DAILY LESSON PLAN

ILIGAN CITY NATIONAL HIGH GRADE

SCHOOL: Grade 8
SCHOOL LEVEL:
LEARNING
STUDENT TEACHER: Mary Joy B. Genosa Mathematics
AREA:
TEACHING DATES: March 15, 2024 QUARTER: Q3
At the end of the lesson, the student will be able to:
I. OBJECTIVES  Use triangle congruence to construct perpendicular lines and angle bisector; and
 Relate perpendicular lines and angle bisector in real-life setting.
The learner demonstrates understanding of key concepts of axiomatic structure of
A. Content Standards geometry and triangle congruence.
The learner is able to communicate mathematical thinking with coherence clarity
B. Performance Standards in formulating, investigating, analyzing, and solving real-life problems involving
congruent triangles using appropriate and accurate representations.

C. Learning Competencies Applies triangle congruence to construct perpendicular lines and angle bisector.
M8GE-IIIi-j-1
II. CONTENT Angle Bisector
III. LEARNING Teacher’s guide, Learner's material
PROCESS
Mathematics 8 Quarter 3: Module 3
A. References
B. Learner’s Material
IV. PROCEDURES
Facilitator’s Activity Learner’s Activity
Project Method
Adding Fraction:

1. 1/5 + 3/5 1. 4/5

2. 1/3 + 3/5 2. 14/15

3. ½ + 3/7 3. 13/14
A. Reviewing the previous Activity: Remember Me!
lesson or presenting the
new lesson Directions: Identify the congruence postulate Converse of an Isosceles Triangle.
or theorem that can be used to prove the
congruence of a triangle in every pair. Choose
the correct answer from the box below. CONVERSE OF ISOSCELES
TRIANGLE THEOREM
a. AAS Theorem If two angles of a triangles are
b. Leg Acute Angle Theorem congruent, then the sides opposite
c. Leg-Leg Theorem them are also congruent.
d. Hypotenuse-Acute Angle Theorem
e. Hypotenuse-Leg Theorem
f. ASA Postulate
g. SAS Postulate
h. SSS Postulate

1. h
2. f
3. a
4. b
5. d
6. g
7. e
8. c

B. Establishing a purpose Flying kites is a summer activity that is loved

for the lesson by almost everyone. It offers adventure,
enjoyment, and awaken the child within every
one of us at low cost. If you were to join in a kite
festival, what features of your kite will you Students are listening.
consider to ensure its smooth and stable flight
and eventually win?

There are things to consider in making a kite

especially the principle of balance. This is an
application of triangle congruence,
perpendicular lines, and angle bisectors which is
 the focus of this lesson.

C. Presenting examples/ Activity: Plan Me!

instances of the new lesson
Directions: Read the situation below and
answer the questions that follow.
Situation: Suppose you will make a kite that
looks like the one below.

Questions:
1. What do you think will happen if the right
part of the kite is bigger or smaller that it’s left
part?
2. Is it necessary that the right and left parts of
the kite are balanced?
3. What will you do to make sure that these
parts of the kite are balanced?
4. Which corresponding sides of the kite should
be made congruent?
5. Generally, what should be considered in
order to have a good kite?

D. Discussing new concepts The activity in the previous section talks about
and practicing new skills #1 the application of triangle congruence and the
importance of angle bisectors. Here, you will
learn how to use triangle congruence in forming Students are taking notes while
angle bisectors and perpendicular lines. listening.

Let’s start this discussion with the following:

A. Construction of angle bisector using two
congruent triangles

Example 1:
Steps:
1. Given two congruent triangles by SAS
Postulate, determine the other corresponding
parts that are congruent.
 Using CPCTC, the following corresponding
parts are congruent.
∠ 1 ≅ ∠5
∠ 2 ≅ ∠6
AB≅ DB

2. Put the two triangles together in such a way

that a pair of corresponding sides coincide. See
the thicker line.

