GRADE 8 School SAN JOSE COMMUNITY HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher VENCE EMILIO C. PUNONGBAYAN Learning Area MATHEMATICS
Teaching Dates and Time WEEK 1 (Dec. 2 – 6, 2024) Quarter 2nd
Sections AQUINO (7:00 – 8:00)
BONIFACIO (12:30 – 1:30)
AGUINALDO (1:30 – 2:30)

Monday Tuesday Wednesday Thursday Friday

I.CONTENT, STANDARDS AND LEARNING COMPETENCIES

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

C. LEARNING a. recall the lesson in a. recall the lesson in second a. checking and record the 1. The learner describes a The learner participates in
COMPETENCIES second quarter, quarter, students’ scores in the periodical mathematical system. (M8GE- the Catch Up Friday
b. answer the test questions b. answer the test questions test IIIa-1) activities
honestly and correctly, honestly and correctly, b. evaluate the students’ 2. The learner illustrates the
c. follow the directions c. follow the directions performance in the test need for an axiomatic structure
carefully. carefully. qualitatively of a mathematical system in
D. LEARNING OBJECTIVES c. practice honesty and general, and in Geometry in
accountability particular: (a) defined terms; (b)
undefined terms; (c) postulates;
and (d) theorems. (M8GE-IIIa-c-
1)
a. understands the undefined
and defined terms point, line,
and plane,

b. Illustrate the basic undefined

and defined terms in geometry.
c. Respond enthusiastically in
naming the undefined and
defined terms.

E. CONTENT SECOND GRADING CHECKING OF PERIODICAL The Modern Axiomatic CATCH-UP

SECOND GRADING
EXAMINATION EXAM System FRIDAY/Intervention
EXAMINATION a. Undefined Terms
Defined terms
F. INTEGRATION

II. LEARNING RESOURCES

A. References

1. Teacher’s Guide K to 12 Basic Curriculum

Guide page 190
2. Learner’s Materials 256 – 259
3. Textbook Geometry III. 2009 p. 3 – 4
4. Additional Materials from
Learning Resources (LR)
portal

B. Other Learning Resources Test Questionnaires Test Questionnaires Test Questionnaires & 1. Conceptual Math &
Answer sheets Beyond 8 (pp. 232 – 233)
2. MSA – Geometry (pp. 1 –
5)
3.Grade 8 Mathematics –
Patterns and Practicalities
(pp. 331 – 333)

A. ACTIVATING PRIOR Begin with classroom Begin with classroom Begin with classroom routine: MOTIVATION: REVIEW:
KNOWLEDGE routine: routine: A. Prayer Gear Up: Work by pair
(MIND & MOOD) A. Prayer A. Prayer B. Reminder of the classroom While reading a book, Daniel Fill in the blanks always,
B. Reminder of the B. Reminder of the health and safety protocols encountered a few words sometimes or never.
classroom health and safety classroom health and safety C. Checking of Attendance which he could not 1. A line can
protocols protocols understand. Daniel then _______ be a
C. Checking of Attendance C. Checking of Attendance decided to consult the curve.
dictionary, only to find another 2. A point _______
word in the definition. Looking occupies an area.
for the meaning of the second 3. Three points
word, he ended up with the _____ determine
word he started with. a plane.
Help Daniel look for the 4. Two points are
meaning of the following ______ collinear.
words in the dictionary: Two distinct lines _____
1. Honesty intersect in more than one
2. Integrity point.
3. Truthfulness
How are the meaning of these
words related with each
other?
B. ESTABLISHING ENGAGE ENGAGE Thoughts to Ponder! Thoughts to Ponder! Practice:
LESSON PURPOSE (AIMS) Giving directions. Giving directions. Giving directions. . Consider the figure below
Identify Me! and identify the following:
1. points collinear with point
The students will be able to T ( B, C )
identify the following idea 2.two segments coplanar
whether it is a point, a line or a
plane. with plane J. ( HY , DF )
1. The tip of a ball pen 3. non-coplanar points ( B,
2. The edge where the C, X )
ceiling and a wall of 4. two points that are not
your classroom meet collinear with point T ( D, F,
3. A star as seen from H,Y )
the Earth by a naked
eye 5. name two rays (
⃗
TC ,
4. A magic wand ⃗
TB )
5. A page of newspaper
After answering the students
will explain or illustrate how they
arrived to their answers.

