III-Day 17

DAILY LESSON LOG OF M8GE-IIId-e-1 (Week five-Day one)
School Grade Level Grade 8

Teacher Learning Area Mathematics
Teaching Date and
Quarter Third
Time
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
I. OBJECTIVES and competencies. These are 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 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, analyzing, and solving real-life problems involving
congruent triangles using appropriate and accurate representations.
Illustrates the SAS, ASA, and SSS Congruence postulate. M8GE-IIId-e-1
Learning Objectives:
C. Learning
Competencies/ 1. Illustrate the concepts of triangle congruence(ASA Congruence Postulate);
Objectives 2. Complete the congruent marks to illustrate that the triangles are congruent through
ASA Congruence Postulate; and
3. Describe the importance of equality in society.
II. CONTENT Triangle Congruence Postulates: ASA Congruence Postulate

III. LEARNING
RESOURCES
A. References teacher’s guide, learner’s module
1. Teacher’s Guide 384-387
2. Learner’s
Pages 354- 355
Materials
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning pencil, ruler, protractor, paper, drinking straws, scotch tape
Resources
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
IV. PROCEDURES 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.
The teacher reviews the previous lesson by letting the students find a partner and do
the activity.
A. Review previous
Given: In ΔFDB, FD=4 cm, DB=6 cm, and ∠D=30◦.
lesson or
In ΔLMN, LM=4 cm, MN=6 cm, and ∠M=30◦.
presenting the
new lesson
Sketch and label your example below
Answer:
Question: If two triangles had the same given information from the review activity,
B. Establishing a
would they have to be congruent? Why or why not?
purpose for the
Student’s answer: Yes, by SAS Congruence Postulate
lesson
Activity #1: Think-Pair-Share:

o Students work in partners to complete this activity
o Use the information given to make triangles.
o Allow students time to work with a ruler and protractor to create triangles.
o Have students focus on length and degrees, not necessarily naming.
o Give students time to go back and label segments correctly.
Activity #1: Given: In ΔFDB, ∠D=30◦, DB=6 cm, and ∠B=50∘.

a. What information is given to you? (Sides? Angles?) ______________
b. Using a ruler and a protractor, how many different triangles can you make?
______________
Sketch and label your examples below (remember, order matters!)
C. Presenting
examples/ Answer:
instances of the a. 1 side and two angles.
new lesson b. only 1
Question: If two triangles have the same given information from this investigation,
would they have to be congruent? Why or why not?
Student’s answer: YES ASA can only make one type of triangle. So given
information is enough.
Think-Pair-Share
 Students fill in the blank

 Label picture with markings and make a congruency statement.
Answers may vary.
D. Discussing new
concepts and
practicing new
skills #1
Answer:
∠A ≌ ∠D, ∠B ≌ ∠E and ∠C ≌ ∠F
AB≌DE, BC≌EF
E. Discussing new
concepts and
practicing new
skills #2
Instructions: for each of the following, state the following information. (Individual)
Answers:
BC is included between ____ & ____. ∠B & ∠C
F. Developing
mastery (leads to
EF is included between ____ & ____. ∠E & ∠F
formative
assessment 3)
a) List Congruencies and state ∠B≅∠E, ∠C≅∠F and BC≅EF
Why they are congruent. They are congruent because the two
angles and the included side of one triangle
are congruent to the corresponding two
angles and an included side of another triangle.
b) Congruency Statement:
Δ––– ––– –––≅Δ––– ––– ––– by––– ––– ––– ΔBCA ≅ ΔEFD by ASA Postulate
G. Finding practical Note: Solicit answers from the learners.

applications of You can associate the term congruence with the word equality. In terms of benefits from
concepts and the government. Whenever a family receives remedy from the government, the other
skills in daily families will also receive. In that way, they will be equal.
living
The teacher summarizes the concepts of Triangle Congruence Postulate by asking:
H. Making 1. How will you state the ASA Congruence Postulate?

generalizations
and abstractions ASA Postulate (Angle-Side-Angle) If two angles and the included side of one triangle
about the lesson are congruent to the corresponding parts of another triangle, then the triangles
are congruent. In a sense, this is basically the opposite of the SAS Postulate.
The teacher lets the students answer individually the formative assessment.
A. Sketch ΔXYZ and ΔRST.

B. Label your diagram to show that ΔXYZ≅ΔRST by ASA.
C. State the included side of each triangle
D. State the congruencies
Answer:
I. Evaluating
Learning
C. YZ is included between ∠Y & ∠Z

ST is included between ∠S & ∠T
D. ∠Y≅∠S, ∠Z≅∠T and YZ≅ST
ΔXYZ ≅ ΔRST by ASA Postulate
J. Additional
activities or
remediation
K.
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?
VI. REFLECTION
Identify what help 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 The materials used were localized and contextualized
or localized
materials did I
use/ discover
which I wish to
share with other
teachers
Prepared by:
JOVILLE P. BANDILLO
Tingub NHS

III-Day 17

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DAILY LESSON LOG OF M8GE-IIId-e-1 (Week five-Day one)

School Grade Level Grade 8

II. CONTENT Triangle Congruence Postulates: ASA Congruence Postulate

Activity #1: Think-Pair-Share:

Activity #1: Given: In ΔFDB, ∠D=30◦, DB=6 cm, and ∠B=50∘.

 Students fill in the blank

Answers may vary.

G. Finding practical Note: Solicit answers from the learners.

H. Making 1. How will you state the ASA Congruence Postulate?

A. Sketch ΔXYZ and ΔRST.

C. YZ is included between ∠Y & ∠Z

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