School SAN CARLOS HIGH SCHOOL Grade Level 8

DAILY LESSON Teacher ROXANNE D.R. CARBONELL Learning Area MATHEMATICS

LOG Teaching Dates & FEBRUARY 19 - 22, 2024 Quarter III
Time 7:30 – 8:30

Monday Tuesday Wednesday Thursday

I. OBJECTIVES

A. Content The learner demonstrates understanding of key concept of axiomatic structure of geometry and triangle congruence.
Standards
The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-
B. Performance
life problems involving congruent triangles using appropriate and accurate representations
Standards
C. Learning Learning Competency: Illustrates the need for an axiomatic structure of a mathematical system in general, and in Geometry in particular: (a)
Competencies / defined terms; (b) undefined terms; (c) postulates; and (d) theorems
Objectives (M8GE-IIIa-c-1)
Learning Objectives:
1. Recall definition of theorem
2. illustrate the need for an axiomatic structure of a mathematical system in general, and in Geometry in particular: theorems

Accept the fact that an axiomatic structure is necessary for a deeper understanding of mathematical system and in geometry

III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 382 - 384
Guide pages
2. Learner’s Mathematics Learner’s Module Mathematics learner’s module Mathematics learner’s module Mathematics learner’s
Materials pages for Grade 8, pages 349-352 module
3. Textbook
pages
4. Additional PowerPoint Presentation, TV, PowerPoint Presentation, TV, PowerPoint Presentation, TV, PowerPoint Presentation, TV,
Materials from Chalkboard Chalkboard Chalkboard Chalkboard
Learning
Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing Recall the definition of Have a quick about the postulates Let the students answer the The teacher lets the students recall
previous lesson postulates by letting the that were discussed. question: the definition of theorem and
or presenting the students give statements that What are the five postulates stated enumerate the theorem presented
new lesson are generally accepted. by Euclid? Which comes first, Chicken or last meeting.
Egg?
Let the students enumerate the Prove your answer in a way that
first 3 postulates of Euclid. your classmate will believe in
you.
B. Establishing a Let the students realize that Let the students realize that Let the students accept the fact The teacher lets the students accept
purpose for the understanding then 5 understanding postulates is an that finding the concept of the fact that finding the concept of
lesson fundamental postulates of important skill needed to prove theorem is necessary for a theorem is necessary for a deeper
Euclid is an important skill triangle congruence. deeper understanding of understanding of mathematical
system and in geometry
needed to prove triangle mathematical system and in
congruence. geometry
C. Presenting Let the students, in groups of Let the students, in groups of Let the students, observe the The teacher lets the students, In
examples/instanc three, do the following. three, do the following. figure drawn or posted by the group of three, do the following:
es of the new 1. Draw two perpendicular 1. Draw a line segment and teacher. 1. Draw two triangles in any
lesson lines. identify any 3 points on the size.
2. Determine the measurement
2. Determine the measure line.
of the three interior angles
of the two adjacent 1. Name the points as points A M of each triangle.
angles formed by two A, B and C wherein point B B 3. Get the sum of the
perpendicular lines. Are is in between points A and measurements of the
they of equal measure? B. If M is the midpoint of AB , interior angles of each
3. Observe this illustration. 2. Measure the length of the would you agree that triangle.
d a e following segments in cm: AM ≅ MB ? How will you prove 4. What can you say about the
AB , BC ,∧ AC . sum of the interior angles of
c that they are congruent?
3. Compare the sum of the each triangle?
b 5. Do you think the sums of all
f g lengths of AB∧BC to the
interior angles of any
4. Lines DE and FG are length of AC
triangles are equal? Prove.
intersected by Line AB.
How do we call
angles a and b?
5. If you add the measure
of angles a and b, will it
be more than 180⁰?
If you extend Lines DE and FG
indefinitely towards the 4. Using the illustration
direction of the broken lines, will above, if the measure of
the said lines intersect at a angle YVZ is 40⁰ and the
 point? measure of angle ZVW is
25⁰ what is the measure of
angle YVW?
5. When can we say that two
angles are linear pairs?
What is the sum of the measure of
the angles that are linear pairs?
D. Discussing new The teacher discusses with the The teacher discusses with the The teacher discusses with the The teacher discusses with the
concepts and students the process of arriving students their answers. students the process of arriving students the process of arriving at the
practicing new at the answer of each item. Furthermore, he/she asks the at the correct answer. answer of each question.
skills #1 Furthermore, he/she asks the students about the mathematical Furthermore, he/she ask the Furthermore, he/she ask the students
about the mathematical skills or
students about the skills or principles that they used to students about the
principles that they used to arrive at
mathematical skills or principles arrive at their answers. mathematical skills or principles their answers.
that they used to arrive at their that they used to arrive at their
answers. 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
logical connectives; a statement
that follows logically from the
previous definitions and
principles; a statement that can
be proved to be true ;major
result

