DAILY LESSON LOG OF M8GE-IIIi-j-1

TEACHER Learning Area Mathematics

Grade Level Grade 8
DATE & TIME Quarter
2nd
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of logic
and reasoning.
B. Performance Standards The learner is able communicate mathematical thinking with
coherence and clarity in formulating and analyzing arguments.
Learning competency: Writes a proof (both direct and indirect)
M8GE-IIIi-j-1
C. Learning Competencies/ 1. recall properties of equality and congruence
Objectives
2. writes a direct proof ( Flow Chart Form)
3. Show interest during discussion
4. Demonstrate cooperation during activity
II. CONTENT Writes a proof ( Flow Chart form)
III. LEARNING RESOURCES Curriculum Guide, Teacher’s Guide, Learner’s Material, Suggested
Localization and Contextualization
A. References
1. TG Pages Pg.
2. LM Pages Pg. 336
3. Textbook Pages Pg. 129, 136,94-95
4. Additional Materials from LR NA
portal

B. Other Learning Resources Geometry III, Workbook in Mathematics III

IV. PROCEDURES
 The teacher gives a short recapitulation about last
meetings discussion.
The teacher asks the students:
1. How do you define Deductive reasoning? Proof? Postulate?
Theorem?
2. What are the different properties of equality and congruence?

Possible responses:

Deductive reasoning is a type of logical reasoning that uses

 Review previous lesson or accepted facts to reason in a step- by-step manner until we arrive
presenting the new lesson at the desired statement.

A proof is a logical argument in which each statement is

supported/ justified by given information, definitions, axioms,
postulates, theorems, and previously proven statements.

A postulate is a statement that is accepted without proof.

A theorem is a statement accepted after it is proved deductively.

*Students are encourage to participate during recapitulation of the

different properties.

 Establishing a purpose for the
lesson
 Presenting examples/
instances of the new lesson
The teacher let the students see the association of the proof of the
statement to the properties of equality and congruence.
Let the students find a pair, and let them discuss with each other
how to prove using flow chart form example on pg. 336 of LM.
 The teacher discusses the process of arriving at the answer of the
example given. Furthermore, he/she asks the students the
 Discussing new concepts and
mathematical skills or principle that was used to arrive at the
practicing new skills #1
certain answer. He/ she also let the students realize the
importance of identifying the different properties of congruence
and equality in proving.
 Discussing new concepts and
practicing new skills #2

Work by group, The teacher let the students group into 5 and
answer the given activity.

Direction: Write a flow chart proof given the information below.

Organize the statements in logical order.

Given: RT ≅ SU R S T U
Prove: RS = TU 0 0 0 0

RS + ST - ST ≅ TU+ST – ST
RS ≅ TU
Subtraction Property of equality

RS + ST = RT
RT ≅ SU TU+ST = SU
 Developing mastery (leads to
formative assessment 3) Given Segment addition postulate

Possible responses:

RT ≅ SU RS + ST = RT
TU+ST = SU
Given
Segment addition postulate

RS + ST - ST ≅ TU+ST – ST
RS ≅ TU
Subtraction Property of equality

 Finding practical applications

of concepts and skills in daily
living
The teacher summarizes the discussion through question like:
How do you write a proof using Flow Chart form?

Possible responses:
 Making generalizations and
abstractions about the lesson
Organized the statements in logical order using boxes and arrows.
Each statement together with its justification is written in a box.
Arrows are used to show how each statement leads to another.

 Evaluating Learning The teacher let the students answer individually the formative
assessment.
 Direction: Write a flow chart proof given the information below.
Organize the statements in logical order.
T
0
1. Given: m ∠ 5 = 47° M 6 5 S
Prove: m ∠ 6 =133° 0 0 0
U
∠ 5 + ∠ 6 = 1800
Supplementary angles
Given 470 + m ∠ 6 = 1800
Substitution property
m ∠ 5 = 470 Given
Given

∠ 5 and ∠ 6 are Supplementary

angles
Linear Pair theorem
470 + m ∠ 6 - 470 = 1800 - 470
m ∠ 6 =133°
Subtraction property

Possible responses:

m ∠ 5 = 470
Given

∠ 5 and ∠ 6 are Supplementary

angles
Linear Pair theorem

∠ 5 + ∠ 6 = 1800
Supplementary angles
Given

470 + m ∠ 6 = 1800
Substitution property
Given

470 + m ∠ 6 - 470 = 1800 - 470

m ∠ 6 =133°
Subtraction property

 Additional activities or
remediation
V. REMARKS
VI. REFLECTION
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

Prepared by:

Teacher
Noted by:

School Head