School POTRERO NATIONAL HIGH SCHOOL 9:20pm – 10:20pm – 8 – ACACIA (MTThF)

Potrero National High School Teacher Mrs. NOAH ANNE S. MILLAN Grade and 12:30pm – 1:30pm – 8 – GUIJO (MTWTh)
DAILY LESSON LOG Learning Area MATHEMATICS 8 Section/Time 1:30pm – 2:30pm – 8 – ANAHAW (MTWTh)
Quarter 3rd 2:50pm – 3:50pm – 8 – KAMAGONG (MWThF)
Week No. 3

February 12, 2024 February 13, 2024 February 14, 2024 February 15, 2024 February 16, 2024
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence
B. Performance Standard formulate an organized plan to handle a real-life situation, and communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving
real-life problems involving congruent triangles using appropriate and accurate representations.
C. Learning Competency Illustrates the need for an Illustrates the need for an Illustrates the need for an axiomatic Illustrates the need for an axiomatic Catch up Fridays
Write the LC code for each. axiomatic structure of a axiomatic structure of a structure of a mathematical system in structure of a mathematical system
mathematical system in mathematical system in general, and in Geometry in in general, and in Geometry in
general, and in Geometry in general, and in Geometry in particular: (a) defined terms; (b) particular: (a) defined terms; (b)
particular: (a) defined terms; particular: (a) defined terms; (b) undefined terms; (c) postulates; and undefined terms; (c) postulates; and
(b) undefined terms; (c) undefined terms; (c) postulates; (d) theorems.. (M8GE-IIIa-c-1) (d) theorems.. (M8GE-IIIa-c-1)
postulates; and (d) theorems.. and (d) theorems.. (M8GE-IIIa-
(M8GE-IIIa-c-1) c-1)
D. Learning Objectives 1. define axiomatic system; 1. read and follow directions 1. read the mathematical
1. Define the different terms in 1. Define the different terms in 2. determine the importance of an carefully. terms we discussed this
the mathematical system; mathematical system; axiomatic system in geometry; 2. Answer the test questions week.
2. Construct the axiomatic 2. Describes a mathematical 3. illustrate the undefined terms; and correctly. 2. follow directions to
structure; and system, and 4. cite definitions, postulates, and 3. Show honesty in answering the correctly draw the given
3. Demonstrate appreciation of 3. Demonstrate appreciation of theorems involving points, lines and Summative Test. terms.
mathematical system through mathematical system through planes. 3. illustrate the
active participation and active participation and mathematical terms
coordination with varied coordination with varied correctly.
activities. activities.
II. CONTENT AXIOMS/POSTULATES THEOREMS SUMMATIVE TEST #1
DEFINED TERMS
WEEK 1 and 2
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Geometry III. 2009 p. 3 - 4 Geometry III. 2009 p. 3 - 4 Geometry III. 2009 p. 3 - 4 Geometry III. 2009 p. 3 - 4
3. Textbook pages R. Rocio “K to 12 R. Rocio “K to 12 R. Rocio “K to 12 R. Rocio “K to 12
Conceptual Math & Beyond” Conceptual Math & Beyond” Conceptual Math & Beyond” Conceptual Math & Beyond”
pp.232 - 233 pp.232 - 233 pp.232 - 233 pp.232 - 233
4. Additional Materials from http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/.
Learning Resource
1
 (LR)portal
B. Other Learning Resource Grade 8 LCTG by Dep Ed Cavite Grade 8 LCTG by Dep Ed Grade 8 LCTG by Dep Ed Cavite Grade 8 LCTG by Dep Ed Cavite
Mathematics 2016 Cavite Mathematics 2016 Mathematics 2016 Mathematics 2016
Deped CO Module Quarter 3 Deped CO Module Quarter 3 Deped CO Module Quarter 3 Deped CO Module Quarter 3
IV. PROCEDURES
A. Classroom Routines 1.Opening Prayer 1.Opening Prayer 1.Opening Prayer 1.Opening Prayer 1.Opening Prayer
2. Greetings 2. Greetings 2. Greetings 2. Greetings 2. Greetings
3. Classroom Instruction 3. Classroom Instruction 3. Classroom Instruction 3. Classroom Instruction 3. Classroom Instruction
B. Recall (Elicit) The teacher asks the students: The teacher asks the following The teacher asks the students:
The teacher asks the students:
1. What did we do last meeting? questions: 1. What did we do last meeting?
1. What did we do last meeting?
2. What are the different parts of 1. What did we do last meeting? 2. What are the postulates, axioms and
2. What are the postulates, axioms and
mathematical system? 2. What is are the undefined and theorems that we tackle?
theorems that we tackle?
defined terms that we discuss?
C. Motivation (Engage) ILLUSTRATE ME: ILLUSTRATE ME: Review and get ready for a Summative
Follow the directions: Follow the directions: Test.
 Draw points A,B,C inside a  Draw segment LM
circle  Draw point X between
 Draw a line using points X segment QR
and Y  Draw perpendicular lines
 Draw points L,O,V,E in line AB and CD
x  Draw an isosceles triangle
 Draw points G,E,O,M QRS
inside plane R

