D iv is io n o f City S c ho o ls

NHC HIGH SCHOOL

Ca lo o c a n

MATHEMATICS 8
Daily Lesson Log
SY 2024-2025
Teacher JOHN NICKLAUS B. ALHAMEDI
Grades 1 to 12 Daily Lesson Log
Grade Level 8
Classes Schedule
Monday - Friday (8-A 6:00-6:45, 8-B 6:45-7:30, 8-C 7:30-8:15, 8-E 9:15-10:0

Date December 16, 2024 December 17, 2024

Day MONDAY TUESDAY
I. OBJECTIVES

The learner is able to demonstrates understanding of key concepts of axiomatic s

A. Content Standards

B. Performance Standards
The learner; 1. is able to formulate an organized plan to handle a reallife situation. 2. is able to communicate mathematical
real-life problems involving congruent triangles using appropriate

At the end of the lesson, the learners At the end of the lesson, the learners
shall be able to: 1. Recall shall be able to: 1. Recall
mathematical system and its undefined terms in geometry;
C. Learning Competencies/Code
components; 2. Identify undefined terms in
2. determine axioms for real numbers; geometric statements.; and
and 3. Appreciate the role of undefined
3. apply mathematical system in real – terms in building a logical
life setting. mathematical system.

llustrates the need for an axiomatic llustrates the need for an axiomatic
structure of a mathematical system in structure of a mathematical system in
II. CONTENT general, and in Geometry in general, and in Geometry in
particular: (a) defined terms; (b) particular: (a) defined terms; (b)
undefined terms; undefined terms;
III. LEARNING RESOURCES
A. References Math 8 Textbook Math 8 Textbook
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource(LR) portal Math 8 Self learning Module Math 8 Self learning Module

B. Other Learning Resources https://depedtambayan.net/wp-content/uploads/2022/01/MATH8-Q3-MODULE1.pdf

https://depedtambayan.net/wp-content/uploads/2022/01/MATH8-Q3-MODULE1.pdf

IV. PROCEDURES

A. Reviewing previous lesson or Review undefined terms like point, line,

presenting the new lesson Review basic geometric concepts
and plane.

B. Establishing a purpose for the Ask students to define these terms in their Ask students to give real-world examples
lesson own words. (points, lines, planes). of these terms.

Introduce the concept of undefined terms

as fundamental building blocks of a
mathematical system. Explain that defined terms are terms that are
defined using undefined terms and previously
C. Presenting examples
Explain that undefined terms are accepted
defined terms.
without formal definition, and their Emphasize the importance of clear
meaning is understood through their definitions in geometry.
properties and relationships with other
terms.
 Undefined terms are terms that do not
The word "geometry" comes from two
require a definition but can be described.
Greek words:
These terms are used as a base to define
D. Discussing new concepts and other terms, hence, these are the building
practicing new skills #1 Geo : Meaning "Earth" or "land"
blocks of other mathematical terms, such
Metron: Meaning "measure"
as definitions, axioms, and theorems.
So, literally, "geometry" means "Earth
Examples of undefined terms are point,
measurement."
line and plane.

Postulates or axioms are statements that

may be used to justify the statements in a
proof.
Undefined terms are terms that do not
Theorems are statements accepted after
require a definition but can be described.
they are proven true deductively. The
These terms are used as a base to define
axiomatic structure of a mathematical
E. Discussing new concepts and other terms, hence, these are the building
practicing new skills #2 system follows a sequence, starting with a
blocks of other mathematical terms, such
set of undefined terms which are bases to
as definitions, axioms, and theorems.
define terms, then axioms that are clearly
Examples of undefined terms are point,
stated, and from these a theorem is
line and plane.
derived through reasoning.
Undefined terms and defined terms →
Axioms → Theorems

GROUP ACTIVITY (Scavenger Hunt):

Divide the class into small groups of 3-4

students.
Provide each group with a clipboard, pen,
and activity sheet. Activity 1: Defining Terms
Instruct the groups to explore the 1. Divide the class into groups.
classroom and identify real-world 2. Provide each group with a list of
examples of points, lines, and planes. geometric terms (e.g., line segment, ray,
F. Developing mastery( leads to Encourage them to be creative and find as angle, triangle, circle).
formative assessment) many examples as possible. Write the 3. Ask groups to define each term using
answer on their notebook. undefined terms and previously defined
terms.
4. Discuss the group's definitions and
correct any misconceptions

Defined terms in geometry are building

While these geometric concepts might seem blocks that help us understand and
abstract, they are fundamental to many real- describe shapes and spatial relationships.
world applications: Here are some real-life applications of
Points these terms:
1. Geography: 1. Line Segment
a. Locations on a map a. Construction: Used to measure
b. GPS coordinates distances between points, such as the
Lines
G. Finding practical applications of length of a wall or a beam.
concepts and skills in daily living 2. Architecture: 2. Ray
a. Building blueprints and structural designs
b. Straight lines in architectural drawings a. Clock Hands: The hands of a clock
Planes form rays that indicate the time.
3. Architecture and Engineering: 3. Angle
a. Building facades and surfaces a. Architecture: Used to design the angles
b. Floor plans and blueprints of roofs, walls, and other structures.
b. Engineering: Used to calculate forces
and stresses in structures.
 Fill in the blank using the correct terms
inside the box below.

Highlight the importance of undefined

terms in building a consistent and logical
H. Making generalizations and mathematical system.
abstractions about the lesson Explain how undefined terms serve as the
foundation for defining other terms and
proving theorems.

1.____ are terms that do not have concrete

definition but can be described. On the other
hand, 2. require definition. There are
statements assumed to be true even without
Identify each object as a point, a line, or a proof which we called as axioms or
plane. postulates. However, the two has distinction
Write your answer on the line provided. in such a way that 3._____ are often used in
Objects: Geometry while the 4. _____ are used in all
1. A dot on a paper: areas of Mathematics. When the statement
2. The edge of a book shows evidences or proven to be true, we call
3. The surface of a table it as 5._____.
I. Evaluating learning
4. The tip of a pencil
5. A ray of light

Tell whether each of the following statements is

true or false. Write TRUE if the statement is
correct and FALSE if it is not. Use a separate
sheet of paper for your answer.
______1. By commutative axiom, 4 + n = n + 4.
______2. (3 + a) + 2 = 3 + (a + 2) is a
distributive axiom.
Challenge Question: ______3. The additive inverse a is − a.
J. Additional activities for Can you think of an object that represents ______4. The multiplicative inverse of −5 is 1 5 .
application or remediation two lines intersecting at a point? Draw a ______5. If x < y, and y < z, then x < z by
simple diagram to illustrate your answer. symmetric axiom.

