LEARNING PLAN

SY 2024-2025
Grade Level: Grade 8 – Lauuan Subject Title: Math Quarter/Lesson: Third Quarter: Geometry
STANDARDS
Content Standards:
The learners demonstrate understanding of...
 demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.
Performance Standards:
The learners should be able to...
 is able to formulate an organized plan to handle a real-life situation.
 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.
Formation Standards:
The learners will be advocates of…
 develop logical reasoning by understanding the axiomatic structure of mathematical systems
 appreciate the role of definitions, postulates, and theorems in proving mathematical concepts, particularly in Geometry
 strengthen problem-solving skills by applying triangle congruence properties to construct geometric figures
 apply critical thinking by proving triangle congruence and solving problems involving corresponding parts
 enhance precision and clarity in mathematical communication by correctly using terms and symbols in proofs.
Enduring Question (EQ):

 Why is an axiomatic structure essential in understanding a mathematical system?

 How do definitions, postulates, and theorems contribute to the foundation of Geometry?
 What is the significance of triangle congruence in real-life applications?
 How can we determine whether two triangles are congruent using different postulates?
 Why is it important to prove statements in Geometry rather than just accepting them as true?
 How does proving triangle congruence help in constructing perpendicular lines and angle bisectors?
 How does logical reasoning in Geometry enhance problem-solving in other disciplines?

Enduring Understanding (EU):

The learners will understand that…
 Mathematics is built upon an axiomatic structure that establishes consistency and validity in proofs.
  Definitions, postulates, and theorems serve as the foundation for logical reasoning in Geometry and other branches of Mathematics.
 Triangle congruence is a fundamental concept that allows us to solve problems related to rigid transformations, symmetry, and constructions.
 The SAS, ASA, and SSS congruence postulates provide different ways to determine when two triangles are congruent.
 Proving triangle congruence ensures accuracy in geometric constructions and applications, including engineering, architecture, and design.
 The ability to apply congruence postulates is essential in solving real-world problems, such as constructing bridges, designing objects, and verifying structural integrity.
 Mathematical proofs develop critical thinking skills that apply beyond Geometry, helping in logical decision-making in various fields.
Learning Targets:
At the end of the lesson, the learners will be able to state the following…
I can…
Lesson 3
 Define and describe the key components of a mathematical system.
 Differentiate between defined and undefined terms in Geometry.
 Explain the role of postulates and theorems in mathematical proofs.
 Illustrate the need for an axiomatic structure in Geometry and other fields of mathematics.
 Apply postulates and theorems in basic geometric reasoning

Lesson 4
 Define triangle congruence and explain why two triangles are considered congruent.
 Identify and illustrate the different triangle congruence postulates (SAS, ASA, SSS).
 Differentiate between the triangle congruence postulates and apply them to determine triangle congruence.
 Solve real-world problems involving triangle congruence.
 Justify why congruence postulates hold true by demonstrating transformations (reflection, rotation, translation).
 Identify corresponding parts of congruent triangles (angles and sides).
 Apply CPCTC (Corresponding Parts of Congruent Triangles are Congruent) in solving for missing measurements.
 Solve for missing sides and angles using algebraic expressions and congruence postulates.
 Justify real-life applications of CPCTC in architecture, construction, and design.
 Construct and organize a two-column proof for triangle congruence.
 Write proofs using SAS, ASA, and SSS postulates.
 Prove statements about triangle congruence using a logical sequence of steps.
 Differentiate between direct and indirect proofs in Geometry.
 Develop logical reasoning by justifying why two triangles are congruent through formal proof writing.
 Define and construct perpendicular lines and angle bisectors using triangle congruence.
 Apply triangle congruence properties to create geometric constructions with a ruler and compass.
 Use congruence principles to solve real-world problems involving angles, triangles, and bisectors.
 Justify why perpendicular bisectors and angle bisectors divide a triangle into two congruent parts.
 Develop precision and accuracy in constructing geometric figures using mathematical tools.
GRASPS Based Performance Task
You are an engineer tasked with designing a bridge for a community. Your design must highlight the use of congruent triangles for durability and balance. The audience are the Local
government officials and community members who will evaluate your bridge for feasibility and effectiveness. Regards the Situation, the community requires a durable bridge to connect
two areas separated by a river. Your design must showcase how congruent triangles ensure the structure's stability.

Product/Performance: A physical model or detailed diagram of the bridge design, with labeled congruent triangles and explanations of how triangle congruence postulates (SAS,
ASA, SSS) are applied.

Your product will be assessed based on the following criteria:

 Accuracy of geometric concepts (congruence postulates).

