
(ELICIT)
B. Establishing a Activity 1: Matchy – matchy
purpose for the Identify the postulate/theorem that states the congruency of the given pair of
lesson triangles. Choose your answer from the second column. The answer for
(ENGAGE) number 1 is already given for you.
C. Presenting Activity 2: Twinny Triangle
examples Follow the procedures carefully.
/instances of the
new lesson
(ENGAGE)

Questions:
1. Compare the length of the sides of the two triangles.
2. Relate the measure of the angles of the first triangle with the measure of the
angles of the second triangle.
3. In one word, describe the two triangles.
D. Discussing new Discuss:
concepts and  CPTC- Corresponding Parts of Congruent Triangles are Congruent
practicing new Congruence
skills # 1
(EXPLORE)

E. Discussing new
concepts and
practicing new
skills #2
(EXPLORE)

F. Developing
mastery (Leads to
formative
assessment 3)
(EXPLAIN)
G. Finding practical How will you relate the lesson for today in real life situation? Cite an example.
 applications of
concepts and
skills in daily
living
(ELABORATE)
H. Making  What is CPCTC?
generalizations
and abstractions
about the lesson
(ELABORATE)
I. Evaluating Activity 3: Easy Peasy
Learning Given: ∆𝐸𝑁𝐺 ≅ ∆𝐹𝐼𝐿. Answer each of the following.
(EVALUATE) 1.Illustrate ∆𝐸𝑁𝐺 and ∆𝐹𝐼𝐿.
2.Identify their corresponding parts.
3.If 𝐸𝑁 = 24𝑖𝑛 and 𝑁𝐺 = 17𝑖𝑛, what is the length of IL?
4.If 𝑚∠𝑁 = 59 and 𝑚∠𝐺 = 90, what is 𝑚∠𝐹?
J. Additional Read the situation below, then answer the questions that follow. Mary and
activities for Mark are planning to make a triangular prism for the roof of their doll house.
application or They have decided that they will start by doing first the triangular bases. Mary
remediation will make one of the triangular bases, while Mark will do the remaining
(EXTEND) triangular base.
Looking around the house, Mary found two sticks that are both 8 inches
long, while Mark found a longer stick that is 38 inches long. To form two
triangles, Mark has to cut his stick into four smaller pieces, and give one of the
sticks to Mary. In cutting his stick, Mark has to consider the length of Mary’s
sticks and the length of the sides of the triangles that they will make.

Questions:
1. What should be the length of Mark’s sticks after cutting it into four?
2. Give the length of the sides of each triangle.
3. Describe the two triangles in a single word.
V. REMARKS
VI.REFLECTION
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 this 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?

Prepared by: Noted:

ANGELA CAMILLE P. CARIAGA VICTORIA P. ROMBO

Teacher I OIC/HT III
 School SAN AGUSTIN Grade Level 8
INTEGRATED SCHOOL
Teacher ANGELA CAMILLE P. Learning Mathematics
CARIAGA Areas
DAILY LESSON Teaching March 6, 2023(1:00-200) Quarter 3rd
LOG Dates and (3:00-4:00)
Time
I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of axiomatic
structure of geometry and triangle congruence.
B. Performance The learners will be able to:
Standard 1) formulate an organized plan to handle a real-life situation; and
2) communicate mathematical thinking with coherence and clarity in
formulating, investigating, analyzing, and solving real-life problems involving
congruent triangles using appropriate and accurate representations.
C. Learning At the end of the module, you are expected to:
Competencies/ 1. Recall the different postulates and theorems on triangle congruence;
Objectives 2. Use the different geometric properties in proving triangle congruence; and
3. Prove that two triangles are congruent.
II. CONTENT Proving Triangle Congruence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Mathematics Quarter 3 – Week 4 Module 4
Pages
3. Textbook Pages
4. Additional Material
from Learning
Resource (LR) Portal
B. Other Learning Internet/ PowerPoint Presentation/Flashcards
Resources
IV. PROCEDURE Preparatory Activities
1. Prayer
2. Checking of attendance
3. Classroom management
4. Review of the previous lesson
A. Reviewing previous Activity 1: You Are the Reason
lesson or presenting the Directions: Write the congruence postulate or theorem that will make the two
new lesson triangles congruent based from the markings in the illustration. Note that
(ELICIT) similar markings denote congruency or equal measurement. The first one is
done for you to serve as an example.
B. Establishing a purpose
for the lesson Activity 2: The Missing Part of You
(ENGAGE) Directions: Supply the missing part for the two triangles to be congruent
based on the given postulate or theorem. Then, complete the congruence
statement. The first one is done for you as example

C. Presenting examples Game

/instances of the new
lesson (ENGAGE)

D. Discussing new concepts A two-column proof is one way to organize a proof in geometry. It is called
and practicing new skills proof table which consists of two columns. The first column contains the proof
# 1 (EXPLORE) statements and the second column contains the geometric reason for those
statements. Two-column proof is used in direct proof.
 E. Discussing new concepts
and practicing new skills
#2
(EXPLORE)

F. Developing mastery
(Leads to formative Allow them to make an example of statement and its reason.
assessment 3)
(EXPLAIN)
G. Finding practical How will you relate the lesson for today in real life situation? Cite an example.
applications of concepts
and skills in daily living
(ELABORATE)
H. Making generalizations  What is proof?
and abstractions about  What are the two parts of two-column proof?
the lesson
(ELABORATE)
I. Evaluating Learning No assessment this day.
(EVALUATE)
J. Additional activities for Study table of Geometric Properties.
application or
remediation (EXTEND)
5. REMARKS
VI.REFLECTION
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 this 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?

Prepared by: Noted:

ANGELA CAMILLE P. CARIAGA VICTORIA P. ROMBO

Teacher I OIC/HT III