V. REMARKS
VI. REFLECTION
8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____
A. No. of learners who earned 80% on the
formative assessment 8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C:
_____ 8-F: _____ _____ 8-F: _____

8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____

8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C:
B. No. of learners who require additional _____ 8-F: _____ _____ 8-F: _____
activities for remediation
C. Did the remedial lessons 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 used/discover which I wish to share
with other teachers?

Prepared by: Checked by:

JOHN NICKLAUS B. ALHAMEDI BENEDICTO D. JULIALES

Subject Teacher Master Teacher I

ROWENA R. PADILLA
Mathematics Department Head
EMATICS 8
esson Log
024-2025
Learning Area Mathematics 8
Quarter THIRD

y (8-A 6:00-6:45, 8-B 6:45-7:30, 8-C 7:30-8:15, 8-E 9:15-10:00, 8-F 10:00-10:45, 8-D 11:30-12:15)

December 18, 2024 December 19, 2024 December 20, 2024

WEDNESDAY THURSDAY FRIDAY

onstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.

allife situation. 2. is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving
oblems involving congruent triangles using appropriate and accurate representations.
 Educational Tour Christmas Party

8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____
8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C:
_____ 8-F: _____ _____ 8-F: _____ _____ 8-F: _____

8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____
8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C:
_____ 8-F: _____ _____ 8-F: _____ _____ 8-F: _____

Noted by:

WILHEMINA D. TARNATE, PhD.

Principal II
 D iv is io n o f City S c ho o ls
NHC HIGH SCHOOL
Ca lo o c a n

MATHEMATICS 8
Daily Lesson Log
SY 2024-2025
Teacher JOHN NICKLAUS B. ALHAMEDI
Grades 1 to 12 Daily Lesson Log
Grade Level 8
Classes Schedule
Monday - Friday (8-A 6:00-6:45, 8-B 6:45-7:30, 8-C 7:30-8:15, 8-E 9:15-10:0

Date January 2, 2025 January 3, 2025

Day MONDAY TUESDAY
I. OBJECTIVES

The learner is able to demonstrates understanding of key concepts of axiomatic s

A. Content Standards

B. Performance Standards
The learner; 1. is able to formulate an organized plan to handle a reallife situation. 2. is able to communicate mathematical
real-life problems involving congruent triangles using appropriate

At the end of the lesson, the learners At the end of the lesson, the learners
shall be able to: 1. Recall shall be able to: 1. Recall
mathematical system and its undefined terms in geometry;
C. Learning Competencies/Code
components; 2. Identify undefined terms in
2. determine axioms for real numbers; geometric statements.; and
and 3. Appreciate the role of undefined
3. apply mathematical system in real – terms in building a logical
life setting. mathematical system.

llustrates the need for an axiomatic llustrates the need for an axiomatic
structure of a mathematical system in structure of a mathematical system in
II. CONTENT general, and in Geometry in general, and in Geometry in
particular: (a) defined terms; (b) particular: (a) defined terms; (b)
undefined terms; undefined terms;
III. LEARNING RESOURCES
A. References Math 8 Textbook Math 8 Textbook
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource(LR) portal Math 8 Self learning Module Math 8 Self learning Module

B. Other Learning Resources https://depedtambayan.net/wp-content/uploads/2022/01/MATH8-Q3-MODULE1.pdf

https://depedtambayan.net/wp-content/uploads/2022/01/MATH8-Q3-MODULE1.pdf

IV. PROCEDURES

A. Reviewing previous lesson or Review undefined terms like point, line,

presenting the new lesson Review basic geometric concepts
and plane.

B. Establishing a purpose for the Ask students to define these terms in their Ask students to give real-world examples
lesson own words. (points, lines, planes). of these terms.

Introduce the concept of undefined terms

as fundamental building blocks of a
mathematical system. Explain that defined terms are terms that are
defined using undefined terms and previously
C. Presenting examples
Explain that undefined terms are accepted
defined terms.
without formal definition, and their Emphasize the importance of clear
meaning is understood through their definitions in geometry.
properties and relationships with other
terms.
 Undefined terms are terms that do not
The word "geometry" comes from two
require a definition but can be described.
Greek words:
These terms are used as a base to define
D. Discussing new concepts and other terms, hence, these are the building
practicing new skills #1 Geo : Meaning "Earth" or "land"
blocks of other mathematical terms, such
Metron: Meaning "measure"
as definitions, axioms, and theorems.
So, literally, "geometry" means "Earth
Examples of undefined terms are point,
measurement."
line and plane.

Postulates or axioms are statements that

may be used to justify the statements in a
proof.
Undefined terms are terms that do not
Theorems are statements accepted after
require a definition but can be described.
they are proven true deductively. The
These terms are used as a base to define
axiomatic structure of a mathematical
E. Discussing new concepts and other terms, hence, these are the building
practicing new skills #2 system follows a sequence, starting with a
blocks of other mathematical terms, such
set of undefined terms which are bases to
as definitions, axioms, and theorems.
define terms, then axioms that are clearly
Examples of undefined terms are point,
stated, and from these a theorem is
line and plane.
derived through reasoning.
Undefined terms and defined terms →
Axioms → Theorems

GROUP ACTIVITY (Scavenger Hunt):

Divide the class into small groups of 3-4

students.
Provide each group with a clipboard, pen,
and activity sheet. Activity 1: Defining Terms
Instruct the groups to explore the 1. Divide the class into groups.
classroom and identify real-world 2. Provide each group with a list of
examples of points, lines, and planes. geometric terms (e.g., line segment, ray,
F. Developing mastery( leads to Encourage them to be creative and find as angle, triangle, circle).
formative assessment) many examples as possible. Write the 3. Ask groups to define each term using
answer on their notebook. undefined terms and previously defined
terms.
4. Discuss the group's definitions and
correct any misconceptions