 Creativity and appeal of the design.
 Clarity and organization in the presentation of the project.

Rubric: Please see attached rubric below.

Tenets of Mission and Vision Considered
 Vision
❖ equip learners with essential life skills, critical thinking, and technological literacy to thrive in a rapidly changing world
❖ equipped with life-long skills, technologically functional and globally competitive
❖ demonstrate a work ethic and commitment to work well in a pluralistic society
❖ encourage students to take active roles in protecting and conserving the environment, fostering a sense of responsibility for the earth
 Mission
❖ empowered learners with knowledge, values, and problem-solving skills and capacities to respond to different life-situations
❖ maintain a commitment to high standards of teaching, learning, and student engagement
❖ encourage the use of technology and modern teaching strategies to keep pace with global changes and demands
21st Century Skills to be Developed
 critical thinking, creativity, collaboration, communication, flexibility, technological literacy
Institutional Formation Standard (core values)
 Resiliency (flexibility and being adaptive)
 Gospel-inspired ^^
 Learning Plan Process
Activity (F2F) Remarks
Specific Learning E-F-D-T (Implemented
Content/Topic Competencies Process Assessment Activity or not, state
Learning Activity
(Diagnostic, Formative, Summative) reason,
changes
made)

Chapter 4: The Learners Week 1-2 Activity1: Everyday Systems (D)What Do You Know? Geometry, Systems and
Geometry should be able Students brainstorm examples of real-world systems examples
Lesson 3: to… Explore (e.g., transportation, ecosystems, games) and discuss
Axiomatic  describes a
their components.
Structure mathematical
A. System system. Activity 2: Geometric Systems Around Us
B. Axiomatic M8GE-IIIa-1 Students observe geometric patterns in everyday
structure  illustrates the objects (e.g., buildings, tiles, or bridges).
need for an Students share their observations and identify
axiomatic geometric elements such as shapes, lines, and angles.
structure of a
mathematical Activity 3: Components of Mathematical system-
system in
Firm Up Undefined Terms,
general, and in
Geometry in Defined Terms, Postulates and Theorems.
particular: (a) Activity: 4 Students classify examples of statements
defined terms; into undefined terms, defined terms, postulates, or
(b) undefined theorems.
terms; (c) Activity 5: “Axiomatic Structures in Action”
postulates; and
(d) theorems.
Students analyze a set of geometric statements and
 match them to their roles (undefined terms,
postulates, or theorems).

Activity5: Proof Writing

Prove that the sum of the angles in a triangle is 180°. (F) Worksheet Practice – Identification whether
Deepen through any two points and definition.

Activity 6: “Why Undefined Terms?

In groups, students discuss why undefined terms are
necessary for Geometry (e.g., "What happens if we
define a point?").
(F) Frontlearners: Axiomatic Structure System

Activity 7 Solve real-life problems using axiomatic

structures. Example:
"Architects use the postulate that 'a line contains at (F) Group presentations of proofs or real-life
least two points' to design bridges. Explain why this problem solutions with peer
postulate is essential."

Reflection Task:

Transfer Task: Write an essay on:

"How do mathematical systems help us understand
the world (S) Written test on mathematical systems and
"Why are axiomatic structures important in axiomatic structures.
Geometry and other fields?"
Summative Assessment:
Lesson 4: The Learners Week 3-7 Activity 1: Triangles Around Us: Identify examples (D) APK - Define congruence, identify congruent
Geometry should be able of congruent triangles in real-world objects (e.g., shapes in a set of figures and describe ways to verify
A. Triangle to… Explore bridges, trusses, tiles). congruence.
 illustrates
Congruence Activity 2: Hands-On Congruence: Students use
triangle
B. Congruence congruence.*** rulers and protractors to measure sides and angles of (F) Class discussion about observations of triangle
Postulates M8GE-IIId-1 given triangles to determine congruence to observe congruence.
C. Solving  illustrates the on how sides and angles affect congruence.
corresponding SAS, ASA and
parts SSS
D. Proving congruence
postulates.***
congruent Activity 3: Teaching Presentation
M8GE-IIId-e-
triangles 1 Firm Up A. Lesson: Triangle Congruence Basics
E. Statements on  solves Content: Explain congruence, notation
triangle corresponding (△ABC≅△DEF\triangle ABC \cong \triangle (F) Worksheets on identifying and applying
F. Construct parts of DEF△ABC≅△DEF), and corresponding parts. congruence postulates.
perpendicular congruent Activity 4 : Guided practice identifying congruent
lines and angle triangles (F)Exit ticket: "What is the difference between ASA
parts in pairs of triangles.
M8GE-IIIf
bisectors. B. Lesson: SAS, ASA, and SSS Congruence and SAS postulates?
 proves two
triangles are Postulates
congruent. Content: Introduce and explain the congruence
M8GE-I postulates with diagrams and examples.
 proves Activity 5: Provide pairs of triangles and have
statements on students determine which postulate applies.
triangle
Group activity: Match triangle diagrams with their
congruence.
M8GE-IIIh correct postulate.
 applies triangle Activity 6: Worksheet Practice:
congruence to Solve problems identifying congruence and applying
construct congruence postulates.
perpendicular Activity 7: Constructing Perpendicular Lines and
lines and angle Angle Bisectors: Use a compass and straightedge to
bisectors.
M8GE-IIIi-j-1 construct perpendicular lines and angle bisectors.
Deepen
Activity 8: Writing Proofs for Triangle
Congruence: Provide students with geometric
diagrams and statements to prove through 2 columns
proofs.

