Detailed Lesson Plan

School: Villaba High School Grade level: 8

Teacher: Rendelyn Burgos Learning Area: Mathematics

Time and Date: MTWTHF Quarter: 3rd Quarter

(9:00-10:00 AM)

I. OBJECTIVES

The learner demonstrates understanding of

key concepts of axiomatic stru

A. Content Standard

The learner :

1. Is able to formulate an organized plan

to handle a real-life situation.

2. Is able to communicate mathematical

B. Performance Standard thinking with coherence and clarity in
formulating, investigating, analyzing,
solving problems involving congruent
triangles using appropriate and
accurate representations.

C. Learning Competency/Learning At the end of 1 hour discussions, the grade 8

Objectives students will be able to achieve with atleast
75% proficiency level of the following:

1. Define triangle congruence;

2. Draw and label the corresponding

parts of two congruent triangles;
 3. Identify corresponding parts of two
congruent triangles; and

4. Relate triangle congruence in real-

life.

Illustrates triangle congruence (M8GE-

111d-1)

II. CONTENT Illustrating Triangle Congruence

III. LEARNING RESOURCES

A.Reference

1.Teacher’s guide page Grade 8 Mathematics Teacher’s Guide pg.1

2.Learner’s Materials page

Math 8 Module 3 Quarter 3 pg. 1-25

3.Textbook pages

4.Additional materials from Learning Laptop, chalkboard

Resources

IV. PROCEDURES Teacher’s Activity Student’s Activity

Preliminary Activities

1.Prayer/Greetings “Good morning class!” “Good morning Ma’am ”

“How are you today?” “We’re fine ma’am!”

“That’s great to hear class . May I Raniel: “Let us vow our heads
request everyone to please stand , and feel the presence of the
Raniel please lead the prayer. Lord. In the name of the
father, the son and the holy
spirit, Amen. Our father….”

“ Good morning class ! So before

we formally start our discussions, (Students are picking trashes
may I request everyone to please under their chairs and keeping
pick up the trashes under your chairs unnecessary things.)
and keep the unnecessary things, put
it in your bag. Thank you!”

“Now, state your dream future

2.Checking of profession/job when your name is
attendance called….”

“ Marlyn” “Teacher Ma’am ”

“ Raniel” “ Police Ma’am ”

“ Fretzie ” “Engineer Ma’am”

“ Jeffrey ” “ Architect Ma’am “

“ Jhessabelle “ “ Nurse Ma’am ”

3.Classroom rules
“Okay let’s now set our classroom
rules, I hope everybody is listening . “Okay Ma’am”
 1. When I am discussing here
in front no talking with your
seatmate otherwise you’ll be
the one to discuss here in
front.

2. Respect each other.

3. Be participative during our

discussion.

Are we all clear ?” “Yes ma’am”

4. Answering student
special need

“Can you hear my voice, specially at “Loud and clear Ma’am !”

the back?”
“Yes Ma’am “
“ Are you comfortable with your
seat?”

“Ok then let’s now proceed to our

discussions.”

A. Reviewing
previous lesson /
Presenting the new “ Can someone tell me what was our
lesson. (Raniel Raising his hand.)
discussion last meeting?”

“Okay Raniel…”
“Last time we discussed about
Perpendicular Bisector in
which it is a line perpendicular
 to a given segment which
divides it into equal line
segments. “

“Very good Raniel! Another?..

Yes Marlyn..” “We discussed about the
definition of point Ma’am, in
which it is an undefined term
that is represented by a dot.”

“ Very good Marlyn!”

“What is a perpendicular line …

Jhessabelle?” “Perpendicular lines are
intersecting lines forming 4
right angles.”

“Very good! Let’s try to have this

activity to check whether you have
learned what we had discussed last “We are born ready!!”
meeting. Are you ready?”

“Wow! What an energy! “

“Okay, here’s the drill…

Activity/Drill: Choose a number!