Defined terms in geometry are building

While these geometric concepts might seem blocks that help us understand and
abstract, they are fundamental to many real- describe shapes and spatial relationships.
world applications: Here are some real-life applications of
Points these terms:
1. Geography: 1. Line Segment
a. Locations on a map a. Construction: Used to measure
b. GPS coordinates distances between points, such as the
Lines
G. Finding practical applications of length of a wall or a beam.
concepts and skills in daily living 2. Architecture: 2. Ray
a. Building blueprints and structural designs
b. Straight lines in architectural drawings a. Clock Hands: The hands of a clock
Planes form rays that indicate the time.
3. Architecture and Engineering: 3. Angle
a. Building facades and surfaces a. Architecture: Used to design the angles
b. Floor plans and blueprints of roofs, walls, and other structures.
b. Engineering: Used to calculate forces
and stresses in structures.
 Fill in the blank using the correct terms
inside the box below.

Highlight the importance of undefined

terms in building a consistent and logical
H. Making generalizations and mathematical system.
abstractions about the lesson Explain how undefined terms serve as the
foundation for defining other terms and
proving theorems.

1.____ are terms that do not have concrete

definition but can be described. On the other
hand, 2. require definition. There are
statements assumed to be true even without
Identify each object as a point, a line, or a proof which we called as axioms or
plane. postulates. However, the two has distinction
Write your answer on the line provided. in such a way that 3._____ are often used in
Objects: Geometry while the 4. _____ are used in all
1. A dot on a paper: areas of Mathematics. When the statement
2. The edge of a book shows evidences or proven to be true, we call
3. The surface of a table it as 5._____.
I. Evaluating learning
4. The tip of a pencil
5. A ray of light

Tell whether each of the following statements is

true or false. Write TRUE if the statement is
correct and FALSE if it is not. Use a separate
sheet of paper for your answer.
______1. By commutative axiom, 4 + n = n + 4.
______2. (3 + a) + 2 = 3 + (a + 2) is a
distributive axiom.
Challenge Question: ______3. The additive inverse a is − a.
J. Additional activities for Can you think of an object that represents ______4. The multiplicative inverse of −5 is 1 5 .
application or remediation two lines intersecting at a point? Draw a ______5. If x < y, and y < z, then x < z by
simple diagram to illustrate your answer. symmetric axiom.

V. REMARKS
VI. REFLECTION
8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____
A. No. of learners who earned 80% on the
formative assessment 8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C:
_____ 8-F: _____ _____ 8-F: _____

8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____

8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C:
B. No. of learners who require additional _____ 8-F: _____ _____ 8-F: _____
activities for remediation
C. Did the remedial lessons 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 used/discover which I wish to share
with other teachers?

Prepared by: Checked by:

JOHN NICKLAUS B. ALHAMEDI BENEDICTO D. JULIALES

Subject Teacher Master Teacher I

ROWENA R. PADILLA
Mathematics Department Head
EMATICS 8
esson Log
024-2025
Learning Area Mathematics 8
Quarter THIRD

y (8-A 6:00-6:45, 8-B 6:45-7:30, 8-C 7:30-8:15, 8-E 9:15-10:00, 8-F 10:00-10:45, 8-D 11:30-12:15)

WEDNESDAY THURSDAY FRIDAY

onstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.

allife situation. 2. is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving
oblems involving congruent triangles using appropriate and accurate representations.
 Educational Tour Christmas Party

8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____
8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C:
_____ 8-F: _____ _____ 8-F: _____ _____ 8-F: _____

8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____
8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C:
_____ 8-F: _____ _____ 8-F: _____ _____ 8-F: _____

Noted by:

WILHEMINA D. TARNATE, PhD.

Principal II
 Div isio n of City Schools
N HC H IG H S C H O O L
Ca lo oca n

Division of Quezon City

Subject Area: Business Mathematics
Date January 7, 2025
Day TUESDAY
I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standards 1. fractions
2. decimals and percentage
The learners are able to:
B. Performance Standards 1. Perform operations: addition, subtraction, multiplication and division accurately
2. Solve problems involving fractions, decimals and percent related to business
At the end of the session, the learners shall be able to:
1. Recall the concept of Fraction;
C. Learning Competencies/Code 2. Add and Subtract similar and dissimilar Fraction and;
3. Appreciate the importance of the understanding of fraction in Solving real-life problem

II. CONTENT
Perform fundamental operations on fractions (Addition and Subtraction of Fraction)
ABM_BM11FO-Ia-1
III. LEARNING RESOURCES
A. References https://www.deped.gov.ph/wp-content/uploads/2019/01/ABM_Business-Math-CG.pdf
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource(LR) portal
1. https://www.scribd.com/document/465336482/MODULE-in-Business-Mathematics-docx
B. Other Learning Resources
2. https://www.youtube.com/watch?v=Ir6rVhb_IRg&list=PLPPsDIdbG32CiKelgdzpytr247aoO4aS6&index=2
3. https://www.youtube.com/watch?v=K11u39ornT4&list=PLPPsDIdbG32CiKelgdzpytr247aoO4aS6&index=3

1. Opening Prayer
IV. PROCEDURES 2. Checking of attendance
3. Setting the class standard
Check students understanding about fraction.
Activity 1: “Sinong Umubos ng Pizza ko?”
Direction: I had ordered 10 boxes of pizza and each pizza is sliced into 8. Unfortunately, some of my visitors ate randomly
without me knowing it. All you have to do is to identify who ate a fraction of the pizza I had ordered while I was away.
Question 1: Who ate 3/8 of the pizza?
A. Reviewing previous lesson or
presenting the new lesson
Question 2: Who ate 1/8 of the pizza?
Question 3: Who ate 3/4 of the pizza?
Question 4: Who ate 1/2 of the pizza?
Question 5: Who ate 1/4 of the pizza?

The teacher discuss the class objectives to the students.

