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III-Day 7

This document is a semi-detailed lesson plan for Grade 8 Mathematics focusing on the axiomatic structure of geometry and triangle congruence. It outlines objectives, content standards, learning competencies, and procedures for teaching fundamental postulates of Euclid. The plan includes formative assessments, practical applications, and reflection on teaching effectiveness.

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10 views3 pages

III-Day 7

This document is a semi-detailed lesson plan for Grade 8 Mathematics focusing on the axiomatic structure of geometry and triangle congruence. It outlines objectives, content standards, learning competencies, and procedures for teaching fundamental postulates of Euclid. The plan includes formative assessments, practical applications, and reflection on teaching effectiveness.

Uploaded by

jabillomarilyn23
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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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

SEMI-DETAILED LESSON PLAN IN MATH 8


School CHS Grade Level Grade 8
Teacher Marvy I. Dalagan Learning Area Mathematics
Teaching Date and Time Quarter Third
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learner demonstrates understanding of key concepts of axiomatic


structure of geometry and triangle congruence.

B. Performance Standards The learner is able to formulate an organized plan to handle real-life situation.

Learning Competency: Illustrates the need for an axiomatic structure of a


mathematical system in general, and in Geometry in particular: (a) defined
terms; (b) undefined terms; (c) postulates; and (d) theorems. (M8GE-IIIa-c-1)

C. Learning Competencies/ Learning Objectives:


Objectives
1. Define Postulate
2. Illustrate the first three fundamental postulates of Euclid
3. Demonstrate appreciation of knowing the fundamental postulates as
an important skill needed to understand on how to prove triangle
congruence.
II. CONTENT Fundamental Theorems of Euclid
III. LEARNING RESOURCES teacher’s guide, learner’s module, compass, ruler, pencil
A. References
1. Teacher’s Guide
2. Learner’s Materials
B. Other Learning Resources Next Century Mathematics (K-12) page 444

www.toppr.com/guides/maths/introduction-to-euclids-geometry/euclids-
postulates/

www.cut-the-knot.org/triangle/pythpar/Fifth.shtml

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning systematically
by providing pupils/students with multiple ways to learn new things, practice the learning,
question their learning processes, and draw conclusions about what they learned in relation to
their life experiences and previous knowledge. Indicate the time allotment for each step.

Which of the following is/are generally accepted to be true?

1. People die.
2. The earth revolves around the sun.
3. The universe came to what it is now due to a big explosion.
4. God created everything in 7 days.
A. Review previous lesson
5. Air cannot be seen.
or presenting the new
Answer Key:
lesson
1. ACCEPTED
2. ACCEPTED
3. NOT (There are many stories of how the universe came to be)
4. NOT (Depends upon the religion or whatsoever belief an individual
has)
5. ACCEPTED
The teacher lets the students realize that understanding then 5 fundamental
B. Establishing a purpose
postulates of Euclid is an important skill needed to prove triangle congruence.
for the lesson
The teacher lets the students, in groups of three, do the following.

C. Presenting examples/ 1. Draw a line segment by connecting any two points.


instances of the new 2. Extend a line segment to both sides as they want (the longer the
lesson segment the better)
3. Draw a circle with any centre and radius.

The teacher discusses with the students their drawings. Furthermore, he/she
D. Discussing new concepts
asks the students about the mathematical skills or principles that they used to
and practicing new skills
#1 arrive at their answers.

The teacher discusses and illustrates thoroughly the first 3 postulates of Euclid.

E. Discussing new concepts 1. A straight line segment may be drawn between any two points
and practicing new skills 2. A piece of straight line may be extended indefinitely.
#2 3. A circle may be drawn with any given radius and an arbitrary
centre.
Working in pairs, the teacher lets the students answer the following exercise.
F. Developing mastery 1. Show that a line segment can be drawn by connecting any two points.
(leads to formative
2. Draw a line that passes through points A and B.
assessment 3)
3. Draw a circle with a radius 2 cm.

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations The teacher summarizes the lesson by asking the following questions.
and abstractions about
the lesson
1. Can we draw a line segment using any two points?
2. Can we extend any line indefinitely?
3. Can we draw a circle with radius 2 cm? 3 cm? 4cm?

The teacher lets the students answer individually the formative assessment.

Follow the following steps.

1. Draw any two points on your paper.


I. Evaluating Learning
2. Connect the two points.
3. Using the figure formed (by doing steps 1 and 2), draw a circle with
that figure as the radius.
4. Extend the figure (same figure used in step 3) infinitely to both
directions.
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress.
What works? What else needs to be done to help the pupils/students learn? Identify what help
VI. REFLECTION your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.

A. No. of learners who earned 80%


of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson 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 these
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

Submitted to:
ROCHEL MERCADO
School Principal
Prepared by:

MARVY I. DALAGAN
Mathematics Teacher

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