DAILY LESSON LOG OF M8GE-IIIa-1 (Week One-Day Two)

School Grade Level Grade 8

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Third
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
I. OBJECTIVES 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.
A. Content Standards The learner demonstrates understanding of key concepts of axiomatic structure of
geometry and triangle congruence.
B. Performance Standards The learner is able to:
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.
Learning Competency:
Describes a mathematical system. (M8GE-IIIa-1)
Learning Objectives:
C. Learning Competencies/ 1. Define the different terms in mathematical system;
Objectives 2. Describes a mathematical system, and
3. Demonstrate appreciation of mathematical system through active
participation and coordination with varied activities.

II.CONTENT Mathematical System

III.
LEARNING RESOURCES RTOT power point presentation
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning https://drive.google.com/open?id=1XX0qw5jTju1HsUqUFhmsUx0h7vn3HNq3
Resources http://web.cerritos.edu/dford/SitePages/Math_70_F13/Math70Lecture-1-2-1-
3_SymbolsandPostulates.pdf
http://www.mathwords.com/index_geometry.htm
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the 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.
The teacher asks the following questions:
1. What did we do last meeting?
2. What is an axiomatic system?
A. Review previous lesson
or presenting the new Possible Response:
lesson 1. We discussed about the axiomatic system.
2. An axiomatic system or mathematical system is is any set of axioms from
which some or all axioms can be used in conjunction to logically derive
theorems.
B. Establishing a purpose The teacher lets the students realize that axiomatic system is important in
for the lesson mathematical system.
 The teacher shows the following axiomatic structure from their previous activity
and let them observe, then answer the questions below.

C. Presenting examples/
instances of the new
lesson

Question:
Which four of the following terms on the schematic diagram are the main
parts of mathematical system?
Possible Response:
Four combinations of any of the terms above. (Students are not necessary
to get the correct answer.)
D. Discussing new
concepts and practicing The teacher processes the answers of the students through questioning.
new skills #1
The teacher only introduces the 4 parts of mathematical systems. She/he will let
the students determine their definitions through the next activity “developing
mastery”.
 UNDEFINED TERMS = terms that are not precisely defined and are generally
accepted. Ex. Line, points, plane
 DEFINED TERMS = Terms that are defined using the undefined terms.
Ex. Line segment, angle, polygons, etc.
4 CHARACTERICS OF A GOOD DEFINITION:
1. It names the term being defined.
2. It places the term into a set or category.
E. Discussing new 3. It is distinguishes itself from other terms in that category (without
concepts and practicing providing unnecessary facts)
new skills #2 4. It is reversible
(eg. If a triangle is isosceles, then it has two congruent sides
---> If a triangle has two congruent sides, then it is isosceles.)

 AXIOM / POSTULATE = is a statement that is taken to be true, to serve as a

premise or starting point for further reasoning and arguments.
 THEOREM = is a statement proven based on axioms, other theorems, and
some set of logical connectives.

Note: All these definitions were discussed previously.

F. Developing mastery Working with pairs, the teacher lets the students define the mathematical terms through
(leads to formative matching type. Let them write the letter of their answer on the blank provided.
assessment 3)
Column A Column B

___1. Geometric terms which definitions A. Undefined terms

are derived from the undefined terms.
___2. It is a statement proven based on axioms, B. Defined terms
other theorems, and some set of logical
connectives.
___3. It is a general statement that is taken C. Axiom
to be true, to serve as a premise or starting
point for further reasoning and arguments.
___4. These are geometric terms that are D. Postulate
not precisely defined but generally accepted.
 ___5. It is a geometrical statement that is taken E. Theorems
to be true, to serve as a premise or starting
point for further reasoning and arguments.
Answer key: 1. B 2. E 3. C 4. A 5. C
G. Finding practical
applications of concepts
and skills in daily living
The teacher lets the students summarizes the lesson by asking the following
questions:
1. What is a mathematical system?
2. What are the four parts of mathematical system?
3. What are the characteristics of the defined terms?

Possible Response:
H. Making generalizations
1. Mathematical system is is any set of axioms from which some or all axioms
and abstractions about
can be used in conjunction to logically derive theorems.
the lesson
2. The four parts are: Undefined terms, defined terms, postulates, theorems
3. The characteristics of the defined terms are:
- It names the term being defined.
- It places the term into a set or category.
- It is distinguishes itself from other terms in that category
(without providing unnecessary facts)
- It is reversible
The teacher lets the students answer individually the formative assessment.

I. Direction: Give what is asked.

1. These are terms that are not precisely defined and are generally accepted.
2-4. Enumerate the three undefined terms.
5. This is a statement that is taken to be true, to serve as a premise or starting
point for further reasoning and arguments.
6. This is a statement proven based on axioms, other theorems, and some set of
logical connectives.
7. .Terms that are defined using the undefined terms.
8-12. What are the characteristics of a defined term?
12. -15. Give three examples of defined terms.
I. Evaluating Learning
Answer Key:
1. Undefined terms
2-4. Point, Line, Plane
5. Postulate
6. theorems
7. Defined terms
8-11.
It names the term being defined.
It places the term into a set or category.
It is distinguishes itself from other terms in that category
It is reversible
12-15. Line segment, ray, angles, polygon,etc.
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did the remedial lesson
 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 these 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:

GERALDINE M. BETONIO
Tabok NHS SST-1