At the end of the session, we shall be able to:
B. Establishing a purpose for the 1. Recall the concept of Fraction;
lesson
2. Add and Subtract Fraction;
3. Solve real-life problems involving addition and subtraction of Fractions.

ACTIVITY 2: Fraction or not? (Think-Pair-Share)

Students will be working with their seatmate and identify which of the following is an example of fraction.

C. Presenting examples
 A fraction represents a part of a whole. It consists of a numerator and a denominator. The line called the vinculum indicates
division.

Fraction could either be a proper fraction, improper fraction, or mixed number.

Proper fractions are fractions that expresses amounts, which are less than a unit. As such, the numerator is always less than
the denominator.
Improper fractions are fractions that express amounts, which are equal to or greater than a unit. Hence, the numerator is
either equal to or greater than the denominator.
Mixed fraction are numbers that consist of a whole number and a fraction.
D. Discussing new concepts and
practicing new skills #1 ACTIVITY 3: CELEBRITY MIX AND MATCH
Match column A with Column B by identifying whether it is a proper fraction, improper fraction, or mixed fraction.

Addition and Subtraction of Similar and Dissimilar fraction

Case 1: Similar Fractions (fractions that have the same denominator)
In adding or subtracting similar all you have to do is add or subtract the numerator and then copy the denominator. But
remember, always reduce your answer into its lowest term.
Case 2: Dissimilar Fractions (fractions that do not have the same denominator)
E. Discussing new concepts and In adding or subtracting dissimilar fraction, we can use the “Butterfly Technique”. But remember, always reduce your
practicing new skills #2
answer into its lowest term
1. Cross multiply the wings.
2. Add or subtract the product to find the numerator.
3. Multiply the denominators to find the new denominator.

Evaluate the following fractions by performing the given operations.

1. 3/8 + 2/8 Answer: 5/8
2. 1/4 + 1/4 Answer: 1/2
F. Developing mastery( leads to
formative assessment) 3. 7/11 - 2/11 Answer: 5/11
4. 1/3 + 1/4 Answer: 7/12
5. 3/7 + 5/2 Answer: 41/14

ACTIVITY 4: Students will be divided into two groups. Group 1 will answer Problem 1 and Group 2 Will answer
Problem 2.
Direction: Read and understand the given problem. Answer the given question afterwards.
Scoring Rubrics:
5pts: Accuracy of Answer
G. Finding practical applications of 5pts: Proper Explanation
concepts and skills in daily living Problem 1: Emily works at the coffee shop. If Emily pours 2/7 tsp. of evaporated milk and 3/7 tsp. of condensed milk on
an ordered special coffee, how much milk did Emily poured altogether?
Problem 2: The coffee shop sells small bags of coffee beans. The bags come in two sizes: 2/3 kilogram and 1/5 kilogram.
If a costumer orders one bag for each coffee, how many kilograms did the costumer ordered?

Recall the step in adding and subtracting fractions. Ask students for any misconceptions.
Case 1: Similar Fractions (fractions that have the same denominator)
In adding or subtracting similar all you have to do is add or subtract the numerator and then copy the denominator. But
remember, always reduce your answer into its lowest term.
Case 2: Dissimilar Fractions (fractions that do not have the same denominator)
H. Making generalizations and
abstractions about the lesson In adding or subtracting dissimilar fraction, we can use the “Butterfly Technique”. But remember, always reduce your
answer into its lowest term
1. Cross multiply the wings.
2. Add or subtract the product to find the numerator.
3. Multiply the denominators to find the new denominator.

Practice Exercise
Direction: Add or subtract the given fractions. Remember to reduce your answer to its lowest term.
1. 3/8+ 1/8
2. 7/10 - 4/10
I. Evaluating learning
3. 2/5 + 1/7
4. 2/3 - 1/7
5. 2/3 - 1/2

Assignment
J. Additional activities for
application or remediation Read page 77 on your Textbook/Learning Module and have an advance study about multiplication and division of fractions.

Prepared by:
JOHN NICKLAUS B. ALHAMEDI
Applicant
 D ivis ion of City S chools
N H C H I G H S C H O O L
Calo o ca n

MATHEMATICS 8
Daily Lesson Log
SY 2024-2025
Teacher JOHN NICKLAUS B. ALHAMEDI Learning Area
Grades 1 to 12 Daily Lesson Log
Grade Level 8 Quarter
Classes Schedule
Monday - Friday (8-A 6:00-6:45, 8-B 6:45-7:30, 8-C 7:30-8:15, 8-E 9:15-10:00, 8-F 10:00-10:45, 8-D 11

Date January 6, 2025 January 7, 2025 January 8, 2025

Day MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

The learner is able to demonstrates understanding of key concepts of axiomatic structure of geometry and
A. Content Standards

B. Performance Standards
The learner; 1. is able to formulate an organized plan to handle a reallife situation. 2. is able to communicate mathematical thinking with coherence
real-life problems involving congruent triangles using appropriate and accurate representa

At the end of the discussion, the

learners shall be able to: At the end of the lesson, the learners shall be
At the end of the discussion, the 1. define triangle congruence; able to:
learners shall be able to: 2. draw and label the corresponding 1. identify included side and included angle;
1. identify the parts of a triangle; parts of two congruent triangles; 2. determine the minimum requirements
C. Learning Competencies/Code 2. define triangle congruence; 3. identify corresponding parts of two needed for congruent triangles;
3. identify the corresponding parts of congruent triangles; and 3. illustrate the Side-Angle-Side (SAS)
two congruent triangles; congruence postulates; and
4. relate triangle congruence in real-
4. demonstrate creativity in testing triangle
life. congruence using concrete objects.

illustrates triangle illustrates triangle

II. CONTENT illustrates the SAS
congruence congruence
III. LEARNING RESOURCES
A. References Math 8 Textbook Math 8 Textbook Math 8 Textbook
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource(LR) portal Math 8 Self learning Module Math 8 Self learning Module Math 8 Self learning Module
https://depedtambayan.net/wp-content/uploads/ https://depedtambayan.net/wp-content/uploads/ https://depedtambayan.net/wp-content/uploads/2022/01/
B. Other Learning Resources 2022/01/MATH8-Q3-MODULE3.pdf 2022/01/MATH8-Q3-MODULE3.pdf MATH8-Q3-MODULE4.pdf

IV. PROCEDURES

Conduct a short review on basic Have a quick drill on identifying different Briefly review previous lesson on basic
A. Reviewing previous lesson or
presenting the new lesson geometric concepts (e.g., points, lines, types of triangles (equilateral, isosceles, geometric concepts (points, lines, angles,
segments, angles, rays). scalene). triangles)

Show pictures of objects with triangular

shapes (e.g., traffic signs, pyramids, slices Motivation
of pizza). Show pictures of objects where the "Imagine you're building a triangular shelf.
B. Establishing a purpose for the concept of congruence is evident (e.g., What measurements do you need to ensure
lesson identical puzzle pieces, matching tiles, that both sides of the shelf are exactly the
symmetrical objects). same?"

