K to 12 School DEL CARMEN INTEGRATED SCHOOL – ANNEX (SEC) Grade Level 8

DAILY LESSON LOG Teacher AMY N. PONCE Learning Area MATHEMATICS

Teaching Dates & Time FEBRUARY 3-7, 2025 Quarter 3RD

February 3 February 4 February 5 February 6 February 7

I. OBJECTIVES

1. Content The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.
Standards

2. Performance The learner is able to

Standards 1. formulate an organized plan to handle a real-life situation.
2. communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving
real-life problems involving congruent triangles using appropriate and accurate representations.
3. Learning Applies triangle congruence to construct perpendicular lines and angle bisectors. M8GE-IIIi-j-1
Competencies/
Objectives At the end of the lesson, the learners should be able to:

1. Recall triangle congruence.

2. Illustrate perpendicular and angle bisectors.
3. Apply triangle congruence to construct perpendicular lines and angle bisector.
II. CONTENT Applying Triangle Applying Triangle Applying Triangle Third Quarterly Third Quarterly
Congruence to Congruence to Congruence to Examinations Examinations
Construct Construct Construct
Perpendicular Lines Perpendicular Lines Perpendicular Lines
and Angle Bisector and Angle Bisector and Angle Bisector
(ST)
III. LEARNING
RESOURCES
A. References

1. Teacher’s
Guide

2. Learner’s
Materials

3. Textbook

4. Additional
Materials
from
Learning
 Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES

A. Reviewing PRETEST REVIEW The teacher will review The teacher will The teacher will remind
previous lesson the topics. remind the students the students of the
or presenting the Direction: Read the Angle Bisector - a of the rules and rules and regulations
new lesson questions carefully and line, a ray or a segment regulations during during the
choose the letter that that divides an angle the examinations. examinations.
corresponds to the into two congruent
correct answer. parts.

1. What do you call a Angle Bisector

line that intersects at Theorem - If a point is
right angle? on the bisector of an
angle, then the point is
A. intersecting lines equidistant from the
B. parallel lines sides of the angle.
C. perpendicular lines
D. skew lines Steps in
Constructing an
2. What do you call to a Angle Bisector
segment that divides
the angle into two 1. Construct an angle
congruent parts? using a ruler.

A. angle bisector 2. Place your compass

B. line segment starting from the
C. midsegment vertex, let’s say pt. A
B. segment bisector as the center, draw an
arc of any two radii to

bisects ∠LMN, which of angle and mark it pt. B

3. In the figure, if OM cut the rays of the

the following and pt. C.

statements is true?
3. Place your compass
A. LM ≅ NM with pt. B, draw an arc
B. LO ≅ NM of radius more than
C. ∠LOM ≅ ∠NOM half of BC, in the
D. ∠LMO ≅ ∠NMO interior of the given
angle.

4. With the same radius

of the compass, place it
 to pt. C and draw an
arc intersecting the
previous arc. Mark the
intersection as pt. D.

5. Join or connect using

a ruler from pt. A to pt.
D.

6. AD is the angle
bisector of the given
angle.

B. Establishing a RECAP The teacher will explain The teacher will explain
purpose for the the purpose of the the purpose of the
lesson In the previous self- assessment. assessment.
learning module, we PICTURE ANALYSIS
discussed on how to
prove statements on Show pictures of real-
triangle congruence. life applications of
perpendicular lines.
By the way let’s recall,
The teacher will
what are perpendicular Essential Questions:
explain the purpose of
lines and angle
the assessment
bisector? 1. How important are
perpendicular lines in
construction?
Today, we will discuss 2. Compare and
on how triangle contrast: Parallel Lines
congruence can be and Perpendicular
applied to construct
perpendicular lines and
angle bisector.
C. Presenting LESSON LESSON The teacher will The teacher will The teacher will explain
examples/ explain every part of explain every part of every part of the
instances of the Applying Triangle Perpendicular Lines the assessment. the assessment. assessment.
lesson Congruence to
Construct – are lines that
Perpendicular Lines intersect at a right
and Angle Bisector angle.
 Triangle congruence
plays a key role in the
construction of
perpendicular lines and
angle bisector.

