LESSON PLAN IN MATHEMATICS 8

Student Teacher: Babelino B. Getes Jr.

Cooperating Teacher: Jessie L. Baraca

Subject – Grade: MATHEMATICS – GRADE 8

Time Schedule: 8:30 – 9:30 Math 8 – Malvar, 10:45 – 11:45 Math 8 – Aguinaldo

CONTENT STANDARD
Demonstrate understanding key concepts of axiomatic structure of
geometry and triangle congruence.

PERFORMANCE STANDARD

Formulate an organized plan to handle a real life situation.

I. OBJECTIVE/S

Proves two triangles are congruent. M8GE-IIIg-1

II. SUBJECT MATTER

Topic: PROVING CONGRUENCE OF A TRIANGLE

References: Teacher’s Guide pp. 389-392; Curriculum Guide pp. 90
Learning Materials Used: Learner’s Module pp. 358-361; Visual Aid

III. PROCEDURE

A. Preparation
1. Prayer
2. Checking of Attendance
3. Review
The teacher will review the past lesson.
4. Motivation
The teacher will teach and conduct an activity which is “Paper
Boat Making.”
5. Setting of the Objectives
The teacher reads the objectives of the lesson.
 B. Presentation
The teacher will group the class into 4 and each group will be
given different tasks. They will be given 10 minutes to do the task and it
will be discussed in the class.

C. Association
The teacher will ask the students about the things they have
observed during the presentation.

D. Generalization
The teacher will ask the students about the things and the general
description of the lesson.

IV. Evaluation
Direction: Prove that two triangles are congruent

1. Given: ∠NER ≅ ∠NVR

Prove: △ NER ≅ △ VNR

2. Given: AB ≅ DE; ∠B ≅ ∠E; BC ≅ EF

Prove: △ ABC ≅ △ DEF

3. Given: ∠B ≅ ∠E; CB ≅ F E; ∠D ≅ ∠A
Prove: △ ABC ≅ △ DEF

4. Given: PO ≅ OT; LO ≅ OM; PT bisects LM at O

Prove: △ LOT ≅ △ POM

5. Given: HE ≅ OP; ∠E ≅ ∠O; HP is the diagonal of □HOPE

Prove: △ HPE ≅ △ PHO

V. Assignment
Answer Exercise 9, LM p. 365
 LESSON PLAN IN MATHEMATICS 8

Student Teacher: Babelino B. Getes Jr.

Cooperating Teacher: Jessie L. Baraca

Subject – Grade: MATHEMATICS – GRADE 8

Time Schedule: 8:30 – 9:30 Math 8 – Malvar, 10:45 – 11:45 Math 8 – Aguinaldo

CONTENT STANDARD
Demonstrate understanding key concepts of axiomatic structure of
geometry and triangle congruence.

PERFORMANCE STANDARD

Formulate an organized plan to handle a real life situation.

I. OBJECTIVE/S

Proves statement on triangles congruence. M8GE-IIIh-1

II. SUBJECT MATTER

Topic: PROVING TRIANGLE CONGRUENCE

References: Teacher’s Guide pp. 392-395; Curriculum Guide pp. 90
Learning Materials Used: Learner’s Module pp. 362-364; Visual Aid

III. PROCEDURE

A. Preparation
1. Prayer
2. Checking of Attendance
3. Review
The teacher will review the past lesson.
4. Motivation
The teacher will conduct a game called “Who am I?”
5. Setting of the Objectives
The teacher reads the objectives of the lesson.
 B. Presentation
The teacher will discuss the topic “Right Triangles” and teach
them how to prove if two right angles are congruent.

C. Verification
The teacher gives an example and let the students to answer it.

D. Application
The teacher will group the students into four groups and he will
assign one problem in each group.

IV. EVALUATION
Direction: Give the additional congruent parts to prove that the right
triangles are congruent, and then prove your statements.

1.

2.

3.

V. ASSIGNMENT
Search for the definition of the following terms:
1. Isosceles Triangle Theorem
2. Converse of Isosceles Triangle Theorem
3. Angle Bisector
4. Perpendicular
Put it in a ½ crosswise paper.
 LESSON PLAN IN MATHEMATICS 8

Student Teacher: Babelino B. Getes Jr.

Cooperating Teacher: Jessie L. Baraca

Subject – Grade: MATHEMATICS – GRADE 8

Time Schedule: 8:30 – 9:30 Math 8 – Malvar, 10:45 – 11:45 Math 8 – Aguinaldo

CONTENT STANDARD
Demonstrate understanding key concepts of axiomatic structure of
geometry and triangle congruence.

PERFORMANCE STANDARD

Formulate an organized plan to handle a real life situation.

I. OBJECTIVE/S

Applies triangle congruence to construct perpendicular line and angle

bisector. M8GE-IIIi-j-1

II. SUBJECT MATTER

Topic: APPLICATION OF TRIANGLE CONGRUENCE

References: Teacher’s Guide pp. 395-399; Curriculum Guide pp. 90
Learning Materials Used: Learner’s Module pp. 365-368; Visual Aid

III. PROCEDURE

A. Preparation
1. Prayer
2. Checking of Attendance
3. Review
The teacher will review the past lesson.
4. Motivation
The teacher will let the students construct a paper plane.
5. Setting of the Objectives
The teacher reads the objectives of the lesson.
 B. Presentation
The teacher will relate the motivation to the new topic. Then, the
teacher will discuss the parts of isosceles triangle. After that, he will
group the students and each group will prove the isosceles triangle
theorem and other properties of isosceles triangle.

C. Association
The teacher will ask the students about the things they have
observed during the presentation.

D. Generalization
The teacher will ask the students about the general description of
the lesson.

IV. EVALUATION
Direction: Draw the figure and be guided by the questions.
Procedure:
a. Draw an Isosceles △ABC
b. Draw the bisector BE of the vertex ∠B which
intersects AC at E.
c. Prove that the two △BEA and △BEC are congruent.
d. Show that E is the midpoint AC
e. Show that BE is perpendicular to AC at E

V. ASSIGNMENT
Prove if an equilateral triangle is equiangular.
Write in a ½ crosswise paper.