After the sharing, Guide students to discuss

Based on the given images, Ask: "What Based on the pictures that were shown, the importance of accurate measurements
C. Presenting examples
shapes do you see in these pictures?" Ask students "What do you observe about and the concept of "sameness" in shapes. (In
Guide learners to observe and identify the these objects?" Guide learners to notice the context of geometry, "sameness" refers
triangles. their identical shapes and sizes. to the idea of congruence. Congruent figures
have the exact same size and shape.)
 A triangle is a polygon with three sides and three Pairing the parts of one group to the parts 1. CPCTC - In a pair of congruent triangles,
angles. of another group is called correspondence.
there are three corresponding congruent
Correspondence uses the notation “↔”.
Polygon: A two dimensional shape with straight sides and three corresponding congruent
Assume NAT coincides with GEO, such
sides that are connected to form a closed figure. a angles.
that the vertices of NAT fit exactly over
triangle is a three sided polygon.
D. Discussing new concepts and the vertices of GEO.
practicing new skills #1 Sides: The lines that make up the edges of the 2. Included angle and included side
triangle. A triangle has 3 sides made up of In naming congruent triangles, the order
Included angle is the angle between two
segments. of the letters representing the vertices of
sides of a triangle
Angles: The corners where the sides meet. A one triangle shall be written in the same
triangle has 3 angles. It is formed by two Included side is the side common to two
order as their corresponding vertices in
segments meeting at a common endpoints called angles of a triangle
the other triangle
vertex.

Pairing the parts of one group to the parts Corresponding Parts of Congruent Definition of SAS Congruence Postulate
of another group is called correspondence. Triangles are Congruent states that if “two If two sides and an included angle of one
Correspondence uses the notation “↔”. triangles are congruent if and only if the triangle are congruent to the corresponding
In naming congruent triangles, the order corresponding sides and the two sides and the included angle of another
of the letters representing the vertices of corresponding angles are congruent” triangle, then the triangles are congruent
one triangle shall be written in the same In the given figure, the corresponding
order as their corresponding vertices in parts are labeled:
the other triangle.
E. Discussing new concepts and
practicing new skills #2

Example: Consider FAE ≅ TEA. List Which of the following figures illustrate a
down the pairs of congruent angles and SAS Congruence.
congruent sides.

F. Developing mastery( leads to

formative assessment)

Group Activity:
A. Divide the class into small group (5
groups)
B. Provide each group with a set of triangles
Triangle congruence plays a crucial role
Group Activity: Divide learners into small (cut-outs or drawn on paper showing
in many real-life applications across different triangles in real world).
groups.
various fields such as:
G. Finding practical applications of Each group shall create a presentation on C. Instruct each group to identify pairs of
concepts and skills in daily living 1. Engineering and Architecture the applications of triangle congruence in congruent triangles using the SAS
2. Manufacturing and Industry Congruence Postulate.
different fields.
3. Art and Design D. Have each group present their findings to
the class.

Group Activity:
Divide learners into small groups.
Lead a class discussion to summarize the
Assign each group a specific task:
(After the presentation) Discussion and key concepts about:
Group 1 and 2: Create a real-life scenario
Sharing: 1. Definition of congruent triangles
where identifying the parts of a triangle is
H. Making generalizations and Have each group present their work to the 2. Corresponding parts of congruent
abstractions about the lesson important.
class. triangles
Group 3 and 4: Draw different types of
Facilitate a discussion to share insights 3. The Side-Angle-Side (SAS) Congruence
triangles and label their parts correctly.
 Group Activity:
Divide learners into small groups.
Lead a class discussion to summarize the
Assign each group a specific task:
(After the presentation) Discussion and key concepts about:
Group 1 and 2: Create a real-life scenario
Sharing: 1. Definition of congruent triangles
where identifying the parts of a triangle is
H. Making generalizations and Have each group present their work to the 2. Corresponding parts of congruent
abstractions about the lesson important.
class. triangles
Group 3 and 4: Draw different types of
Facilitate a discussion to share insights 3. The Side-Angle-Side (SAS) Congruence
triangles and label their parts correctly.
and clarify any misconceptions. Postulate and its applications
Group 5: Create a short presentation on
the applications of triangles in everyday
life.

Copy the table on your answer sheet and Directions: Do what is asked. Use a separate Complete the congruence statement using the
supply the missing part of the sheet of paper. indicated congruence postulate.
triangle that will make each 1. Draw ACT ≅ NOW. Put identical
correspondence complete. markings on corresponding congruent
parts.
2. STR ≅ RAS. Name the six pairs of
corresponding congruent parts.
I. Evaluating learning

Assignment: Using a ruler and a protractor, draw pairs of

Listed below are the six pairs of corresponding congruent triangles whose names are given below
parts of two congruent triangles. Name the two and put identical markings on the corresponding
congruent triangles. congruent parts considering the specified
congruence postulate.
Assignment:
1. Research and report on the different
types of triangles (e.g., equilateral,
J. Additional activities for
application or remediation isosceles, scalene).
2. Find and draw three objects in your
surroundings that have triangular shapes.