C. DEVELOPING AND ENGAGE ENGAGE illustrative Example Illustrative Examples: EXPLORE

DEEPENING Distributions of test Distributions of test Using the figure below,
UNDERSTANDING (TASKS questionnaire. questionnaire. Distributions of answer sheets. TRUE OR FALSE: name the following:
AND THOUGHTS) State whether each statement 1. What is the name of the
is True or False. box?
1. Coplanar points are 2. Name 3 collinear points.
points which lie on the 3. Name 3 coplanar points.
same line 4. Name any two
2. The union of two segments.
collinear rays with a 5. Give any 3 non-collinear
common endpoint is points.
an angle. 6. Give any 4 non-coplanar
3. Non-Coplanar points points.
don’t lie on the same 7. Name the 2 rays.
plane 8.Name any parallel lines
4. A point only
represents a location
and has no
dimension.
Segment AB, denoted by AB or
BA is the union of point A, B,
 and all the points between
them. A and B are called the
endpoints of the segment.
D. MAKING Generalization: Generalization:
GENERALIZATIONS(ABST • Point – is the most • Point – is the most
RACTION) fundamental object in geometry. fundamental object in
It is represented by a dot and geometry. It is represented
named by a capital letter. A by a dot and named by a
point represents position only; it capital letter. A point
has no dimension represents position only; it
• Line – it can be has no dimension
thought of a connected set of • Line – it can be
infinitely many points. It extends thought of a connected set
infinitely far in two opposite of infinitely many points. It
directions. A line has one extends infinitely far in two
dimension only. opposite directions. A line
• Plane – it may be has one dimension only.
considered as an infinite set of • Plane – it may be
points forming a connected flat considered as an infinite
surface extending infinitely far in set of points forming a
all directions. connected flat surface
• Segment – segment extending infinitely far in all
AB, denoted by AB or BA is the directions.
union of point A, B, and all the • Segment –
points between them. A and B segment AB, denoted by
are called the endpoints of the AB or BA is the union of
segment point A, B, and all the
• Collinear points – points between them. A
points lying on the same line and B are called the
• Coplanar points – endpoints of the segment
points lying on the same plane • Collinear points –
• Between – Point P is points lying on the same
said to be between A and B if line
and only if, A, P, and B are • Coplanar points –
distinct points on the same line points lying on the same
and AP + PB = AB plane
• Ray – Ray PQ is the • Between – Point P
union of PQ and all points R is said to be between A and
such that Q is between P and R B if and only if, A, P, and B
are distinct points on the
same line and AP + PB =
AB
• Ray – Ray PQ is
the union of PQ and all
points R such that Q is
between P and R
E. EVALUATING Test proper Test proper Checking of Periodical Exam Individual Activity: Individual Activity:
LEARNING Practice: . Name the following:
. Consider the figure below and 1. Corners of the
identify the following: front face
1. points collinear with point T 2. Plane of the top
( B, C ) face
2.two segments coplanar with 3. Three collinear
points
plane J. (HY , DF ) 4. Six coplanar
3. non-coplanar points ( B, C, points
X) 5. Line common to
4. two points that are not both top face
collinear with point T ( D, F, H,Y plane and front
) face plane

5. name two rays (

⃗
TC , ⃗
TB )

F. TEACHER’S REMARKS

G. REFLECTION
A. No. of learners who Aquino – Aquino – Aquino – Aquino – Aquino –
earned 80% in the evaluation Bonifacio – Bonifacio – Bonifacio – Bonifacio – Bonifacio –
Aguinaldo – Aguinaldo – Aguinaldo – Aguinaldo – Aguinaldo –
B. No. of learners who Aquino – Aquino – Aquino – Aquino – Aquino –
require additional activities Bonifacio – Bonifacio – Bonifacio – Bonifacio – Bonifacio –
for remediation who scored Aguinaldo – Aguinaldo – Aguinaldo – Aguinaldo – Aguinaldo –
below 80%
C. Did the remedial lessons Aquino – Aquino – Aquino – Aquino – Aquino –
work? No. of learners who Bonifacio – Bonifacio – Bonifacio – Bonifacio – Bonifacio –
have caught up with the Aguinaldo – Aguinaldo – Aguinaldo – Aguinaldo – Aguinaldo –
lesson
E. Which of my teaching
strategies worked well? Why
did this 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: Checked: Noted:

VENCE EMILIO C. PUNONGBAYAN MARIA JOSEFINA ELSA N. ADELANTE ROWENA D. MAPANOO, EdD
Teacher I Head Teacher III Principal IV

ARLYN T. DEL MUNDO

Master Teacher I