4 A’s PROCEDURE:

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process
by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

School Kibenton Integrated School Grade Level Grade 8

Teacher Mayco E. Cabildo Learning Area Mathematics
Date October 28,2019 Quarter Third

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of factors of
axiomatic structure of geometry and triangle congruence.
B. Performance Standards The learner is able to formulate an organized plan to handle a real-life
situation.
C. Learning Competencies
At the end of the lesson, the learners will be able to:
/ Objectives.
a. Describes a mathematical system. M8GE-IIIa-1
II. CONTENT Patterns and Algebra
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials Google.com/ slideshare. com
from Learning Resource
(LR) portal
B. Other Learning VISUAL AID
Resources
V. PROCEDURES
Introductory Activity Facilitator: May I request everyone to please stand, and the prayer leader to
be in front for the opening prayer.
(Students stand and pray)
Facilitator: Good afternoon class.
Students: Good afternoon teacher Mayco !
Facilitator: Class, before you take your seat kindly align your chairs and pick
up pieces of garbage under it.
(Students arrange their chairs)
Facility: Thank you, class. You may now take your seat.
Students: Thank you, teacher.
(The teacher will check the attendance.)
Facilitator: Today you are expected to describe mathematical system,
particularly in geometry. Are you ready class?
Students: Yes sir!
Activity/Strategy Facilitator: Before we will discuss our new topic, let’s have an activity. This
activity is called 3-2-1.
Instructions: a. Write 3 ideas or things you already know about the topic
b. Think 2 questions you want to be answered by the teacher
during discussion.
c. Write 1 thing you want the teacher to know
Students: (Answers may vary )
Facilitator: Today we will talk about mathematical system, particularly in
geometry. As we go on with our discussion, I want you to take down notes.
Analysis Mathematical system

A typical mathematics system has the following four parts.

1. Undefined terms
2. Defined terms
3. Axioms and postulates
 4. Theorems

UNDEFINED TERMS
In mathematical system we come across many terms which cannot be
precisely defined. In modern mathematics we accept certain undefined
terms. The choice of the undefined terms is completely arbitrary and
generally to facilitate the development of the structure.

Example: point, line, plane, number and etc.

DEFINED TERMS
We defined the other terms of mathematical system in terms of undefined
terms.

Example: angle, line segment, ray and etc.

AXIOMS AND POSTULATES

Early Greeks considered postulates as general truths common to all studies
and axioms as the truths relating to the special study at hand.

THEOREMS
A statement that we arrive at by successive application of the rule of
implication to the axiom and statements previously arrived is called
theorems. For example, an angle in a semicircle is a right angles.

Facilitator: We have already discussed the common terms in a mathematical

system. Do you have any clarifications or questions?

Students: None sir.

Abstraction Facilitator: Now let’s do another activity.

THE THREE W’s

Write your answers in your notebook.
*What did we learn today?
*So what?(relevancy,importance or usefulness)
*Now what?(how does it fit into what we are learning)
Students: (Answers may vary)

Application Facilitator: Think of a a related “hugot line” about our topic today.
Students: (Will actively participate in the activity.)
Assessment Quick doodles Doodle.

Draw two or three concepts presented in the lesson today may include
words or numbers. Describe what you have drawn or written on your paper.
Assignment/Agreement. Read/research about defined and undefined terms in geometry.
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% on the
formative assessment.
B. No. of learners who
require additional
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 this 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?

PREPARED BY: MAYCO E. CABILDO CHECKED BY: EDGAR G. MACABAYA

TEACHER I SCHOOL PRINCIPAL
 4 A’s PROCEDURE:
Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process
by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

School Kibenton Integrated School Grade Level Grade 8

Teacher Mayco E. Cabildo Learning Area Mathematics
Date October 29,2019 Quarter Third

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of factors of
axiomatic structure of geometry and triangle congruence.
B. Performance Standards The learner is able to formulate an organized plan to handle a real-life
situation.
C. Learning Competencies At the end of the lesson, the learners will be able to:
/ Objectives. 1. Illustrates the need for an axiomatic structure of mathematical
system in general , and in geometry in particular:
a. Defined terms
b. Undefined terms. M8GE-IIIa-c-1