V. REMARKS
VI. REFLECTION
8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____
A. No. of learners who earned 80% on the
formative assessment 8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C:
_____ 8-F: _____ _____ 8-F: _____ _____ 8-F: _____

8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____
8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C:
B. No. of learners who require additional _____ 8-F: _____ _____ 8-F: _____ _____ 8-F: _____
activities for remediation
C. Did the remedial lessons 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 used/discover which I wish to share
with other teachers?

Prepared by: Checked by: Noted by:

JOHN NICKLAUS B. ALHAMEDI BENEDICTO D. JULIALES WILHEMINA D. TARNATE, PhD.

Subject Teacher Master Teacher I Principal II

ROWENA R. PADILLA
Mathematics Department Head
 Mathematics 8
THIRD

6:45-7:30, 8-C 7:30-8:15, 8-E 9:15-10:00, 8-F 10:00-10:45, 8-D 11:30-12:15)

January 8, 2025 January 9, 2025

THURSDAY FRIDAY

ding of key concepts of axiomatic structure of geometry and triangle congruence.

able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving
ngruent triangles using appropriate and accurate representations.

At the end of the lesson, the learners shall At the end of the lesson, the learners shall
be able to: be able to:
1. identify included side and included 1. identify included side and included
angle; angle;
2. determine the minimum requirements 2. determine the minimum requirements
needed for congruent triangles; needed for congruent triangles;
3. illustrate the Angle-Side-Angle (ASA) 3. illustrate the Side-Side-Side (SSS)
congruence postulates; and congruence postulates; and
4. demonstrate creativity in testing 4. demonstrate creativity in testing
triangle congruence using concrete triangle congruence using concrete
objects. objects.

illustrates the ASA illustrates the SSS

Math 8 Textbook Math 8 Textbook

Math 8 Self learning Module Math 8 Self learning Module

https://depedtambayan.net/wp-content/uploads/ https://depedtambayan.net/wp-content/uploads/
2022/01/MATH8-Q3-MODULE4.pdf 2022/01/MATH8-Q3-MODULE4.pdf

Briefly review previous lesson on SAS

Briefly review previous lessons on SAS
Congruence Postulate and corresponding
and ASA Congruence Postulates.
parts of congruent triangles.

Motivation
"Imagine you're building a triangular "Imagine you're building a triangular
frame for a kite. What measurements do frame for a tent. What measurements do
you need to ensure that both sides of the you need to ensure that all three sides of
frame have the same angles and lengths?" the frame are the same length?"

Review of Congruent Triangles and Review of Congruent Triangles and

CPCTC: CPCTC:
Briefly review the definition of congruent Briefly review the definition of congruent
triangles and corresponding parts. triangles and corresponding parts.
1. CPCTC - In a pair of congruent 1. CPCTC - In a pair of congruent
triangles, there are three corresponding triangles, there are three corresponding
congruent sides and three corresponding congruent sides and three corresponding
congruent angles. congruent angles.

2. Included angle and included side 2. Included angle and included side
Included angle is the angle between two Included angle is the angle between two
sides of a triangle sides of a triangle
Included side is the side common to two Included side is the side common to two
angles of a triangle angles of a triangle

Definition of ASA (Angle-Side-Angle) Definition of SSS (Side-Side-Side)

Congruence Postulate Congruence Postulate
If two angles and the included side of one If three sides of one triangle are
triangle are congruent to the congruent to the corresponding three
corresponding two angles and an included sides of another triangle, then the
side of another triangle, then the triangles triangles are congruent.
are congruent.

Which of the following figures illustrate a Which of the following figures illustrate a
ASA Congruence. SSS Congruence.

Congruent shapes are two figures or objects

that have exactly the same shape and size.
Some other examples of congruent shapes
include: Some examples of real life example of are
A. Pages of the same book as follow: In geometric art, carpet
B. Mobile phones of the same brand and designs, stepping stone patterns, and
model architectural designs, congruent triangles
C. Two identical pens with the same length are also often used.
D. Two sides of the roof of a house with the
same length

Generalization Lead a class discussion to summarize the

Lead a class discussion to summarize the key key concepts:
concepts: The Side-Side-Side (SSS) Congruence
The Angle-Side-Angle (ASA) Congruence
Postulate and its applications Postulate and its applications
Comparing and contrasting SAS and ASA Comparing and contrasting SSS, SAS,
and ASA congruence postulates
 Generalization Lead a class discussion to summarize the
Lead a class discussion to summarize the key key concepts:
concepts: The Side-Side-Side (SSS) Congruence
The Angle-Side-Angle (ASA) Congruence
Postulate and its applications Postulate and its applications
Comparing and contrasting SAS and ASA Comparing and contrasting SSS, SAS,
congruence postulates and ASA congruence postulates

State if the two triangles are congruent by ASA, State if the two triangles are congruent by ASA,
SAS, or neither. SAS, SSS congruence.

.Assignment
1. Draw 3 example of triangles showing ASA On your notebook, research other real life
Congruence Postulate.
2. Research other congruence postulates (SSS, application wherein triangle congruence
AAS). plays an important role.

8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____

8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C:
_____ 8-F: _____ _____ 8-F: _____

8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____

8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C:
_____ 8-F: _____ _____ 8-F: _____

Noted by:

WILHEMINA D. TARNATE, PhD.

Principal II
 D ivis ion of City S chools
N H C H I G H S C H O O L
Calo o ca n

MATHEMATICS 8
Daily Lesson Log
SY 2024-2025
Teacher JOHN NICKLAUS B. ALHAMEDI Learning Area
Grades 1 to 12 Daily Lesson Log
Grade Level 8 Quarter
Classes Schedule
Monday - Friday (8-A 6:00-6:45, 8-B 6:45-7:30, 8-C 7:30-8:15, 8-E 9:15-10:00, 8-F 10:00-10:45, 8-D 11

Date January 13, 2025 January 14, 2025 January 15, 2025
Day MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

The learner is able to demonstrates understanding of key concepts of axiomatic structure of geometry and
A. Content Standards

B. Performance Standards
The learner; 1. is able to formulate an organized plan to handle a reallife situation. 2. is able to communicate mathematical thinking with coherence
real-life problems involving congruent triangles using appropriate and accurate representa

At the end of the lesson, the learners shall At the end of the lesson, the learners shall
be able to: be able to: At the end of the lesson, the learners shall be
1. identify included side and included 1. identify included side and included able to:
angle; angle; 1. identify included side and included angle;
2. determine the minimum requirements 2. determine the minimum requirements 2. determine the minimum requirements
C. Learning Competencies/Code needed for congruent triangles; needed for congruent triangles; needed for congruent triangles;
3. illustrate the Side-Angle-Side (SAS) 3. illustrate the Angle-Side-Angle (ASA) 3. illustrate the Side-Side-Side (SSS)
congruence postulates; and congruence postulates; and congruence postulates; and
4. demonstrate creativity in testing 4. demonstrate creativity in testing 4. demonstrate creativity in testing triangle
triangle congruence using concrete triangle congruence using concrete congruence using concrete objects.
objects. objects.