“So I have here some numbers for

you to choose. The numbers has a
corresponding questions and you
need to answer. Don’t worry class
you’ll just choose the letter that best
describe the question. “
 “Number 1 Ma’am”

“Okay Marlyn, choose a number.

“Letter D Ma’am ”

Okay here’s your question: ”

“Number 2 Ma’am “
-1. Which of the following is a
symbol used for congruence?

A. = C. ≈
“There are 3 pairs Ma’am.
B. ≠ D. ≅

“Very good Marlyn. next Fretzie,

please choose a number.

Okay, here’s your question.”

“ Ah 3 Ma’am ”
-2. How many pairs of
corresponding congruent angles are
there in two congruent triangles?

A. 1 C. 3
“ Letter D Maam”
B. 2 D. 4

“Very good Fretzie! Okay

Jhessabelle your next.
“No.4 Ma’am “

Here’s your question.”

“ Letter D Ma’am .”

-3. Which of the symbols below is

 used to indicate correspondence?

A. ≅
C. ?

B. ∠ D.
↔

“Very good Jhessabelle! Next

Raniel.

“Letter C. They are

Here’s your question.” supplementary Ma’am “

-4. How many pairs of

corresponding sides are there in two (Students are clapping.)
congruent triangles?

A. 1

B. 2
B.Establishing a
C. 4
purpose for the
lesson. D.3

“Very good Raniel! Lastly, Jeffrey.

Here’s your question.”

-5. Which of the following

statements best describe the
corresponding parts of

congruent triangles?

A. They are not equal.

B. They are congruent.

 C. They are supplementary.

D. They are complementary. “ It is a pair of rays that have a

common endpoint, provided
that the rays do not lie on the
line.”

“Wow! It seems like you really

understand our last discussion. Give
yourself 5 claps!”
“In an angle, it is the common
endpoint of two rays. In a
polygon , it is the common
endpoint of two sides.”

“In an angle , the sides are

rays that form the angle. In a
polygon, the sides are the
“Let’s have another activity.” segments that form a
polygon.”

-Activity: Identify V-A-S (Vertices

– Angles – Sides)

“You have to identify the vertices,

angles, and sides of each triangle.”

C. Presenting
examples/instances of (Click the link)
the new lesson.
https://drive.google.com/file/d/
1DuWDIgeyOqe_Em7cJi-
KDrTD0bb71_S_/view?
usp=share_link

“How did you identify the vertices,

angles, and sides of each triangle?”
“Yes Raniel? Can you define what
is an angle?”

“Exactly, very good Raniel!”

“What about the definition of a

vertex? Yes Marlyn?”

“The first illustration is a kite

Ma’am.”

“Very good Marlyn”

“I think it’s a roof Ma’am.”

“And what is meant by side,
Jhessabelle?”

“It is a boat Ma’am”

“Very good Jhessabelle. So by

“I think it is a bridge
understanding the definition of these
Ma’am .”
three, we will be able to know what
are the Angles, Vertices and Sides
of two congruent triangles.”
 “ A triangle Ma’am !”

“So I have here some pictures. All I

want you to do is to analyze these
pictures. Do you understand?”

“ Click the link to see illustrations: “The triangles has the same
size and shapes.”

Illustration1
“In addition to what Jeffrey
https://drive.google.com/file/d/1_- said , If we put these triangle
_tQ2AeYiw4cFXIfDvOlRPXZLng one over the other, it will
QQHU/view?usp=share_link exactly fit or coincide”

Illustration 2

https://drive.google.com/file/d/
1kCw6CuFQSD0sB7u5NV23ylbDj
21uReMj/view?usp=share_link

Illustration 3

https://drive.google.com/file/d/
1CtAJZ9Nn5kNfnlDY71TIYT9Us
wuwT8bD/view?usp=share_link

Illustration 4

https://drive.google.com/file/d/
1FDv-
yYcvRoF4vsambq1UTJoXXW5gQ
“At the end of this lesson ,
F4g/view?usp=share_link
you will be able to:
 1. Define triangle
congruence;

2. Draw and label the

“ What can you see in the corresponding parts of
illustrations?” two congruent
triangles;

“Yes Jhessabelle? What can you see

in the first illustration?”
3. Identify corresponding
parts of two congruent
triangles; and

“Very good Jhessabelle!”