3. Determine the common side or the side shared

by the triangles.
Common side: BC

4. Determine the adjacent angles formed

Adjacent angles:
Pair 1: ∠ 1∧∠5
Pair 2: ∠ 3∧∠ 4

5. Determine the relationship of the adjacent

angles.
The two pairs of adjacent angles are congruent
as they are corresponding parts of the congruent
triangles.

6. Determine the relationship of any one of

adjacent angles to the sum of their measures.
m ∠ 1=m∠ 5
m ∠ ABD=m ∠ 1+m∠ 5
m ∠ ABD=m ∠ 1+m∠ 1
m ∠ ABD=2 ( m∠ 1 )
1
m ∠ 1= ( m∠ ABD )
2

m ∠ 3=m ∠ 4
m ∠ AC D=m∠ 3+ m∠ 4
m ∠ ABD=m ∠ 3+m∠ 3
m ∠ AC D=2 ( m∠ 3 )
1
m ∠ 3= ( m∠ AC D)
2

Thus, one of the adjacent angles is half of the

whole angle. Since the two adjacent angles are
congruent and one of the angles is half of
∠ ABD or half of ∠ AC D, it follows then that
side BC divides both ∠ ABD and ∠ ACD
congruently. Thus, BC bisects both ∠ ABD and
∠ ACD. Hence,
BC is angle bisector.
 Definition:
ANGLE BISECTOR
- Angle bisector is a line, a ray or
another segment that splits an angle
into two equal angles.

by AS. Hence , AS is the angle bisector of ∠A.

Then m∠A=80, it is divided into two equal angles

S is on AS, then S is equidistant to both sides of

the angle. Hence, S̅ P ⊥ A̅ P and S̅ T ⊥ A̅ T, then
S̅ P ≅ S̅ T.
And if S̅ P ⊥ A̅ P and S̅ T ⊥ A̅ T, then A̅ P≅ A̅ T.
Since S̅ P ≅ S̅ T, and A̅ P≅ A̅ T, and A̅ S ≅ A̅ S,
therefore
∆PAS ≅ ∆TAS.

E. Developing Mastery Activity: Answer Me!

Directions: Use the given two congruent

triangles to answer the questions that follow.

A. Given: ∆ HJI ≅ ∆ HKI

1. What triangle congruence postulate is
illustrated in the figure?
2. What are the corresponding congruent sides?
3. What are the corresponding congruent
angles?
4. If you put together the two triangles in such a
way that side HI of ∆ HJI coincides with the
side HI of ∆ HK I , what new figure is formed?
5. Do the sides of the two triangles that coincide
 appear to be congruent? Why?
6. What are the pairs of adjacent angles?
7. How are the adjacent angles related to each
other?
8. What does HI do to ∠ JHK and ∠ JI K ?

F. Finding practical Situation: Your barangay will hold a kite-

applications of concepts making contest and submission of kite design is
and skills in daily living required. On a clean bond paper, draw the Students answer may vary.
design of the kite that you want as an entry for
the contest. The following rubric will be used
to judge your kite design.

Rubrics:

G. Making generalizations Activity: By Pair

and abstractions about the
lesson Directions: Fill in the blank with the correct
word/phrase which you can be chosen from the
choices in the box below. Write your answer on
a separate sheet of paper.

know that (1)_________ is triangle congruence

postulate that can be used to prove that
∆ XYW ≅ ∆ XYZ . The corresponding congruent
sides are (2)_________. The corresponding
congruent angles are (3)_________. If I put
together the two triangles in such a way that XY
of ∆ XYW coincides with XY of (4)
__________, (5) ___________ is formed. The
common side shared by the two triangles is (6)
__________. The adjacent angles formed when
 the common side divides ∠ WXZ are (7)
_________. These adjacent angles are congruent
because (8) _________. XY (9)_________
∠ WXZ , hence it is an angle bisector. The
adjacent angles formed when the common side
intersects WZ are (10)_________ which are both
(11)________ in measures. Because of this fact,
it is rightful to call XY as ____________.

H. Evaluating Learning

I. Additional activities for

application and
remediation