II. CONTENT illustrates the SAS illustrates the ASA illustrates the SSS

III. LEARNING RESOURCES

A. References Math 8 Textbook Math 8 Textbook Math 8 Textbook
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource(LR) portal Math 8 Self learning Module Math 8 Self learning Module Math 8 Self learning Module
https://depedtambayan.net/wp-content/uploads/ https://depedtambayan.net/wp-content/uploads/ https://depedtambayan.net/wp-content/uploads/2022/01/
B. Other Learning Resources 2022/01/MATH8-Q3-MODULE4.pdf 2022/01/MATH8-Q3-MODULE4.pdf MATH8-Q3-MODULE4.pdf

IV. PROCEDURES

Briefly review previous lesson on basic Briefly review previous lesson on SAS
A. Reviewing previous lesson or Briefly review previous lessons on SAS and
presenting the new lesson geometric concepts (points, lines, angles, Congruence Postulate and corresponding
ASA Congruence Postulates.
triangles) parts of congruent triangles.

Motivation Motivation
"Imagine you're building a triangular "Imagine you're building a triangular "Imagine you're building a triangular frame
B. Establishing a purpose for the shelf. What measurements do you need to frame for a kite. What measurements do for a tent. What measurements do you need
lesson ensure that both sides of the shelf are you need to ensure that both sides of the to ensure that all three sides of the frame are
exactly the same?" frame have the same angles and lengths?" the same length?"

Review of Congruent Triangles and Review of Congruent Triangles and CPCTC:

CPCTC: Briefly review the definition of congruent
After the sharing, Guide students to Briefly review the definition of congruent triangles and corresponding parts.
discuss the importance of accurate triangles and corresponding parts.
measurements and the concept of
C. Presenting examples "sameness" in shapes. (In the context of
geometry, "sameness" refers to the idea of
congruence. Congruent figures have the
exact same size and shape.)
 1. CPCTC - In a pair of congruent 1. CPCTC - In a pair of congruent 1. CPCTC - In a pair of congruent triangles,
triangles, there are three corresponding triangles, there are three corresponding there are three corresponding congruent
congruent sides and three corresponding congruent sides and three corresponding sides and three corresponding congruent
congruent angles. congruent angles. angles.
D. Discussing new concepts and
practicing new skills #1 2. Included angle and included side 2. Included angle and included side 2. Included angle and included side
Included angle is the angle between two Included angle is the angle between two Included angle is the angle between two
sides of a triangle sides of a triangle sides of a triangle
Included side is the side common to two Included side is the side common to two Included side is the side common to two
angles of a triangle angles of a triangle angles of a triangle

Definition of SAS Congruence Postulate Definition of ASA (Angle-Side-Angle) Definition of SSS (Side-Side-Side)
If two sides and an included angle of one Congruence Postulate Congruence Postulate
triangle are congruent to the If two angles and the included side of one If three sides of one triangle are congruent to
corresponding two sides and the included triangle are congruent to the the corresponding three sides of another
angle of another triangle, then the corresponding two angles and an included triangle, then the triangles are congruent.
triangles are congruent side of another triangle, then the triangles
are congruent.

E. Discussing new concepts and

practicing new skills #2

Which of the following figures illustrate a Which of the following figures illustrate a Which of the following figures illustrate a
SAS Congruence. ASA Congruence. SSS Congruence.

F. Developing mastery( leads to

formative assessment)

Group Activity:
A. Divide the class into small group (5
groups) Congruent shapes are two figures or objects
B. Provide each group with a set of that have exactly the same shape and size.
triangles (cut-outs or drawn on paper Some other examples of congruent shapes
showing different triangles in real world). include: Some examples of real life example of are as
A. Pages of the same book follow: In geometric art, carpet designs,
G. Finding practical applications of C. Instruct each group to identify pairs of
concepts and skills in daily living congruent triangles using the SAS B. Mobile phones of the same brand and stepping stone patterns, and architectural
Congruence Postulate. model designs, congruent triangles are also often
D. Have each group present their findings C. Two identical pens with the same length used.
to the class. D. Two sides of the roof of a house with the
same length

Lead a class discussion to summarize the

Generalization Lead a class discussion to summarize the
key concepts about: Lead a class discussion to summarize the key key concepts:
1. Definition of congruent triangles concepts: The Side-Side-Side (SSS) Congruence
H. Making generalizations and 2. Corresponding parts of congruent The Angle-Side-Angle (ASA) Congruence
abstractions about the lesson Postulate and its applications Postulate and its applications
triangles
Comparing and contrasting SAS and ASA Comparing and contrasting SSS, SAS, and
3. The Side-Angle-Side (SAS)
ASA congruence postulates
 Lead a class discussion to summarize the
Generalization Lead a class discussion to summarize the
key concepts about: Lead a class discussion to summarize the key key concepts:
1. Definition of congruent triangles concepts: The Side-Side-Side (SSS) Congruence
H. Making generalizations and 2. Corresponding parts of congruent The Angle-Side-Angle (ASA) Congruence
abstractions about the lesson Postulate and its applications Postulate and its applications
triangles
Comparing and contrasting SAS and ASA Comparing and contrasting SSS, SAS, and
3. The Side-Angle-Side (SAS)
congruence postulates ASA congruence postulates
Congruence Postulate and its applications

Complete the congruence statement using the State if the two triangles are congruent by ASA, State if the two triangles are congruent by ASA,
indicated congruence postulate. SAS, or neither. SAS, SSS congruence.