4. Relate triangle
congruence in real-
“How about the second illustration? life”
Yes Raniel?”

“Very good Raniel, how about the

3rd illustration Fretzie?”

D. Discussion of the
new lesson #1 “Very good Fretzie “

“How about the last?”

“Pairing the parts of one group
to the parts of another group.”
“Yes Marlyn?”

“Okay very good Marlyn!”

“What geometric figures were
highlighted in the illustrations?”

“N 🡨🡪 T Ma’am”

“ Very good class!”

“A🡨🡪 G!”

“And what have you observed with

the size and shape of the geometric
“T🡨🡪 O”
figures? Explain your answer?”

“Yes Jeffrey?”

“Angle N 🡨🡪 Angle G
Maam’”

“ Very good Jeffrey! Yes “Angle A 🡨🡪 Angle E

Jhessabelle?” Maam”

“Angle T 🡨🡪 Angle O

“Very good class! All of your ideas Maam”

are correct!”

“The illustrations show objects in

which we see has 2 triangles that
are very much alike in shapes,
sides . And that is what we call
triangle congruence. “

(Students are performing 5

claps.)
“So today class we will be going to
tackle about Illustrating Triangle
Congruence.”

“And here are the objectives,

everybody read..”
“Ah, the definition of
congruent triangles Ma’am is
when two triangles are
congruent if the corresponding
sides and the corresponding
angles are congruent.”

“ For example Ma’am ,

∆NAT is congruent to
∆GEO”

“Congruent!!”

“Very good class.”

“By the definition itself

Ma’am, it means that if the
 corresponding parts of two
triangles are congruent then
the two triangles are
“Okay, so do you have an idea what
congruent.”
is correspondence?”

“Yes Jeffrey?”

“Yes Ma’am.”

“Exactly! Again, correspondence is

pairing the parts of one group to the
parts of another group. It uses the

notation (🡨>) ”

“For example, assuming

∆NAT coincides with ∆GEO,
what is the
correspondence of each
vertices?”

“Yes very good Marlyn.”

“Yes Ma’am ”
“ Very good Jhessabelle “

(Students’ output)

“Very good Fretzie!”

“How about their corresponding

angles?”
E. Discussing new
concepts and “Wow! It seems like you did your
practicing new skills advance study! All of your answers
#2 are correct! Give yourselves 5
claps!”

“How about the definition of

congruent triangle, do you have an “I noticed that there are marks
idea?” on the sides of every triangle
Ma’am.”

“Yes Raniel”

“ I think the marks shows the

part or the every side of one
triangle corresponds to the
“Exactly Raniel!” other part or side of one
triangle.”

“Can you cite an example Fretzie?”

“Very good Fretzie! So this means

that the corresponding parts of
congruent triangles are also?”
 “Very good class!”

“Okay everybody listen! So let’s

move on to CPCTC.”
“CPCTC means corresponding parts
of congruent triangles are congruent.
What does this mean? Yes, Jeffrey.” “Yes Ma’am.!”
F. Developing (Students are submitting their
Mastery group outputs.)

“Okay, very good! So if the

corresponding parts of two triangles,
the sides, vertices and angles, are
congruent then they are congruent.
Did you understand?”

“Okay, answer this activity on the

board.”
(Students are answering the
questions.)
(Click the link to access the
activity.)

https://drive.google.com/file/d/
14lek3fTOpsQBJhtOamACCZXGj
Z6lk-Sv/view?usp=share_link
“Yes Ma’am!”

“Are you done?”

(Students’ Output)
G. Finding practical
“All of your answers are correct.
applications of
Very good class!”
concepts and skills in
daily living.

“Yes Ma’am.”

“So, in the last activity, what have

you noticed on the given triangles?”

“Yes Marlyn”

“Okay very good Marlyn.”

“Yes Ma’am”
“What does the mark of the angles
and sides of the triangle indicate?”