D. Discussion (Explore) AXIOMS are generally

statements used throughout
DEFINED TERMS = Terms that
mathematics. THEOREM = is a statement
are defined using the undefined
POSTULATES are assumptions proven based on axioms, other
terms.
specific to Geometry. theorems, and some set of
Postulates or axioms are logical connectives.
statements that may be used to
justify the statements in a proof.

E. Developing Mastery (Explain) Working with pairs, the teacher lets Axioms Theorem 1 Illustrate the following
the students define the mathematical a) Reflexive Property of Equality: If two different lines intersect, postulates and theorems.
terms through matching type. Let For every real number x, x = x then they intersect at exactly a. If a line intersects a
them write the letter of their answer b) Symmetric Property of Equality: one point. plane not containing it, then
on the blank provided. For every real number x and y, if x Theorem 2 the intersection contains
Column A =y then y = x If a line not contained in a plane only one point.
___1. Geometric terms which c) Transitive Property of Equality intersects the plane, then the b. If line M contains points
definitions For every real number x, y and z, if x intersection contains only one X and Y, then XY = YX
are derived from the undefined =y and z = x point. c. If two points M and N lies
terms. then y=x Theorem 3 in a plane Q, then line MN
___2. It is a statement proven based d) Addition Property of Equality If a point lies outside a line, then lies in the same
on axioms other theorems, and For every real number x, y and z, if x exactly one plane contains both plane.
2
 = y then x+z = y+z d. If D is in the interior of
e) Subtraction Property of Equality ∡BAC, then m∡BAC =
For every real number x, y and z, if x m∡BAD + m∡DAC
= y then x-z = y-z e. Line S intersects plane
the line and the point.
f) Multiplication Property of Equality R, then line S intersects
Theorem 4
For every real number x, y and z, if x plane R at exactly one
If two distinct (different) lines
= y then x∙z = y∙z point.
intersect, then exactly one plane
some set of logical connectives. g) Substitution Property of Equality
contains both lines.
___3. It is a general statement that is For every real number x, y and z,
Linear Pair Theorem
taken then x and y may be
If two angles form a linear pair,
to be true, to serve as a premise or substituted for each other in any
then they are supplementary.
starting equation
Vertical Angles Theorem- Vertical angles
point for further reasoning and
are congruent.
arguments. Geometrical Postulates:
Perpendicular Bisector Theorem
___4. These are geometric terms Postulate 1. A straight line segment
Point on the perpendicular
that are can be drawn joining any two
bisector of a segment is
not precisely defined but generally distinct points.
equidistant from the endpoints
accepted. Postulate 2. Any straight line
of the segment.
___5. It is a geometrical statement segment can be extended
Isosceles Triangle Theorem
that is taken to be true, to serve as a indefinitely in a straight line.
Base angles of isosceles triangles
premise or starting point for further Postulate 3. Given any straight line
are congruent.
reasoning and arguments segment, a circle can be drawn
Exterior Angle Theorem
Column B having the segment as radius and
The exterior angle of a triangle is
A. Undefined terms one endpoint as center.
equal to the sum of the two
B. Defined terms. Postulate 4. All right angles are
remote interior angles of the
C. Axioms congruent.
triangle. The exterior angle of a
D. Postulates Postulate 5. If a straight line meets
triangle is greater than either of
E. Theorems two other lines, so as to make the
the measures of the remote
. two interior angles on one side of it
interior angles.
together less than two right angles,
Triangle Angle Sum Theorem
the other straight lines will meet if
The sum of the measures of the
produced on that side which the
angles of a triangle is 180°.
angles are less than two right
angles.

