III-Day 35

DAILY LESSON LOG OF M8GE-IIIi-j-1 (Week 9 Day 3)
School Grade Level Grade 8

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Third
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of triangle congruence.
B. Performance Standards The learner 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.
Learning Competency: Applies triangle congruence to construct perpendicular

lines and angle bisectors. (M8GE-IIIi-j-1)
Learning Objectives:
C. Learning Competencies/
1. Recall the definition of angle bisector
Objectives
2. Applies triangle congruence to construct angle bisector
3. Shows interest in doing the activities
II.CONTENT Construction of Angles Bisector Applying Triangle Congruence

III.
LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Review previous lesson by letting the students answer the questions below:
A. Review previous lesson
or presenting the new 1. What are angle bisector?
lesson 2. How to construct angle bisector?
The teacher lets the students realize that triangle congruence can be applied in
constructing angle bisector.
B. Establishing a purpose
for the lesson
C. Presenting examples/ The teacher lets the students, in groups of three, do the Activity below.
1. Draw acute angle PQR.
2. Adjust the compass to a slightly wide setting.
3. Without changing the compass width, draw an arc across each leg of the
angle and name them point A and B.
4. Though the compass width can be changed. It is recommended to leave
it the same. Place the compass on the point where one arc crosses the
leg and draw an arc in the interior of the angle.
5. Without changing the compass setting repeat for the other leg so that
the two arcs cross. Name the intersection of the arc as point C.
6. Using a ruler, draw a line from the vertex to the point where the arcs
cross.
7. Draw segment AC and BC.
Guide Question:
1. What figure is formed?
2. Does it forms two triangles? Name the two triangles.
3. Are segments QA and QB congruent? Why?
4. Are segments AC and BC congruent? Why?
5. Are the two triangles congruent? Why?
6. Are angles AQC and BQC congruent? Why?
instances of the new
lesson
Possible Answer:
1. Diamond, two triangles
2. Yes
3. Yes. Segment QA and QB are congruent since both are drawn with the
same compass width.
4. Yes. Segment AC and BC are congruent since both are drawn with the
same compass width.
5. Yes. By SSS Congruence Postulate.
6. Yes by CPCTC.
The teacher discusses with the students the steps/techniques of arriving the
D. Discussing new concepts correct figure in the given Activity. Furthermore, he/she tells the students about
and practicing new skills the relation between the two congruent angles to the line segment drawn from
#1 the vertex the intersection of the two arcs which is the angle bisector.
E. Discussing new concepts

and practicing new skills
#2
Working in pairs, the teacher lets the students answer the exercise below.
1. Draw an isosceles triangle ABC.

2. Place D as a midpoint of BC.
3. Connect the midpoint and vertex A.
Answer the following questions:
1. Is side AB ≅ side AC? Why?

2. If D is the midpoint of BC, then _________ and _________ are congruent.
3. Does the segment AD divide the isosceles triangle into two triangles?
4. Why AD≅ AD?
F. Developing mastery
5. Are the two triangles congruent? Why?
(leads to formative
6. Are angles BAD and CAD congruent? Why?
assessment 3)
7. Is AD an angle bisector? Why?
Answer Key:
1. Yes by definition of isosceles triangle.
2. DB and DC
3. Yes
4. Reflexive property
5. Yes by SSS Congruence Postulate
6. Yes by CPCTC
7. Yes by the definition of angle bisector.
G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the mathematical skills or principles used to illustrate
and rational algebraic expressions through the questions like:
1. What did you do to arrive at the exact figure?

H. Making generalizations 2. What are steps to construct angle bisector applying the triangle
and abstractions about congruence?
the lesson 3. What triangle congruence is applied to justify the construction?
Answers shall be drawn from the students.
I. Evaluating Learning The teacher lets the students answer individually the formative assessment.
Construct two congruent triangles using ∠ABC given that ray BD is an angle
bisector.
A
B
C
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson 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 use/ discover The localized materials used are compass, and ruler.
which I wish to share with
other teachers
Prepared by:
KATHERINE Z. LABALAN
MCSFA

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DAILY LESSON LOG OF M8GE-IIIi-j-1 (Week 9 Day 3)

School Grade Level Grade 8

Learning Competency: Applies triangle congruence to construct perpendicular

II.CONTENT Construction of Angles Bisector Applying Triangle Congruence

E. Discussing new concepts

1. Draw an isosceles triangle ABC.

Answer the following questions:

1. Is side AB ≅ side AC? Why?

1. What did you do to arrive at the exact figure?

Answers shall be drawn from the students.

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