GRADE 8 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area Mathematics

Teaching Dates and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of inequalities in a triangle, and parallel and perpendicular lines.
B. Performance Standard The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving triangle inequalities, and parallelism and perpendicularity of lines using
appropriate and accurate representations.
C. Learning Competency/Objectives
Write the LC code for each.
1. The learner proves 1. The learner proves 1. The learner proves properties of parallel lines
properties of parallel lines properties of parallel lines cut by a transversal.
cut by a transversal. cut by a transversal. M8GE-IVd-1
M8GE-IVd-1 M8GE-IVd-1
Objectives:
Objectives: Objectives: At the end of the session, learners are expected to prove
At the end of the session, At the end of the session, properties of parallel lines cut by a transversal.
learners are expected to: learners are expected to use
1.illustrate parallel and properties of parallel lines
perpendicular lines, cut by a transversal to find
2. determine angles formed by measures of angles.
parallel lines and transversal.
II. CONTENT Geometry
Parallelism and perpendicularity Parallel lines cut by a Proving properties of parallel lines cut by a transversal Remedial class
transversal
IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Page 448-457 Page 451-454 Page 456468
3. Textbook pages
4. Additional Materials from MTAP review materials
Learning Resource
(LR)portal
B. Other Learning Resource Grade 8 Mathematics (Patterns &
Practicalities)
By Gladys C. Nivera, Ph.D.

1
Jski.dv
 Page 327 – 344
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their 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.

A. Reviewing previous lesson or Review: Review: Review:

presenting the new lesson Create a game involving Let the students illustrate Let the students recite properties of angles formed by
theorems of triangle parallel lines and parallel lines and transversal.
inequality. enumerate angles formed
Drill: by parallel lines and Drill:
transversal.

B. Establishing a purpose for the The teacher will facilitate Understanding angles The teacher can show a picture of ongoing construction
lesson activity 1 entitled Optical formed by parallel lines and of a house or a building to establish the importance of
Illusion in the LM page 448. transversal is not useful in using the concept of proving parallel lines.
This will lead to illustrate real-life situation without
parallel and perpendicular its properties. That is why
lines. the next lesson is all about
The teacher can also add properties of angles formed
pictures of buildings, houses by parallel lines and
road development plan, transversal.
native cloths design in their
locality to establish the
importance of parallel and
perpendicular lines in a real-
life situation.

2
Jski.dv
C. Presenting Let the students answer activity 2 Relationship Between Pairs The teacher will discuss the following concepts and examples
examples/Instances of the and 3 on page 449 of LM to of Angles Formed given below.
new lesson measure their background about by Parallel Lines Cut by a
the lesson. This will give a chance Transversal
for the teacher to define If two lines are cut by a
parallelism and perpendicularity. transversal, then:
In discussing parallelism and a. corresponding angles are
perpendicularity, the teacher can congruent
refer to the definition and b. alternate interior angles
illustration found in LM page 452 are congruent
and 456. c. alternate exterior angles
The teacher will focused his are congruent
discussion on the pairs of angles d. interior angles on the
formed by the transversal that can same side of a transversal
be found in LM page 452. are supplementary
e. exterior angles on the
same side of a transversal
are supplementary.

What is the measure of each

numbered angles if m ∠ 1 = Example 1:
120? Give the reason for your
answer.
Answers:

If ∠ 1 = 120o, ∠ 5 =
120oCorresponding angles are
.
If ∠ 5 = 120o, ∠ 3 = 120o
Alternate interior
angles are ¿
If ∠ 3 = 120o, ∠ 7 = 120o Solution:

3
Jski.dv
 Corresponding angles
are ¿
If  7 = 120o,  4 = 60o
Exterior angles on the
same side of
a transversal are supplementary
If  4 = 60o,  8 = 60o
Corresponding angles
are ¿
If  8 = 80o,  2 = 60o
Alternate interior
angles are ¿
If  2 = 60o,  6 = 60o
Corresponding angles
are ¿

Example 2:

D. Discussing new concepts and Group Presentation: Gallery walk: Group presentation:
practicing new skills # 1 Group 1, 2, and 3 will answer Group 2 and 4 will do the Problem 1:
activity 8 of LM on page 455. activity 5 of LM on page
Group 2 and 4 will answer 451. While group 1, 2, and 3
activity 4 of LM on page 450. will do the activity 7
number II of LM on page
454.

4
Jski.dv
The model group will
answer activity 7 of LM on
page 454.

Problem 2:

5
Jski.dv
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery Pair share: Independent practice: Pair share:
(leads to Formative Assessment ) Let the students answer the Given: In the figure, if m ∠ 1 Answer the activity 13 numbers 1 and 2 of LM on page
activity 7on page 454.
= 105, determine the 464.
measures of the other
numbered angles. Justify
your answers.

Answers:
If ∠ 1 = 105o, ∠ 5 = 105o
If ∠ 5 = 105o, ∠ 3 = 105o
If ∠ 3 = 105o, ∠ 7 = 105o
If  7 = 105o,  2 = 75o
If  2 = 75o,  8 = 75o
If  8 = 75o,  4 = 75o
If  4 = 75o,  6 = 75o
G. Finding practical application Activity 6: uncovering the Answer the following problems:
of concepts and skills in daily Mystery of Parallel lines Cut by a Problem 1.
living Transversal
LM page 453.

6
Jski.dv
 Solution:

Problem 2.

H. Making generalizations and Let the students illustrate parallel Let the students recite Let the students recite the converse of properties of
abstractions about the lesson lines and perpendicular lines by properties of angles formed angles formed by parallel lines and transversal.
citing examples available in their by parallel lines and
locality. transversal.
By showing figure of parallel lines
7
Jski.dv
 cut by a transversal ask the
students to identify the angles
formed by parallel lines and
transversal.
I. Evaluating learning Quiz: If m  6 = 85, find the measure Ask students to answer activity 14 question 1 of LM on
A. Write true if the statement is of the other numbered angles. page 468.
always true, sometimes if the Justify your answers.
statement is sometimes true and
false if the statement is never
true.
1. Parallel lines are coplanar.
2. Non-intersecting planes contain
parallel lines.
3. skew lines are parallel lines.
4. Two lines that do not intersect
are parallel lines.
B. Use the figure below for
numbers 5-8.

5. Name a pair of alternate

interior angles.
6. Name a pair of alternate
exterior angles
7. Name a pair of corresponding
angles.
8. Name a pair of angles on the
same side of a transversal.

8
Jski.dv
J. Additional activities for The figure below shows lines m // n with t as transversal. Additional activity for remediation:
application or remediation
Name:
1. 4 pairs of corresponding angles
2. 2 pairs of alternate interior angles
3. 2 pairs of alternate exterior angles
4. 2 pairs of interior angles on the same side of the
transversal
5. 2 pairs of exterior angles on the same side of the
transversal

Using the same figure:

1. Name all numbered angles congruent to  7.
2. Name all numbered angles congruent to ∠ 4.
3. Name all numbered angles supplementary to ∠ 8, to ∠
7.
4. Name all numbered angles supplementary to  3, to ∠
4.
5. Name the pairs of equal angles and supplementary
angles in the figure.

VI. REMARKS

VII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. of learners who earned
80% in the evaluation

9
Jski.dv
 B. No. of learners who require
additional activities for
remediation who scored
below 80%
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 use/discover
which I wish to share with
other teachers?

Footnote:

This material has been formulated for the benefit of the teachers and learners as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your
locality/learners need but not the competencies.

Thank you.

10
Jski.dv