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    DLL - Illustrating Triangle Congruence

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    Lovely Corpuz
    The document is a daily lesson log from a Grade 8 math class taught on March 30, 2022. The lesson focused on triangles, including understanding angles and sides of triangles, applying relationships between exterior and interior angles, deriving the triangle inequality, and solving problems using triangle properties. Key activities included identifying triangle features, exploring the angle sum of triangles, and discovering relationships between triangle segments that allow or prevent triangle formation. Examples illustrated relationships between side lengths and angles. The lesson evaluated student learning and identified students needing additional practice or remediation.

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    © All Rights Reserved
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    DLL - Illustrating Triangle Congruence

    Uploaded by

    Lovely Corpuz
    1K views5 pages
    The document is a daily lesson log from a Grade 8 math class taught on March 30, 2022. The lesson focused on triangles, including understanding angles and sides of triangles, applying relationships between exterior and interior angles, deriving the triangle inequality, and solving problems using triangle properties. Key activities included identifying triangle features, exploring the angle sum of triangles, and discovering relationships between triangle segments that allow or prevent triangle formation. Examples illustrated relationships between side lengths and angles. The lesson evaluated student learning and identified students needing additional practice or remediation.

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    DLL- Illustrating Triangle Congruence

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    The document is a daily lesson log from a Grade 8 math class taught on March 30, 2022. The lesson focused on triangles, including understanding angles and sides of triangles, applying relationships between exterior and interior angles, deriving the triangle inequality, and solving problems using triangle properties. Key activities included identifying triangle features, exploring the angle sum of triangles, and discovering relationships between triangle segments that allow or prevent triangle formation. Examples illustrated relationships between side lengths and angles. The lesson evaluated student learning and identified students needing additional practice or remediation.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    1K views5 pages

    DLL - Illustrating Triangle Congruence

    Uploaded by

    Lovely Corpuz
    The document is a daily lesson log from a Grade 8 math class taught on March 30, 2022. The lesson focused on triangles, including understanding angles and sides of triangles, applying relationships between exterior and interior angles, deriving the triangle inequality, and solving problems using triangle properties. Key activities included identifying triangle features, exploring the angle sum of triangles, and discovering relationships between triangle segments that allow or prevent triangle formation. Examples illustrated relationships between side lengths and angles. The lesson evaluated student learning and identified students needing additional practice or remediation.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    School: SAN ISIDRO INTEGRATED SCHOOL Grade Level: VIII

    Teacher: LOVEMYN C. CORPUZ Learning Area: MATH

    Teaching
    DAILY LESSON Dates and MARCH 30, 2022
    LOG Time: 2:00-3:00 Quarter: 3RD QUARTER

    Daily Lesson Log


    I. OBJECTIVES At the end of the lesson, learners are expected to:
    a. Understand the concept of angles and sides of a triangle,
    b. Apply the relationship of exterior and corresponding remote interior angles of a
    triangle,
    c. Derives triangle inequality,
    d. Solves problems using the definitions and properties involving relationships
    between angles.

    A. Content Standard demonstrates understanding of key concepts of axiomatic structure of geometry and
    triangle congruence.
    B. Performance Standard The learner…
    1. is able to formulate an organized plan to handle a real-life situation.
    2. is able to
    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 Competencies illustrates triangle congruence (M8GE-III-
    II. CONTENT Angles and Sides of a Triangle
    III. LEARNING
    RESOURCES

    A. References
    1. Teacher’s Guide/Curriculum
    Page 269
    Guide
    2. Learner’s Material pages
    3. Textbook pages Lesson 2: page 357/ grade 8 mathematics
    B. Other Learning Materials
    IV. PROCEDURES
    A. Reviewing previous lesson or  INTRODUCTORY ACTIVITY
    presenting the new lesson Activity 1: Identify V-A-S (Vertices- Angle- Sides)
    Direction: Identify the Vertices, Angles, and Sides of each triangle.
    figure # 1

    figure # 2

    Activity 2: Let’s Explore! Angle sum of a triangle

    1. Cut out a triangle of any size. Label the angles as ∠1 ,∠ 2 ,∧∠3 .


    2. Fold ∠2 so that its vertex touches the opposite side of the triangle. Then fold
    ∠ 1∧∠3 inward so that all three vertices touch.
    3. Note that the three angles form a line. Using angle – addition, what do you think is
    the sum of the three angles of the triangle?

