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20 views4 pages

III-Day 34

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Uploaded by

jabillomarilyn23
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We take content rights seriously. If you suspect this is your content, claim it here.
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Republic of the Philippines

Department of Education
Region VII (Central Visayas)
Division of Bohol
Ubay II, East District
CAGTING HIGH SCHOOL

School CHS Grade Level Grade 8


Teacher Marvy I. Dalagan Learning Area Mathematics
Teaching Date and Time Quarter Third
SEMI-DETAILED LESSON PLAN IN MATH 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 perpendicular bisector.
2. Solve problem involving angles formed by perpendicular lines.
3. Determine the measure of the segments formed by perpendicular bisector.
4. Demonstrate appreciation of understanding on how to solve problems
applying the angle bisector.
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. Show an example of perpendicular lines on the board.
4. What can you observe to the angles formed by two perpendicular lines?
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 question
/instances of the new lesson guides that follows.

Guide Questions:
1. What is in the picture?
2. What have you observe with the
two roads shown?
3. What type of angle is formed by
two perpendicular lines?
4. If angle 1 measures 90, what is
the measure of angles 3,4 and 5?

D. Discussing new concepts and The teacher will discuss the definition of perpendicular lines and the measure of the
practicing new skills # 1 angle it will formed. After discussing, let the learners answer the problem by pair for
further discussion and choose a representative to present their output on the board.
Try this! Solve for the value of x.

E. Discussing new concepts and In addition, the teacher will introduce perpendicular bisector to the learners by letting
practicing new #2 them do the activity below. Inform them that a perpendicular bisector is line that
divides a line segment into two equal parts. It also makes a right angle with the line
segment.

Given: Triangle ABC at the right, line segment XE = EY


If line segment XE = 23 inches,
and EY = 3y-1, find the value of y.

F. Developing mastery For further practice, the teacher will allow the students do another activity by pair or
( Leads to Formative Assessment 3) triad.
Activity: Find the value of x.

1.

2x

x+8

2.

11 4x + 3
G. Finding practical application of
concepts and skills in daily living
H. Making generalization and The teacher summarizes the lesson by asking the questions:
abstractions about the lesson 1. What is a perpendicular line?
2. How is it differ to perpendicular bisector?
3. Does perpendicular bisector always start at the vertex?
4. What to consider in making a perpendicular bisector?
5. What kind of angle formed when two perpendicular lines intersect?
I. Evaluating learning The learners will answer the formative test.

Activity: Find the value of x.

1.

5x – 5

2.

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?

Submitted to:
ROCHEL MERCADO
School Principal
Prepared by:

MARVY I. DALAGAN
Mathematics Teacher

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