Republic of the Philippines

Department of Education
Region VII (Central Visayas)
Division of Bohol
Ubay II, East District
CAGTING HIGH SCHOOL

SEMI-DETAILED LESSON PLAN IN MATH 8

School CHS Grade Level Grade 8
Teacher Marvy I. Dalagan 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 formulate an organized plan to handle real-life situation.

Learning Competency: Illustrates the need for an axiomatic structure of a

mathematical system in general, and in Geometry in particular: (a) defined
terms; (b) undefined terms; (c) postulates; and (d) theorems. (M8GE-IIIa-c-1)

Learning Objectives:
C. Learning Competencies/
Objectives 1. Recall the definition of linear pairs, and supplementary angles
2. Illustrates segment addition postulate, angle addition postulate and
Linear Pair Postulate.
3. Demonstrate appreciation of understanding postulates as an
important skill needed to understand on how to prove triangle
congruence.
II. CONTENT Postulates

III. LEARNING RESOURCES teacher’s guide, learner’s module,

A. References

1. Teacher’s Guide

2. Learner’s Materials
B. Other Learning Resources Next Century Mathematics (K-12) page 444 and Revised edition of Geometry
Textbook for Third Year Students pages 62-66

IV. PROCEDURES 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 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.

A. Review previous lesson Have a quick about the postulates that were discussed.
or presenting the new 1. What are the five postulates stated by Euclid?
lesson
The teacher lets the students realize that understanding postulates is an
B. Establishing a purpose
important skill needed to prove triangle congruence.
for the lesson
The teacher lets the students, in groups of three, do the following.

1. Draw a line segment and identify any 3 points on the line.

2. Name the points as points A, B and C wherein point B is in between
points A and B.
3. Measure the length of the following segments in cm:
AB , BC ,∧ AC .
4. Compare the sum of the lengths of AB∧BC to the length of AC

C. Presenting examples/
instances of the new
lesson

5. Using the illustration above, if the measure of angle YVZ is 40⁰

and the measure of angle ZVW is 25⁰ what is the measure of
angle YVW?
6. When can we say that two angles are linear pairs?
7. What is the sum of the measure of the angles that are linear pairs?

The teacher discusses with the students their answers. Furthermore, he/she
D. Discussing new concepts
asks the students about the mathematical skills or principles that they used to
and practicing new skills
#1 arrive at their answers.

E. Discussing new concepts The teacher discusses and illustrates thoroughly the following postulates.
and practicing new skills
#2 Segment Addition Postulate

- If point M is between points A and B, then AM + MB= AB

Angle Addition Postulate

- If point B lies in the interior of ∠ AOC ,

then m ∠ AOB +m∠ BOC=m ∠ AOC
 Linear Pair Postulate

- If two angles form a linear pair, then they are supplementary.

Working in pairs, the teacher lets the students answer the following exercise.

1. In the figure shown above, if m PQ =3 cm and m QR=2 cm, what

is the measure of PR ?

F. Developing mastery
(leads to formative
assessment 3)

2. In the figure shown m ∠ 1=90 ⁰ and the

above, if
m ∠ PQR=115 ⁰, what is the measure of angle 2?
3. Given angles C and F. If they form a linear pair, what is the
sum of their angle measures?

G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the lesson by asking the following questions.

1. If point M is between points A and B, then what is the length of side

AB in relation to the length of sides AM and MB?
H. Making generalizations 2. If point B lies in the interior of ∠ AOC ,
and abstractions about then what ism ∠ AOC in relation to m ∠ AOB∧m ∠ BOC ?
the lesson 3. When can we say that two angles form a linear pair?
4. When can we say that two angles are supplementary?
5. What is the sum of the measure of the angles that form a linear pair?
6. Are all linear pairs supplementary?

I. Evaluating Learning The teacher lets the students answer individually the formative assessment.
 1. In the figure above, if m ∠ XVY =43 ⁰ andm ∠ YVZ=47 ⁰ ,
what is the measure of angle XVZ?
2. In the figure above, if m ∠ YVZ=47 ⁰ andm ∠ ZVW =15 ⁰,
what is the measure of angle YVW?

3. In the figure shown above, if m PQ =12cm and m PR=22 cm,

what is the measure of QR ?
4. Given angles C and F. If they form a linear pair and the
measure of angle C is 80⁰, what is the measure of angle F?
5. Given angles L and M. If they form a linear pair, can we
say that they are also supplementary? Why? Why not?

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
VI. REFLECTION your 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

Submitted to:

ROCHEL MERCADO
School Principal
Prepared by:

MARVY I. DALAGAN
Mathematics Teacher