    B. Establishing a purpose for the  DEVELOPMENTAL ACTIVITIES


    lesson Activity 1: Identify what kind of triangle are shown in each pictures.

    Activity 2:
    Discover the important relationship between segments that form triangles by
    doing this activity:

    Segments that Form triangles


    Materials: Plastic Straws or strips of cardboard, scissors, rulers.
    Steps:
    1. Cut out plastic straws or strips of cardboard with these lengths:

    2. Select three strips at random. Check out if you can use them to form a triangle.
    Record the lengths of the and whether or not they make or do not make a triangle.
    3. Repeat step 2 several times. Write your findings in a table.

    4. Make a conjecture on the relationship among the side lengths of any triangle and
    the angle formed.

    4. Presenting examples/  PRESENTATION


    instances of the new lesson
    Activity:
    Make A Triangle
    Construct triangle DEF.

    Q: What’s the problem with this?

    A: The shorter segments can’t reach each other to complete the triangle. They
    don’t add up.
    D E
    F E
    Triangle Inequality Conjecture
     The sum of the lengths of any two sides of a triangle is greater than the length of
    the third side.
    D F
     Add the two smallest sides; they MUST be larger than the third side for the triangle
    to be formed.
    D 5 13 3 E
    Angles of a triangle

    • When the sides of a polygon are extended, other angles are formed.
    • The original angles are the interior angles.
    • The angles that form linear pairs with the interior angles are the exterior angles.

    • Every triangle has six exterior angles. These angles form three pairs of vertical angles.

    An exterior angle of a triangle…


    … is equal in measure to the sum of the measures of its two remote interior angles.

    Relationship of Side and angle of a triangle


    -In a triangle, if one side is longer than the other side, the angle opposite the longer
    side is the larger angle.
    -In a triangle, if one angle is larger than the other angle, the side opposite the larger
    angle is the longer side.

    Illustrative Example 1:

    Illustrative Example 2:

    Illustrative Example 3:

    Illustrative Example 4:

    Illustrative Example 5:
    5. Developing mastery (leads for  Abstraction:
    formative assessment 3)
    Activity:
    Calculate the lettered angle shown on the picture:

    6. Finding practical applications  Application:


    of concepts and skills in daily
    living Activity:
    The map below shows the distances from the carousel to several rides at the
    carnival park located at Vergara highway. Find the range of possible distances
    between the following pairs of rides.

    7. Making generalization and

    Identify the
    abstraction or about the lesson

     GENERALIZATION
    I observed that…
    a. In a triangle, if one side is longer than another side, then angle opposite the longer
    side is larger than the other.
    b. The sum of the lengths of any two sides of a triangle is greater than the length of
    the third side.
    c. Every triangle has six exterior angles as shown. These angles form three pairs of
    vertical angles.
    d. is equal in measure to the sum of the measures of its two remote interior angles.
    8. Evaluating learning  EVALUATION
    Find the value of a letter in each figure.
    9. Additional activities for  ASSIGNMENT:
    application Find the measure of Angles a, b, c and d.

    V. REMARKS
    VI. REFLECTION
    A. No. of learners who earned 80% in the
    evaluation

    B. Number of learners who require additional


    activities for remediation
    C. Did the remedial lessons work? Number of
    learners who have caught up with the
    lesson
    D. Number of learners who continue to require
    Remediation

    E. What difficulties did my principal or


    supervisor can help me solve?

    F. What innovation or localized materials dis I


    use/ discover which I wish to share with
    other teachers?

    Prepared by: Checked/Verified by:

    LOVEMYN C. CORPUZ MELODY EDEN S. MONTEVIRGEN


    Teacher I Principal III

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