F. Application & Elaboration (Elaborate) The teacher discusses and The teacher discusses and The teacher discusses and illustrates
illustrates the different illustrates thoroughly the thoroughly the definitions of the
mathematical terms. (Please definitions of the different different mathematical terms
refer to CO_Math8_ Module2) mathematical terms following following terms:
terms:
The teacher will guide the 1. AXIOM / POSTULATE = is a
students to correctly draw or statement that is taken to be THEOREM is a statement proven
illustrate the given terms. true, to serve as a premise or based on axioms, other theorems,
starting point for further and some set of logical connectives.
reasoning and arguments.
3
 2.AXIOM = is any mathematical
statement that serves as a
starting point from which other
statemetns are logically derived.
AXIOMATIC SYSTEM = is any
set of axioms from which some
or all axioms can be used in
conjunction to logically derive
theorems.

G. Evaluation . Direction: Give what is asked.

1. These are terms that are not
precisely defined and are generally
1) If 4x + 5 = 17 then 4x = 12 accepted.
2) If 5(x + 8) = 2 2-4. Enumerate the three undefined
Then + = 2 terms.
Draw and label each figure. 3) If MN = RS 5. This is a statement that is taken to
1. line XY on plane A Then + EF = + EF be true, to serve as a premise or
2. Three coplanar points P,Q and 4) Angle Addition Postulate: starting point for further reasoning
R If ST divides ∡RSV, and arguments.
3. Line l containing points C and then ∡RSV = + 6. This is a statement proven based
D but not point P. 5) Segment IJ intersects parallel on axioms, other theorems, and
planes Q and S at points K and some set of logical connectives.
J. Prove 7. .Terms that are defined using the
that points K and J are collinear undefined terms.
points. 8-12. What are the characteristics of
a defined term?
12-15. Give three examples of
defined terms.
H. Additional Activities Study:
1. Differentiate a postulate
Study and write down some
from a theorem. Write a reflection about the topic
common theorems in
2. List down some common we tackle this week.
Geometry
postulate and theorem.

4
V.REFLECTION
A. No. of learners who GR. & SECTION No. % GR. & SECTION No. % GR. & SECTION No. % GR. & SECTION No. % GR. & SECTION No %
earned 80% in the 8 - ACACIA 8 - ACACIA 8 - ACACIA 8 - ACACIA .
8 - GUIJO 8 - GUIJO 8 - GUIJO 8 - GUIJO 8 - ACACIA
evaluation. 8 – ANAHAW 8 – ANAHAW 8 – ANAHAW 8 – ANAHAW 8 - GUIJO
8- KAMAGONG 8- KAMAGONG 8- KAMAGONG 8- KAMAGONG 8 – ANAHAW
8- KAMAGONG

B. No. of learners who GR. & SECTION No. % GR. & SECTION No. % GR. & SECTION No. % GR. & SECTION No. % GR. & SECTION No %
require additional 8 - ACACIA 8 - ACACIA 8 - ACACIA 8 - ACACIA .
8 - GUIJO 8 - GUIJO 8 - GUIJO 8 - GUIJO 8 - ACACIA
activities for 8 – ANAHAW 8 – ANAHAW 8 – ANAHAW 8 – ANAHAW 8 - GUIJO
remediation who 8- KAMAGONG 8- KAMAGONG 8- KAMAGONG 8- KAMAGONG 8 – ANAHAW
scored below 80% 8- KAMAGONG