II. CONTENT Patterns and Algebra

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials Google.com/ slideshare. com
from Learning Resource
(LR) portal
B. Other Learning VISUAL AID
Resources
V. PROCEDURES
Introductory Activity Facilitator: May I request everyone to please stand, and the prayer leader to
be in front for the opening prayer.
(Students stand and pray)
Facilitator: Good afternoon class.
Students: Good afternoon teacher Mayco !
Facilitator: Class, before you take your seat kindly align your chairs and pick
up pieces of garbage under it.
(Students arrange their chairs)
Facility: Thank you, class. You may now take your seat.
Students: Thank you, teacher.
(The teacher will check the attendance.)
Facilitator: Today you are expected to illustrate defined and undefined
terms, particularly in geometry. Are you ready class?
Students: Yes sir!
Activity/Strategy Facilitator: Before we will discuss our new topic, let’s have an activity. This
activity is called 3-2-1.
Instructions: a. Write 3 ideas or things you already know about the topic
b. Think 2 questions you want to be answered by the teacher
during discussion.
c. Write 1 thing you want the teacher to know
Students: (Answers may vary )
Facilitator: Today we will talk about defined and undefined terms in
geometry, particularly in geometry. As we go on with our discussion, I want
you to take down notes.
Analysis UNDEFINED TERMS
In geometry, formal definitions are formed using other defined words or
 terms. There are, however, three words in geometry that are not formally
defined. These words are point, line and plane, and are referred to as the
"three undefined terms of geometry".While these words are "undefined" in
the formal sense, we can still "describe" these words.
The descriptions, stated below, refer to these words in relation to geometry.

POINT
• a point indicates a location (or position) in space.
• a point has no dimension (actual size).
• a point has no length, no width, and no height (thickness).
• a point is usually named with a capital letter.
• in the coordinate plane, a point is named by an ordered pair, (x,y).
While we represent a point with a dot, the dot can be very tiny or very large.
Remember, a point has no size.

LINE (straight line)

• a line has no thickness.
• a line's length extends in one dimension.
• a line goes on forever in both directions.
• a line has infinite length, zero width, and zero height.
• a line is assumed to be straight.
• a line is drawn with arrowheads on both ends.
• a line is named by a single lowercase script letter, or by any two (or more)
points which lie on the line.
Lines can be labeled with a single script letter, or by two points on the line,
. The thickness of a line makes no difference.
Collinear points are points that lie on the same straight line.
Coplanar points are points that line in the same plane.

PLANE
• a plane has two dimensions.
• a plane forms a flat surface extending indefinitely in all directions.
• a plane has infinite length, infinite width and zero height (thickness).
• a plane is drawn as a four-sided figure resembling a tabletop or a
parallelogram.
• a plane is named by a single letter (plane m) or by three coplanar, but non-
collinear,* points (plane ABC).
Students: None sir.
Abstraction Facilitator: Now let’s do another activity.

THE THREE W’s

Write your answers in your notebook.
*What did we learn today?
*So what?(relevancy,importance or usefulness)
*Now what?(how does it fit into what we are learning)
Students: (Answers may vary)

Application Facilitator: In your note notebook, draw and describe the intersection of the
following:
1. Intersection of two lines
2. Intersection of two planes
3. Intersection of a line and plane

Assessment In a ½ crosswise, tell wether each represents a point,line or a plane.

1. Edge of the ruler

2. The tip of the pen
3. A sheet of paper
4. Mongo seeds
5. A piece of yarn
6. The floor of the classroom
 7. Earrings
8. The tip of the nail
9. A one hundred peso bil
10. A broom stick
Assignment/Agreement. Read/research about postulates and theorems.
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% on the
formative assessment.
B. No. of learners who
require additional
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 this 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?

PREPARED BY: MAYCO E. CABILDO CHECKED BY: EDGAR G. MACABAYA

TEACHER I SCHOOL PRINCIPAL
 4 A’s PROCEDURE:
Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process
by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

School Kibenton Integrated School Grade Level Grade 8

Teacher Mayco E. Cabildo Learning Area Mathematics
Date October 30,2019 Quarter Third

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of factors of
axiomatic structure of geometry and triangle congruence.
B. Performance Standards The learner is able to formulate an organized plan to handle a real-life
situation.
C. Learning Competencies At the end of the lesson, the learners will be able to:
/ Objectives. 1. Illustrates the need for an axiomatic structure of mathematical
system in general , and in geometry in particular:
a. Theorems
b. Postulates . M8GE-IIIa-c-1

II. CONTENT Patterns and Algebra

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials Google.com/ slideshare. com
from Learning Resource
(LR) portal
B. Other Learning VISUAL AID
Resources
V. PROCEDURES
Introductory Activity Facilitator: May I request everyone to please stand, and the prayer leader to
be in front for the opening prayer.
(Students stand and pray)
Facilitator: Good afternoon class.
Students: Good afternoon teacher Mayco !
Facilitator: Class, before you take your seat kindly align your chairs and pick
up pieces of garbage under it.
(Students arrange their chairs)
Facility: Thank you, class. You may now take your seat.
Students: Thank you, teacher.
(The teacher will check the attendance.)
Facilitator: Today you are expected to illustrate theorem and postulate,
particularly in geometry. Are you ready class?
Students: Yes sir!
Activity/Strategy Facilitator: Before we will discuss our new topic, let’s have an activity. This
activity is called 3-2-1.
Instructions: a. Write 3 ideas or things you already know about the topic
b. Think 2 questions you want to be answered by the teacher
during discussion.
c. Write 1 thing you want the teacher to know
Students: (Answers may vary )
Facilitator: Today we will talk about theorem and postulate, particularly in
geometry. As we go on with our discussion, I want you to take down notes.
Analysis A postulate is an obvious geometric truth that is accepted without
proof. Postulates are assumptions that do not have counter examples.
Some common and widely accepted assumptions (postulates) that are not
mathematical in origin are:

 Money can’t buy happiness.