“Raniel, do you have an idea?”

 “Alright , very good Raniel.”

“Now I want you to divide

yourselves into two groups. And
answer this activity.”

(To see activity click the link

“We are done Ma’am.”
below.)

https://drive.google.com/file/d/
1BvFDi8YyPpDjhs5GR2FeKQ2tW
mau87EA/view?usp=share_link

(Students’ Output)

“Okay are you done?

H. Making
generalizations and
abstraction about the
lesson. “Okay pass your outputs.”
“Let us see how far you have
learned about congruent triangles by
answering each question in the
diagram. Consider the figure at the
center. Write your answers on a
separate paper.”

“ CPCTC Ma’am!”

(Click the link to view)

https://drive.google.com/file/d/
1CZGKQcaHzazfETBnacR62ciA2
YN-8VI_/view?usp=share_link
“ Definition of congruent
triangles Ma’am!”

“Okay are you done?”

“ Definition of
correspondence Ma’am”

“Okay pass your output”

“Yes Ma’am!”
I. Evaluation learning

“ Bridge Ma’am”
“ Boat Ma’am”
“ Kite Ma’am”
“ Roof Ma’am”
“ In paintings Ma’am”

“Yes Ma’am”

J. Additional activities
for application of “1/4 Ma’am?”
remediation.

“One of the structural applications

of triangles can be seen in bridges.
Am I right?”

“Okay, let’s have another activity.”

“In the illustration below, there are
pairs of congruent triangles. Do
what is asked below and write your
answer on a separate paper. Am I
clear?”

(Click the link to view illustration)

https://drive.google.com/file/d/
1fE9HFVHVZ8DptmozDfIJyJZWL
Akh_CsG/view?usp=share_link

Directions:

1. Select a pair of congruent

triangles. 2. Label these triangles as
𝛥𝑆𝐴𝐹 and 𝛥𝐸𝐴𝐹.

3. Put similar markings to show “Yes Ma’am”

clearly the congruent sides and
congruent angles.

4. List down the corresponding

congruent parts of the congruent
triangles.

“Are you done?”

“Okay pass your output.”

“Okay, in illustrating triangle
congruence, we need to consider the
following :

1. Triangles that have exactly the

same size and shape are congruent.

What definition is this?

Very good!

2. Two triangles are congruent if

their corresponding sides and angles
are congruent. What definition is
this?

“Very good!”

3. Two triangles are congruent if

they fit exactly or coincide when
one triangle is put on top of the
other. What definition is this?”

“Very good class!”

“Triangles are one of the most
important shape. Am I right?”

“In your last topics about geometry,

you always encounter problems
involving triangles. In which you
find the size or area of every triangle
and compare it if which triangle is
much bigger area. Even if in your
English class, you will also talk
about the triangle congruence by
comparing and contrast. Triangles
can also be found everywhere such
us?”

“Yes, triangle congruence can be

found in arts such as Abstract
Triangular paintings. So that’s how
applicable triangles in any or
different field. Understood?”
So, let’s have a quiz get ¼ sheet of
paper.

“Yes ¼”

(Click the link to view quiz)

https://docs.google.com/forms/d/e/
1FAIpQLSefI1_9V4fxyvFofWZLsl
E9IYqPCf8fJpwUd3eWPWSkxd_A
Cg/viewform

“Okay let’s have an assignment.”

 “Pass this tomorrow,class. Am I
clear?”

V. Remarks Lesson was achieved within 2 days.

VI. Reflection

A. No. of learners who earned 80% on the

formative assessment.
All learners earned 80%.

B. No. of learners who require additional

activities for remediation. All learners was given additional activity.

C. Did the remedial lessons work? No. Of

learners who have caught up with the
lesson. Yes. There are 5 learners who caught up with
the lesson.

D. No. of learners who continue to require

remediation.
None

E. Which of my teaching strategies worked

well? Why did these work?
In activity: Find My Partner

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 to share with
other teachers. PPT, flashcards, digital quiz