C. Did the remedial GR. & SECTION No. % GR. & SECTION No. % GR. & SECTION No. % GR. & SECTION No. % GR. & SECTION No %
lessons work? No. of 8 - ACACIA 8 - ACACIA 8 - ACACIA 8 - ACACIA .
8 - GUIJO 8 - GUIJO 8 - GUIJO 8 - GUIJO 8 - ACACIA
learners who have 8 – ANAHAW 8 – ANAHAW 8 – ANAHAW 8 – ANAHAW 8 - GUIJO
caught up with the 8- KAMAGONG 8- KAMAGONG 8- KAMAGONG 8- KAMAGONG 8 – ANAHAW
lesson 8- KAMAGONG

D. No. of learners who GR. & SECTION No. % GR. & SECTION No. % GR. & SECTION No. % GR. & SECTION No. % GR. & SECTION No %
continue to require 8 - ACACIA 8 - ACACIA 8 - ACACIA 8 - ACACIA .
8 - GUIJO 8 - GUIJO 8 - GUIJO 8 - GUIJO 8 - ACACIA
remediation 8 – ANAHAW 8 – ANAHAW 8 – ANAHAW 8 – ANAHAW 8 - GUIJO
8- KAMAGONG 8- KAMAGONG 8- KAMAGONG 8- KAMAGONG 8 – ANAHAW
8- KAMAGONG

E. Which of my teaching □ Lecture □ Lecture □ Lecture □ Lecture □ Lecture

□ Learning Activity Sheets (LAS) □ Learning Activity Sheets (LAS) □ Learning Activity Sheets (LAS) □ Learning Activity Sheets (LAS) □ Learning Activity Sheets (LAS)
strategies worked □ Collaborative Learning □ Collaborative Learning □ Collaborative Learning □ Collaborative Learning □ Collaborative Learning
well? Why did this □ Peer Tutoring □ Peer Tutoring □ Peer Tutoring □ Peer Tutoring □ Peer Tutoring
□ Problem Solving □ Problem Solving □ Problem Solving □ Problem Solving □ Problem Solving
work? □ Strategic Questioning □ Strategic Questioning □ Strategic Questioning □ Strategic Questioning □ Strategic Questioning
□ Performance Tasks □ Performance Tasks □ Performance Tasks □ Performance Tasks □ Performance Tasks
□ Others, please specify: □ Others, please specify: □ Others, please specify: □ Others, please specify: □ Others, please specify:
_________________________ _________________________ _________________________ _________________________
F. What difficulties did I □ Insufficient time □ Insufficient time □ Insufficient time □ Insufficient time □ Insufficient time
□ Different learning styles □ Different learning styles □ Different learning styles □ Different learning styles □ Different learning styles
encounter which my □ Poor numeracy skills □ Poor numeracy skills □ Poor numeracy skills □ Poor numeracy skills □ Poor numeracy skills
principal or supervisor □ Lack of instructional materials □ Lack of instructional materials □ Lack of instructional materials □ Lack of instructional materials □ Lack of instructional materials
□ Learning Environment □ Learning Environment □ Learning Environment □ Learning Environment □ Learning Environment
can help me solve? □ Behavioral Problems □ Behavioral Problems □ Behavioral Problems □ Behavioral Problems □ Behavioral Problems
□ Absenteeism & Tardiness □ Absenteeism & Tardiness □ Absenteeism & Tardiness □ Absenteeism & Tardiness □ Absenteeism & Tardiness
□ Others, please specify: □ Others, please specify: □ Others, please specify: □ Others, please specify: □ Others, please specify:
_________________________ _________________________ _________________________ _________________________ _________________________
G. Write a personal
reflection about your
teaching experience.

Prepared by: Monitored by: Noted by:

NOAH ANNE S. MILLAN REBECCA D. ALMARIO JAY T. ORONGAN

Teacher I Head Teacher III Principal I