Angle Bisector Perpendicular

Bisector
- a line, a ray or a
segment that divides – is the set of all points
an angle into two equidistant from the
congruent parts. endpoints of a
Segment
Also, notice that the
two congruent angles Basic Construction of
are adjacent to each a Perpendicular
other. Bisector of a Line
Segment

∠ILE if and only if N is To construct you need:

A ray LN is a bisector of

in the interior of ∠ILE 1. Ruler

and ∠ILE ≅ ∠ILE 2. Compass

D. Discussing new Steps: The students will The students will answer The students will
concepts and answer the the assessment. answer the
1. Draw a line segment assessment.
practicing new To construct angle assessment.
bisector, you need: BC using a ruler.
skills # 1
1. Ruler 2. Open the compass
more than half of the
2. Compass distance between B
and C and
Steps to Construct
Angle Bisector. scribe arcs of the same
radius at B and C.
1. Construct an angle
using a ruler. 3. Call the two points
where these arcs meet
2. Place your compass A and D.
starting from the
vertex, let’s say pt. A 4. Using a ruler, draw a
as the center, draw an
 arc of any two radii to line between A and D.
cut the rays of the
angle and mark it pt. B 5. AD is the
perpendicular bisector
and pt. C.
of the line segment CB.
3. Place your compass
with pt. B, draw an arc
of radius more than
half of BC, in the
interior of the given
angle.

4. With the same radius

of the compass, place it
to pt. C and draw an
arc intersecting the
previous arc. Mark the
intersection as pt. D. Let’s connect B, A, C
and D.
5. Join or connect using
a ruler from pt. A to pt.
D.

6. AD is the angle
bisector of the given
angle.

E. Discussing new Let’s prove if the Perpendicular The students will The students will answer The students will
concepts and construction of the Bisector Theorem answer the the assessment. answer the
practicing new bisector of an angle is assessment. assessment.
If a point is on the
skills #2 correct and how the perpendicular bisector
triangle congruence is of a segment, then the
applied. point is equidistant
from the endpoints of
the segments.
 Exercise 2
1. Solve for x. LW is
perpendicular bisector
of GO.

Angle Bisector
Theorem

If a point is on the Solution:

bisector of an angle, Since LW is
then the point is perpendicular
equidistant from the

GW ≅ OW.
sides of the angle. bisector of GO, then

5x + 12 = 8x
12 = 8x – 5x
12 = 3x
4 = x or x = 4
F. Developing Exercise 1 2. Given: GA is a The students will The students will The students will
mastery perpendicular bisector answer the present their answers. present their answers.
(Leads to Solve for x. assessment.
Formative
bisector of ∠RUE
1. UL is an angle
Assessment 3)

a. What is the
Solution: relationship between
LA and LD?
Since UL is an angle
b. What is the
 bisector of ∠RUE, relationship between

then ∠RUL ≅ ∠LUE.

m∠LAG and m∠DAG?

c. What is the
6x + 18 = 88 – 4x relationship between
6x + 4x = 88 – 18 LG and GD?

about ∠GAL and

10x = 70 d. What can you say

x=7 ∠GAD?
2. LW bisects ∠GWO. e. True or False:
Because GA is a

of LD, LG ≅ LA
perpendicular bisector

Solution:

∠GWO by angle
Since LW bisects

bisector theorem GL ≅
OL.

5x – 12 = 3x + 4

5x – 3x = 12 + 4

2x = 16

x=8

G. Finding practical VALUING

applications of
concepts and REFLECTION: (Journal Writing)
skills in daily
living
You need to find a best place to meet up with your friends so that everyone travels with equal distance. How
can you use angle bisector to do this? Show your construction.
H. Making WRAP-UP
generalizations Angle Bisector - a line, a ray or a segment that divides an angle into two congruent parts.
and abstractions Angle Bisector Theorem - If a point is on the bisector of an angle, then the point is equidistant from the sides of the
about the lesson angle.
 Perpendicular Lines – are lines that intersect at a right angle.
Perpendicular Bisector – is the set of all points equidistant from the endpoints of a segment.
Perpendicular Bisector Theorem - If a point is on the perpendicular bisector of a segment, then the point is
equidistant from the endpoints of the segments.
I. Evaluating The students will The students will Checking answers
learning answer their LM. answer their LM. Checking answers Checking answers

J.
Additional
activities for
application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
earned 80% in the earned 80% above earned 80% above earned 80% above earned 80% above earned 80% above
evaluation
B. No. of learners who _______ of Learners who _______ of Learners who _______ of Learners _______ of Learners who _______ of Learners who
require additional require additional require additional who require additional require additional require additional
activities for remediation activities for activities for activities for activities for remediation activities for
who scored below 80% remediation remediation remediation remediation
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lesson work? No. of ____ of Learners ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who
learners who caught up who caught up caught up the lesson caught up the lesson caught up the lesson caught up the lesson
with the lesson the lesson
D. No. of learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
continue to require continue to require continue to require continue to require continue to require continue to require
remediation remediation remediation remediation remediation remediation
E. Which of my teaching Strategies used that Strategies used that Strategies used that Strategies used that Strategies used that
strategies worked well? work well: work well: work well: work well: work well:
Why did these work? ___ Group collaboration ___ Group collaboration ___ Group ___ Group collaboration ___ Group collaboration
___ Games ___ Games collaboration ___ Games ___ Games
___ Solving ___ Solving ___ Games ___ Solving ___ Solving
Puzzles/Jigsaw Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw Puzzles/Jigsaw
___ Answering ___ Answering Puzzles/Jigsaw ___ Answering ___ Answering
preliminary preliminary ___ Answering preliminary preliminary
activities/exercises activities/exercises preliminary activities/exercises activities/exercises
___ Carousel ___ Carousel activities/exercises ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Carousel ___ Diads ___ Diads
___ Think-Pair-Share ___ Think-Pair-Share ___ Diads ___ Think-Pair-Share ___ Think-Pair-Share
(TPS) (TPS) ___ Think-Pair-Share (TPS) (TPS)
___ Differentiated ___ Differentiated (TPS) ___ Differentiated ___ Differentiated
Instruction Instruction ___ Differentiated Instruction Instruction
___ Role Playing/Drama ___ Role Playing/Drama Instruction ___ Role Playing/Drama ___ Role Playing/Drama
 ___ Discovery Method ___ Discovery Method ___ Role ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method Playing/Drama ___ Lecture Method ___ Lecture Method
Why? Why? ___ Discovery Method Why? Why?
___ Complete IMs ___ Complete IMs ___ Lecture Method ___ Complete IMs ___ Complete IMs
___ Availability of ___ Availability of Why? ___ Availability of ___ Availability of
Materials Materials ___ Complete IMs Materials Materials
___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Availability of ___ Pupils’ eagerness to ___ Pupils’ eagerness to
learn learn Materials learn learn
___ Group member’s ___ Group member’s ___ Pupils’ eagerness ___ Group member’s ___ Group member’s
Cooperation in doing Cooperation in doing to learn Cooperation in doing Cooperation in doing
their tasks their tasks ___ Group member’s their tasks their tasks
Cooperation in doing
their tasks
F. What difficulties did I __ Bullying among __ Bullying among __ Bullying among __ Bullying among __ Bullying among
encounter which my students students students students students
principal or supervisor __ Pupils’ __ Pupils’ __ Pupils’ __ Pupils’ __ Pupils’
can help me solve? behavior/attitude behavior/attitude behavior/attitude behavior/attitude behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable __ Unavailable __ Unavailable __ Unavailable __ Unavailable
Technology Technology Technology Technology Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical __ Additional Clerical __ Additional Clerical __ Additional Clerical __ Additional Clerical
works works works works works
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Reviewed and checked by:

AMY N. PONCE EDUARD A. BRIONES

Teacher I Head Teacher II

Noted by:

INOCENCIA F. CAPATI
Principal II