III-Day 11

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DAILY LESSON LOG OF M8GE-IIIa-c-1 (Week Three-Day Three)

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 assessed using Formative
I. OBJECTIVES 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
The learner is able to formulate an organized plan to handle a real-life situation.
Standards
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)
C. Learning
Learning Objectives:
Competencies/
1. Define theorem
Objectives
2. illustrate the need for an axiomatic structure of a mathematical system in
general, and in Geometry in particular: theorems
3. Accept the fact that an axiomatic structure is necessary for a deeper
understanding of mathematical system and in geometry
II. CONTENT Axiomatic structure- Theorem
III. LEARNING
RESOURCES
A. References
1. Teacher’s
N/A
Guide
2. Learner’s
N/A
Materials
3. Textbook pages N/A
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Math70Lecture-1-2-1-3_Symboland Postulates.pdf
Resources https://www.mathsisfun.com/algebra/theorems-lemmas.html
file:///C:/Users/leahgail/Desktop/glenco%20-%20Postulates-and-Theorems-with-
examples-glenco.1kcs9sj.pdf

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
IV. PROCEDURES 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 The teacher lets the students answer the question:
lesson or
presenting the new Which comes first, Chicken or Egg?
lesson Prove your answer in a way that your classmate will believe in you.
Possible responses:
- Chicken because as God created the world He have made first the animals not
eggs
- Egg because chicken comes from egg.

Then the teacher will tell to the students that statements that are logically proven are
called theorems. This is the fourth part of the axiomatic structure
B. Establishing a The teacher lets the students accept the fact that finding the concept of theorem is
purpose for the necessary for a deeper understanding of mathematical system and in geometry
lesson
The teacher lets the students, observe the figure drawn or posted by the teacher.

A M B

C. Presenting If M is the midpoint of AB , would you agree that AM ≅ MB ? How will you prove
examples/ that they are congruent?
instances of the
new lesson Possible responses:

Yes, according to Segment Addition Postulate AM + MB = AB, then I can say that
AM ≅ MB

Yes, according to the definition of midpoint of a line it is halfway between two


endpoints.
The teacher discusses with the students the process of arriving at the correct answer.
Furthermore, he/she ask the students about the mathematical skills or principles that
they used to arrive at their answers. The teacher introduces now the definition of
theorems together with corollary and lemma.

Theorem- a statement proven based on axioms, other theorems, and some set of
D. Discussing new
logical connectives; a statement that follows logically from the previous definitions and
concepts and
principles; a statement that can be proved to be true ;major result
practicing new skills
#1
Corollary- a theorem that follows from another theorem as a “by-product”; a theorem
that is easily proved as the consequence of another theorem ;follows on

Lemma- a theorem that is introduced and proved so that a later theorem can be
proved; helping theorem; small results
(See last page for the example of a theorem with lemma and corollary)
E. Discussing new The teacher discusses and illustrates thoroughly some of the basic theorems used in
concepts and geometry.
practicing new skills Emphasize that Theorems always have a proof.
#2
The teacher lets the students do what is asked.
Complete the table by identifying the theorems being stated. The possible answers are
written inside the box.

F. Developing mastery
(leads to formative
assessment 3)

THEOREMS
1.
2.

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


supplementary angles
4. If two none common sides of two adjacent angles from
a right angle, then the angles are complementary
angles.
G. Finding practical
applications of
concepts and skills
in daily living
The teacher summarizes the lesson by asking the students the following question:
H. Making
generalizations and
What is theorem?
abstractions about
What theorems you have learned today?
the lesson
The teacher lets the students answer individually the formative assessment.

Illustrate the following theorems.


THEOREMS: ILLUSTRATIONS:

I. Evaluating Learning

Supplement Theorem

Complement Theorem

J. Additional activities
or remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works?
VI. REFLECTION What else needs to be done to help the pupils/students learn? 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 or
localized materials did I
use/ discover which I
wish to share with other
teachers

Prepared by:

ABIGAIL Y. MUÑEZ
Labogon NHS
https://www.mathsisfun.com/algebra/theorems-lemmas.html

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