Scribd
Upload
17 views3 pages

III-Day 40

Uploaded by

Rainman Insanity
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
17 views3 pages

III-Day 40

Uploaded by

Rainman Insanity
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Annex 18 DepEd Order No.

42, s, 2016

Grade / Level 8
School
Learning Area MATHEMATICS
Teacher
Teaching Dates and Times Quarter 3
DAILY LESSON PLAN OF M8GE-IIIi-j-1 (Week 10 Day 8)

I.OBJECTIVES Objectives must be me over the week and connected to the curriculum standards. To meet the objectives;
necessary procedures must be allowed and if needed, additional lessons, exercises and remedial activities
may done for developing content and knowledge and competencies. These are assessed using Formative
Assessment strategies Valuing objectives support the learning of content and competencies and enable
children to find the significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standard The learner demonstrates an understanding on the concept of applying triangle
congruence to construct perpendicular lines and angle bisector.
B. Performance Standards The learners are able to understand what a direct proofs is.
C. Learning Competencies / Learning Competency: applies triangle congruence to construct perpendicular lines
Objectives Write the LC Code for and angle bisector. (M8GE-IIIi-j-1)
each Learning Objectives:
1. Recall the definition of angle bisector and perpendicular lines.
2. Solve problem involving angle bisector and perpendicular bisector.
3. Demonstrate appreciation of understanding on how to solve problems
applying the angle bisector and perpendicular lines.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG , the
content can be tackled in a week or two
II. CONTENT

Teacher’s Guide; Learner’s Module


III. LEARNING RESOURCES
A. References
1.Teacher’s Guide Pages N/A
2.Teacher’s Materials pages N/A
3. Textbook pages N/A
4. Additional Materials From
Learning Resources (LR) portal
B. Other Learning Resources https://www.wyzant.com/resources/lessons/math/
geometry/triangles/bisectors of_triangles
https://www.ck12.org/geometry/perpendicular-bisectors/lesson/Perpendicular-
Bisectors-GEOM/
These steps should be done across the week. Spread out the activities appropriately so that the students will
learn well. Always be guided by demonstration of learning by the students which you can infer formation
IV. PROCEDURES assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning question their learning processes , and draw conclusion about what they
learned in relation to their experiences and previous knowledge indicate the time allotment for each step.
A. Reviewing previous The teacher recall previous topic by asking:
lesson or presenting the 1. What was our topic last meeting all about?
new lesson 2. What is a perpendicular lines?
3. What is an angle bisector?
4. What is the measure of the angles formed when perpendicular lines
intersect?
5. What happens to an angle divided by an angle bisector?
B. Establishing a purpose for the The teacher lets the students understand on how to solve problems using the concepts
lesson of perpendicular lines and perpendicular bisector.
C. Presenting examples The teacher will show a picture and let the students observe following the
/instances of the new lesson question guides that follows.

Guide Questions:
1. What is in the picture?
2. What geometrical shape prevails in designing a kite?
3. What geometrical figure can be observed in the framework (broomsticks) of
the kite?

D. Discussing new concepts and The teacher discusses with the students that perpendicular lines and angle bisector
practicing new skills # 1 are two important terms in understanding the applications of perpendicular lines and
angle bisector in real life. Furthermore, inform the students that a perpendicular
bisector always crosses the line segment at right angles (90°) while perpendicular
lines are lines that intersect at a right angle. On the other hand, angle bisectors simply
split one angle into two congruent angles.
E. Discussing new concepts and
practicing new #2

F. Developing mastery For further practice, the teacher will allow


( Leads to Formative Assessment 3) the students do the activity below by pair.
Activity: Given the pictures below, solve for the
value of x.
1.

2.

G. Finding practical application of


concepts and skills in daily living
H. Making generalization and The teacher summarizes the lesson by asking the class the following:
abstractions about the lesson 1. What is angle bisector?
2. What is a perpendicular bisector?
3. What is the difference between perpendicular bisector and angle bisector?
4. Does the definition of perpendicular bisector also applies to angle bisector?
5. How are perpendicular bisectors and angle bisectors the same?
I. Evaluating learning The teacher will let the students do the formative test.

1. Given a piece of pizza, if

∠ 1 measures 4 x−20∧∠ 2 measures 2 x .Find the measure of angle 1


and angle 2.

2. This diagram shows how path markings


could be used to assist drivers at a
slightly offset unsignalized intersection.
Given m ∠ 1=4 x+10∧m∠ 2=90
Find the value of x in m ∠ 1.
J. Additional activities for
application or remediation
V. REMARKS
Reflect on your teaching and assess yourself as teacher. Think about the student’s progress this
VI. REFLECTIONS week. What works? What else needs to be done to help the students learn?
A. No. of learners who earned 80 % in the
evaluation
B. No. of learners who required additional
activities for remediation who scored below
80 %
c. Did the remedial lesson work ? No. of
learners who have caught up the lesson
D. No. pf learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did theses work?
F.What difficulties did I encounter which my
principal or supervisor can help me solve
G. What innovation or localized materilas did I
use / discover which I wish to share with
other teachers?
For improvement, enhancement and / or clarification of any Deped material used, kindly submit feedback to bld.tld @deped.gov.ph

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy