Learning Area Mathematics
Learning Delivery Modality Modular Distance Modality Learners-Led Modality)
School San Jose National High Grade Level Grade 8
School
LESSON Teacher IRENE D. FILART Learning Area Mathematics
EXEMPLAR Teaching Date and March 28-April 1, 2022 Quarter Third Quarter
Time
8:00am -12:00nn
(Morning Session)
Teaching Time 8:00am -12:00nn No. of Days 5 days
(Morning Session)
I. OBJECTIVES
A. Content The learners demonstrate understanding of key concepts of axiomatic
Standards structure of geometry and triangle congruence.
The learner is able to formulate an organized plan to handle real-life situation.
B. Performance The learner is able to communicate mathematical thinking with coherence and
Standards clarity in formulating, investigating, analyzing and solving real-life problems
involving congruent triangles using appropriate and accurate representations.
C. Most Essential
Learning Proves two triangles are congruent (M8GE-IIIg-1)
Competencies
(MELC)
(If available, write the
indicated MELC)
D. Enabling
Competencies N/A
(If available, write
the attached
enabling
competencies)
E. Enrichment
Competencies
(If available, write N/A
the attached
enrichment
competencies)
II. CONTENT Triangle Congruence
III. LEARNING
Pivot 4A Learner’s Materials Mathematics Grade 8
RESOURCES
A. References
a. Teacher’s Guide
Pages
b. Learner’s Material
Pages Pages 23 – 27
c. Textbook Pages
N/A
d. Additional
Materials from VIDEO CLIP (2 QAD)
Learning
Video lesson from [Link]
Resources
B. List of Learning
Resources for FB Group/messenger
Development and Google Meet/ Messenger Room
Engagement
Activities
IV. PROCEDURES
What I Need to Know
After going through this module, the learners are expected to prove two
A. Introduction triangles are congruent.
What’s New
The learner will answer the 2QAD posted on our FB Group
What I Know
Activating Prior Knowledge
Properties of Triangle Congruence
1. Reflexive Property of Triangle Congruence
2. Symmetric Property of Triangle Congruence
3. Transitive Property of Triangle Congruence
4. Median of a Triangle
5. Equilateral Triangle
6. Segment Bisector
7. Angle Bisector
8. Perpendicular Bisector
B. Development What’s In
The learner will answer the activity on Learning Task 1 (page 26).
What is it
Proving Congruent Triangle
Writing proofs about triangle congruence can be done using the two-
column proof.
The Proofs include:
1. The Diagram/Drawing
2. The given
3. A statement to prove
4. Statements and Reasons
(For illustration and example, see page 25-26)
C. Engagement What’s More?
The learner will do/perform the activity on the Learning Task 2 (page
27).
What I Can Do
Teacher will post video lesson on our FB Group for further
understanding.
What else I can do
The Teacher will conduct an online Kamustahan and let the students ask
question, clarifications and share thoughts and knowledge regarding on the
topic. Also students can ask questions thru text messaging and Messenger.
What I have Learned
Proving Congruent Triangle
Writing proofs about triangle congruence can be done using the two-
column proof.
The Proofs include:
1. The Diagram/Drawing
D. Assimilation 2. The given
3. A statement to prove
4. Statements and Reasons
What I can achieve
The learner will do/perform the activity provided by the teacher
Performance Task 3.
V. REFLECTION The learner communicates the explanation of their personal assessment
as indicated in the Learner’s Assessment Card (Page 38) Week 6.
(Reflection on the The learner, in their notebook, will write their personal insights about the
Type of Formative lesson using the prompts below.
Assessment I understand that ___________________.
I realize that ________________________.
Used for This I need to learn more about __________.
Particular Lesson)
This Lesson Exemplar (LE) is non-prescriptive. Teachers are encouraged to add their developed
supplementary and enrichment activities (Acivity Sheets, Drills, Assessemnt Tests, etc.) on each
part of the module to further enhance learner’s knowledge,skills and values/attitude.