 All men are created equal.
 Knowledge is superior to ignorance.

The Properties of Algebra are also called the Postulates of Algebra and are
used in geometry proofs.

Postulates of Equality

 Reflexive Property of Equality: a = a

 Symmetric Property of Equality: if a = b, then b = a
 Transitive Property of Equality: if a = b and b = c, then a = c

Postulates of Operations

 Commutative Property of Addition: a + b = b + a

 Commutative Property of Multiplication: a * b = b * a
 Associative Property of Addition: (a + b) + c = a + (b + c)
 Associative Property of Multiplication: (a * b) * c = a * (b * c)
 Distributive Property: a * (b + c) = a * b + a * c and vice versa

Euclid based his study of geometry on the following postulates. He accepted

these statements to be true without proof.

 Two points determine a line segment.

Line - has no thickness or width. It does have length, and the length
extends infinitely in both directions, so its measure is infinite.

Point – It holds location and has no thickness, length or width. It has

no measure in any direction.

 A line segment can be extended indefinitely along a line.

 A circle can be drawn with a center and any radius.
 All right angles are congruent.
 If two lines are cut by a transversal, and the interior angles on the
same side of the transversal have a total measure of less than 180
degrees, then the lines will intersect on that side of the transversal.

Postulates serve as the starting points from which theorems are logically
derived.

A theorem is a basic geometric principle which is supported and established

by a proof. Theorems are proven to be true by making connections between
accepted definitions, postulates, mathematical operations, and previously
proven theorems.

If you have an idea that can be demonstrated to be true or works all the
time, then the idea is a theorem!

Theorems are usually divided into a hypothesis (what is given) and a

conclusion (what needs to be proven). Once a theorem has been proven, it
becomes an accepted tool in the proof of any other theorems.

Examples of postulates and theorems

1.1 Ruler Postulate

The points on a line can be matched one to one with
 the real numbers. The real number that corresponds to a
point is the coordinate of the point. The distance between
points A and B, written as AB, is the absolute value of the
difference of the coordinates of A and B.
1.2 Segment Addition Postulate
If B is between A and C, then AB + BC = AC.
If AB + BC = AC, then B is between A and C.
1.3 Protractor Postulate
Consider ⃖O __B⃗ and a point A on one side of O ⃖__B⃗ . The rays
of the form _O__A⃗ can be matched one to one with the real
numbers from 0 to 180. The measure of ∠AOB, which can
be written as m∠AOB, is equal to the absolute value of the
difference between the real numbers matched with _O __A⃗ and _O__B⃗ on a
protractor.
1.4 Angle Addition Postulate
If P is in the interior of ∠RST, then the measure of ∠RST is equal to the sum
of the measures of ∠RSP and ∠PST.
2.1 Two Point Postulate
Through any two points, there exists exactly one line.
2.2 Line-Point Postulate
A line contains at least two points.
2.3 Line Intersection Postulate
If two lines intersect, then their intersection is exactly one point.
2.4 Three Point Postulate
Through any three noncollinear points, there exists exactly one plane.

3.1 Corresponding Angles Theorem

If two parallel lines are cut by a transversal, then the pairs
of corresponding angles are congruent.
3.2 Alternate Interior Angles Theorem
If two parallel lines are cut by a transversal, then the pairs
of alternate interior angles are congruent.
3.3 Alternate Exterior Angles Theorem
If two parallel lines are cut by a transversal, then the pairs
of alternate exterior angles are congruent.
3.4 Consecutive Interior Angles Theorem
If two parallel lines are cut by a transversal, then the pairs
of consecutive interior angles are supplementary.
3.5 Corresponding Angles Converse
If two lines are cut by a transversal so the corresponding
angles are congruent, then the lines are parallel.
Abstraction Facilitator: Now let’s do another activity.

THE THREE W’s

Write your answers in your notebook.
*What did we learn today?
*So what?(relevancy,importance or usefulness)
*Now what?(how does it fit into what we are learning)
Students: (Answers may vary)

Application Facilitator: Think of a a related “hugot line” about our topic today.
Students: (Will actively participate in the activity.)
Assessment Using a Venn diagram, illustrate the differences and similarities of theorems
and postulates.

Assignment/Agreement. Read/research about defined and undefined terms in geometry.

V. REMARKS
VI. REFLECTION

A. No. of learners who

earned 80% on the
formative assessment.
B. No. of learners who
require additional
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 this 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?

PREPARED BY: MAYCO E. CABILDO CHECKED BY: EDGAR G. MACABAYA

TEACHER I SCHOOL PRINCIPAL