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 The teacher discusses and The teacher discusses and illustrates thoroughly some of the basic
concepts and illustrates thoroughly the last 2 illustrates thoroughly the following theorems used in geometry.
practicing new postulates of Euclid. postulates. Emphasize that Theorems always have a proof.
skills #2 3. All right angles are equal Segment Addition Postulate
Note : that the equality - If point M is between
of right angles was not points A and B, then AM +
rigorously implied by MB= AB
the definition. Angle Addition Postulate
a. 10. When a - If point B lies in the interior
straight line set of ∠ AOC ,
then
up on a straight
line makes the
m ∠ AOB +m∠ BOC=m ∠ AOC
adjacent angles Linear Pair Postulate
equal to one If two angles form a linear pair,
another, each of then they are supplementary.
the equal angles
is right….
b. There could be
other right
angles not equal
to these. The
postulate rules
that out.

4. If a straight line crossing

two straight lines makes
the interior angles on
the same side less than
two right angles, the
two straight lines , if
extended indefinitely,
meet on that side on
which are the angles
less than the two right
angles.
F. Developing Working in pairs, the teacher Let the students answer the Let the students do what is asked.
mastery (Leads lets the students answer the following exercise. Complete the table by identifying the theorems being stated. The
to Formative following exercise. possible answers are written inside the box.
Assessment)
1. In the figure shown above,
if m PQ =3 cm and
m QR=2 cm, what is the
measure of PR ?

1. Using the figure above,

what can you say about
the measure of angles
CBA and DBA?
If two lines are intersected by a 2. In the figure shown above,
line, when can we say that those if m ∠ 1=90⁰ and the THEOREMS
two lines will surely intersect at m ∠ PQR=115⁰ , what is
a point given the measure of the the measure of angle 2?
interior angles formed by the 3. Given angles C and F. If
intersection of the three lines? they form a linear pair,
what is the sum of their
angle measures?

G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making The teacher summarizes the The teacher summarizes the lesson The teacher summarizes the The teacher summarizes the lesson by
generalizations lesson by asking the following by asking the following questions. lesson by asking the students asking the students the following
and abstractions questions. 3. If point M is between the following question: question:
about the lesson. 1. What can we say about points A and B, then what
What is theorem?
the adjacent angles is the length of side AB in What is theorem?
What theorems you have learned
formed by two relation to the length of What theorems you have today?
perpendicular lines? sides AM and MB? learned today?
2. Are all right angles 4. If point B lies in the interior
congruent? of ∠ AOC ,
How do we illustrate the 5th then what ism ∠ AOC in
postulate of Euclid? relation to
m ∠ AOB∧m ∠ BOC ?
5. When can we say that two
angles form a linear pair?
6. When can we say that two
angles are supplementary?
7. What is the sum of the
measure of the angles that
form a linear pair?
I. Evaluating Let the students answer Let the students answer The teacher lets the students answer individually the formative
learning individually the formative individually the formative assessment.
assessment. assessment.
th th
Illustrate the 4 and 5 Illustrate the following theorems.
postulate of Euclid. THEOREMS: ILLUSTRATIONS:

1. In the figure above, if Supplement Theorem

m ∠ XVY =43⁰ and
m ∠ YVZ=47⁰, what is Complement Theorem
the measure of angle XVZ?
2. In the figure above, if
m ∠ YVZ=47⁰ and
m ∠ ZVW =15⁰ , what is
the measure of angle YVW?
 3. In the figure shown above,
if m PQ =12cm and
m PR=22 cm, what is the
measure of QR ?
4. Given angles C and F. If
they form a linear pair and
the measure of angle C is
80⁰, what is the measure of
angle F?
5. Given angles L and M. If
they form a linear pair, can
we say that they are also
supplementary? Why? Why
not?
J. Additional
activities for
application or
remediation

Prepared by: Noted by:

ROXANNE D.R. CARBONELL ERFE DONNA A. ASPIRAS

Teacher I Principal II