I. Evaluating learning

Using a ruler and a protractor, draw pairs of

congruent triangles whose names are given below
and put identical markings on the corresponding
congruent parts considering the specified

.Assignment
1. Draw 3 example of triangles showing ASA On your notebook, research other real life
J. Additional activities for Congruence Postulate.
application or remediation 2. Research other congruence postulates (SSS, application wherein triangle congruence
AAS). plays an important role.

V. REMARKS
VI. REFLECTION
8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____
A. No. of learners who earned 80% on the
formative assessment 8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C:
_____ 8-F: _____ _____ 8-F: _____ _____ 8-F: _____

8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____
8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C:
B. No. of learners who require additional _____ 8-F: _____ _____ 8-F: _____ _____ 8-F: _____
activities for remediation
C. Did the remedial lessons 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 used/discover which I wish to share
with other teachers?

Prepared by: Checked by: Noted by:

JOHN NICKLAUS B. ALHAMEDI BENEDICTO D. JULIALES WILHEMINA D. TARNATE, PhD.

Subject Teacher Master Teacher I Principal II

ROWENA R. PADILLA
Mathematics Department Head
 Mathematics 8
THIRD

6:45-7:30, 8-C 7:30-8:15, 8-E 9:15-10:00, 8-F 10:00-10:45, 8-D 11:30-12:15)

January 16, 2025 January 17, 2025

THURSDAY FRIDAY

ding of key concepts of axiomatic structure of geometry and triangle congruence.

able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving
ngruent triangles using appropriate and accurate representations.

At the end of the lesson, the learners shall

At the end of the lesson, the learners be able to:
shall be able to: 1. identify conditions for triangle
1. identify corresponding parts of congruence;
congruent triangles; 2. use triangle congruence postulates and
2. name congruent triangles; theorems to prove that two triangles are
3. find the measure of corresponding congruent;
parts of congruent triangles; and 3. use two-column proof in proving that
4. relate triangle congruence to real two triangles are congruent; and
life situations. 4. recognize real-life applications of
congruent triangles.

solves corresponding
proves two triangles are
parts of congruent
congruent.
triangles

Math 8 Textbook Math 8 Textbook

Math 8 Self learning Module Math 8 Self learning Module

https://depedtambayan.net/wp-content/uploads/2022/01/MATH8-Q3-MODULE5.pdf
https://depedtambayan.net/wp-content/uploads/2022/01/MATH8-Q3-MODULE6.pdf

Briefly review previous lesson on

Recall the different trianlge congruence
classifying triangles based on sides and
postulate (SSS, SAS, ASA)
angles

Engage students in a short discussion Engage students in a short discussion

about the importance of identifying about the importance of identifying
congruent parts. congruent parts.

The figure at the below is a truss. It is a Math each figure in Column A with the
triangulated system where straight corresponding triangle congruence
structural elements such as beams, bars or postulate in column B.
rods are interconnected. It is a strong
frame that supports a building or a bridge
Define congruent triangles:
A. Two triangles are congruent if they 1. HyA (Hypotenuse-Acute angle)
have the same size and shape. Congruence Theorem
B. Corresponding sides and angles of If the hypotenuse and an acute angle of
congruent triangles have equal measures. one right triangle are congruent to the
corresponding hypotenuse and an acute
angle of another right triangle, then the
triangles are congruent.
2. HyL (Hypotenuse-leg) Congruence
Theorem
If the hypotenuse and a leg of one right
triangle are congruent to the
corresponding hypotenuse and a leg of
another triangle, then the triangles are
congruent.
3. LA (leg-acute angle) Congruence
Theorem
Two triangles are congruent if and only if
If a leg and an acute angle of one right
their vertices can
triangle are congruent to a leg and an
be paired so that corresponding sides and
acute angle of another right triangle, then
corresponding
the triangles are congruent.
angles are congruent.
4. LL (Leg Leg) Congruence Theorem
 Corresponding parts of congruent
If the legs of one right triangle are
triangles are congruent
congruent to the legs of another right
(CPCTC).
triangle, then the triangles are congruent.

Consider the two triangles ∆NIM and In each figure, congruent parts are
∆ZER to be congruent. We have the marked. Give additional parts to prove
following 6 pairs of corresponding parts: that the triangles are congruent and name
the postulate or theorem that justifies the
congruence.

Congruent triangles have a surprising Group Activity: My Home

number of real-life applications across Trusses in our houses form congruent
various fields such as Architecture and triangles similar to the picture below:
Construction particularly in creating designs,
engineering, and even in manufacturing.

Generalization
Ask students to summarize the key
Ask students to summarize the key concepts of the lesson, including the
concepts of the lesson, including the definition of congruent triangles, CPCTC,
definition of congruent triangles, CPCTC, and the postulates and theorems for
and the postulates and theorems for proving triangle congruence.
 Generalization
Ask students to summarize the key
Ask students to summarize the key concepts of the lesson, including the
concepts of the lesson, including the definition of congruent triangles, CPCTC,
definition of congruent triangles, CPCTC, and the postulates and theorems for
and the postulates and theorems for proving triangle congruence.
proving triangle congruence.

EXAMPLE 1 Based on the result of the Group Activity,

a.) Given that ∆AIM ≅ ∆SET, list down the students will answer the given guide
corresponding parts. questions:
1. How do you find the activity? Did you
find it difficult to prove the
congruence of two triangles?
2. Why do you think the trusses in our
houses form congruent triangles?
3. List down at least five things in your
house, buildings or other structures
found in your community where congruent
triangles are used. Explain the importance of
congruent triangles in these structures.

8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____

8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C:
_____ 8-F: _____ _____ 8-F: _____

8-A: _____ 8-D: _____ 8-A: _____ 8-D: _____

8-B: _____ 8-E: _____ 8-C: 8-B: _____ 8-E: _____ 8-C:
_____ 8-F: _____ _____ 8-F: _____

Noted by:

WILHEMINA D. TARNATE, PhD.

Principal II