Activity 9: Problem-Solving Task: Using CPCTC

Solve problems involving corresponding parts of
congruent triangles (CPCTC).
(F)Frontlearners: Triangle Congruence, congruence
Activity 10: Real-Life Application Task
postulates, solving corresponding parts
Students analyze a truss bridge or roof structure to proving congruent triangles
identify congruent triangles and explain their role in
stability.
(F)Peer-reviewed two-column proofs.
Group presentations of real-life congruence
3rd Quarter Periodic Test applications
GRASPS Based Performance Task
Transfer You are an engineer tasked with designing a bridge
for a community. Your design must highlight the use
of congruent triangles for durability and balance. The
audience are the Local government officials and (S) Assessment:
community members who will evaluate your bridge
for feasibility and effectiveness. Regards the Part A: Written Test- Multiple-choice, problem-
Situation, the community requires a durable bridge to solving, and proof-based questions.
connect two areas separated by a river. Your design
must showcase how congruent triangles ensure the
B. Mini Task: Podcast- Create a 15–20-minute podcast
structure's stability.
explaining the concepts of Triangle Congruence (SSS,
Product/Performance: A physical model or detailed
SAS, ASA, AAS, and HL). The podcast should include
diagram of the bridge design, with labeled congruent
a clear explanation of at least two real-world
triangles and explanations of how triangle
applications of triangle congruence.
congruence postulates (SAS, ASA, SSS) are applied.
 Your product will be assessed based on the following C. Performance Task: Bridge design project.
criteria:
Accuracy of geometric concepts (congruence
postulates). Please see rubric below
Creativity and appeal of the design.
Clarity and organization in the presentation of the
project.
Rubric: Please see attached rubric below.

Resources:
1. RM Realistic Math 8 Basic, Beyond, Breakthroughs (Phoenix Publishing House TWA Edition
2. Grade 8 Mathematics Patterns and Practicalities (Copyright (c) 2013 by Salesiana Books by Don Bosco Press Inc.
3. Mathematical Minds Grade 8 Copyright c 2019 St Benedict Publishing House Corporation.
4. Exploring Mathematics K – 12 Enhanced Bsic Education Curriculum (Philippines Copyright 2014
5. https://flexbooks.ck12.org/cbook/ck-12-middle-school-math-concepts-grade-8/section/6.11/primary/lesson/identify-and-apply-theorems-to-triangle-congruence-msm8/
6. Front learners online SALIS IPL
Date Submitted: ^^

Prepared by: Noted by: Approved by:

Sir. Alberto C. Lonogan Ms. Nesel Dable Ms. Joselia Mariquit S. Chan
Subject Teacher High School Level Head Principal

Rubric for Performance Task: Bridge design project.

Criteria Excellent (4) Proficient (3) Developing (2) Beginning (1)
Content Accuracy 30% All congruence concepts are applied Most concepts are correct; minor Some concepts are correct; major Few or no concepts are applied
correctly, with detailed and accurate errors in application or labeling. errors in application or labeling. correctly.
labels.

Creativity and Design 15% Highly creative and visually Creative and moderately appealing, Limited creativity; basic design with Lacks creativity and effort; design is
appealing, showing innovation in the with clear use of congruent triangles. minimal effort shown. plain or incomplete.
use of congruent triangles.
Presentation 15% Well-organized, clear, and thorough Organized with minor lapses in Somewhat disorganized; Disorganized and unclear
explanations of the design and clarity or thoroughness. explanations lack depth or clarity. explanations of the design and
congruence concepts. concepts.