DETAILED MATHEMATICS 8 LESSON PLAN
ACEREDA INTEGRATED SCHOOL
GRADE LEVEL QUARTER / DOMAIN DATE TIME PAGE NO.
8 3rd Quarter/ 12/11/2024 10:20 AM- 1
Geometry 11:10 PM
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
I. OBJECTIVES be done for developing content knowledge and competencies. These are 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:
1. formulate an organized plan to handle a real-life situation, and
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.
Learning Competency:
Describes a mathematical system. (M8GE-IIIa-1)
Learning Objectives:
1. Define the different terms in mathematical system;
C. Learning Competencies/ Objectives
2. Describes a mathematical system, and
3. Demonstrate appreciation of mathematical system through active participation and
coordination with varied activities.
II.CONTENT Axiomatic Structure of Mathematical system
III.
LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources https://drive.google.com/open?id=1XX0qw5jTju1HsUqUFhmsUx0h7vn3HNq3
http://web.cerritos.edu/dford/SitePages/Math_70_F13/Math70Lecture-1-2-1-
3_SymbolsandPostulates.pdf
http://www.mathwords.com/index_geometry.htm
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
IV. PROCEDURES 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.
The teacher asks the following questions:
1. What did we do last meeting?
2. What is an axiomatic system?
A. Review previous lesson or
presenting the new lesson Possible Response:
1. We discussed about the axiomatic system.
2. An axiomatic system or mathematical system is is any set of axioms from which
some or all axioms can be used in conjunction to logically derive theorems.
B. Establishing a purpose for the The teacher lets the students realize that axiomatic system is important in mathematical
lesson system.
DETAILED MATHEMATICS 8 LESSON PLAN
ACEREDA INTEGRATED SCHOOL
GRADE LEVEL QUARTER / DOMAIN DATE TIME PAGE NO.
8 3rd Quarter/ 12/11/2024 10:20 AM- 2
Geometry 11:10 PM
The teacher shows the following axiomatic structure from their previous activity and let
them observe, then answer the questions below.
C. Presenting examples/ instances of
the new lesson
Question:
Which four of the following terms on the schematic diagram are the main parts of
mathematical system?
Possible Response:
Four combinations of any of the terms above. (Students are not necessary to get
the correct answer.)
D. Discussing new concepts and
The teacher processes the answers of the students through questioning.
practicing new skills #1
The teacher only introduces the 4 parts of mathematical systems. She/he will let the
students determine their definitions through the next activity “developing mastery”.
UNDEFINED TERMS = terms that are not precisely defined and are generally
accepted. Ex. Line, points, plane
DEFINED TERMS = Terms that are defined using the undefined terms.
Ex. Line segment, angle, polygons, etc.
4 CHARACTERICS OF A GOOD DEFINITION:
1. It names the term being defined.
2. It places the term into a set or category.
3. It is distinguishes itself from other terms in that category (without
E. Discussing new concepts and providing unnecessary facts)
practicing new skills #2 4. It is reversible
(eg. If a triangle is isosceles, then it has two congruent sides
---> If a triangle has two congruent sides, then it is isosceles.)
AXIOM / POSTULATE = is a statement that is taken to be true, to serve as a
premise or starting point for further reasoning and arguments.
THEOREM = is a statement proven based on axioms, other theorems, and
some set of logical connectives.
Note: All these definitions were discussed previously.
Working with pairs, the teacher lets the students define the mathematical terms through matching
type. Let them write the letter of their answer on the blank provided.
F. Developing mastery (leads to
formative assessment 3) Column A Column B
DETAILED MATHEMATICS 8 LESSON PLAN
ACEREDA INTEGRATED SCHOOL
GRADE LEVEL QUARTER / DOMAIN DATE TIME PAGE NO.
8 3rd Quarter/ 12/11/2024 10:20 AM- 3
Geometry 11:10 PM
___1. Geometric terms which definitions A. Undefined terms
are derived from the undefined terms.
___2. It is a statement proven based on axioms, B. Defined terms
other theorems, and some set of logical
connectives.
___3. It is a general statement that is taken C. Axiom
to be true, to serve as a premise or starting
point for further reasoning and arguments.
___4. These are geometric terms that are D. Postulate
not precisely defined but generally accepted.
___5. It is a geometrical statement that is taken E. Theorems
to be true, to serve as a premise or starting
point for further reasoning and arguments.
Answer key: 1. B 2. E 3. C 4. A 5. C
G. Finding practical applications of
concepts and skills in daily living
The teacher lets the students summarizes the lesson by asking the following questions:
1. What is a mathematical system?
2. What are the four parts of mathematical system?
3. What are the characteristics of the defined terms?
Possible Response:
1. Mathematical system is is any set of axioms from which some or all axioms can be
H. Making generalizations and
used in conjunction to logically derive theorems.
abstractions about the lesson
2. The four parts are: Undefined terms, defined terms, postulates, theorems
3. The characteristics of the defined terms are:
- It names the term being defined.
- It places the term into a set or category.
- It is distinguishes itself from other terms in that category
(without providing unnecessary facts)
- It is reversible
The teacher lets the students answer individually the formative assessment.
I. Direction: Give what is asked.
1. These are terms that are not precisely defined and are generally accepted.
2-4. Enumerate the three undefined terms.
5. This is a statement that is taken to be true, to serve as a premise or starting point for
further reasoning and arguments.
6. This is a statement proven based on axioms, other theorems, and some set of logical
connectives.
7. .Terms that are defined using the undefined terms.
8-12. What are the characteristics of a defined term?
I. Evaluating Learning
12. -15. Give three examples of defined terms.
Answer Key:
1. Undefined terms
2-4. Point, Line, Plane
5. Postulate
6. theorems
7. Defined terms
8-11.
It names the term being defined.
It places the term into a set or category.
DETAILED MATHEMATICS 8 LESSON PLAN
ACEREDA INTEGRATED SCHOOL
GRADE LEVEL QUARTER / DOMAIN DATE TIME PAGE NO.
8 3rd Quarter/ 12/11/2024 10:20 AM- 4
Geometry 11:10 PM
It is distinguishes itself from other terms in that category
It is reversible
12-15. Line segment, ray, angles, polygon,etc.
J. Additional activities or remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works?
VI. REFLECTION What else needs to be done to help the pupils/students learn? Identify what help 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
PPrepared by: NOTED:
MICHAEL SALDO SAGORIO ANALYNNE M BALERO
SST-III PRINCIPAL
