GAWAD KAKINGA HIGH SCHOOL
MONICA A. VILLAFLORES
School
Teacher
DAILY LESSON PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
/ Objectives
II. CONTENT
Teaching Dates
and Time
MARCH 6, 2023
MONDAY
HONESTY – 7:30 – 8:30
KINDNESS – 8:30 – 9:30
Grade Level
8
Learning Area
MATHEMATICS
Quarter
THIRD
The learner demonstrates understanding of key concepts of axiomatics structure of geometry.
The learner is able to formulate an organized plan to handle a real-life situation.
The learner 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. LC CODE: M8GE-IIIa-c-1
Illustrating the need for an Axiomatic Structure of a Mathematical System in Geometry (postulates)
III. LEARNING RESOURCES
A.
1.
2.
3.
4.
References
Teacher’s Guide
Learner’s Materials
Textbook
Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
*De Leon, Dilao, Bernabe, “Geometry (Textbook)”, JTW
Resources
Corporation, 2009 pp. 3-4
*Institute for Science and Mathematics Education
Development,
“Geometry III (Textbook)”, Capitol Publishing House, Inc.
Copyright
1978 and 1988, pages 258 – 259
IV. PROCEDURES
TEACHERS’ ACTIVITIES
Good morning class!
Take your seat.
(Call a student to report if there are absent in the class)
How was your day?
A. Reviewing previous lesson DIRECTIONS.
or presenting the new
Rearrange the letters in each word to complete the
lesson
sentence.
1. A tniop sha on niosnemid.
2. A neli sha ylno htgnel.
Rearrange the phrases to form a complete statement.
“without proof which the validity a postulate is or truth is
assumed a statement of”
B. Establishing a purpose for
the lesson
C. Presenting examples/
How do you identify whether a mathematical statement is a
instances of the lesson
postulate or not?
ACTIVITY 1
INVESTIGATE ME!
On this set of activities, we are going to investigate more on
the\ details of postulates on points and lines.
1. Plot two points on a ¼ sheet of paper. Name the points A
and B.
2. Connect the two points using a line. Name the line 1.
STUDENTS ACTIVITIES
Good morning, ma’am
Thank you, ma’am,
Good morning, everyone, I am
happy to tell you that everybody is
present today / I am sad to tell you
that (name of student) is/are absent
today.
Answer may vary
3. Plot another point. Make sure that the point does not lie
on line 1 (non-collinear). Name the point C.
4. Connect both point A and B to point C. Name the line 2
and 3.
QUESTIONS:
a. How many lines have you made?
b. Atleast how many points do you need for you to make a
line?
c. Is it possible for a line to contain three or more noncollinear points?
D. Discussing new concepts Processing Questions:
and practicing new skills #1 1. Were you able to follow the procedures correctly and
answer all the questions?
2. What observations can you make out of the activities
(activity # 1 and # 2)
3. Based from your observations, what conclusion can you
give for each activity?
4. Will your conclusion be true to all other examples? Why or
why not?
5. How will you illustrate other examples?
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (Leads “ILLUSTRATE ME”
to Formative Assessment DIRECTION. Follow the directions in illustrating the
3)
postulate below.
“The points of a line and the set of numbers can be put into
a one-to-one correspondence in such a way that if “a” is the
number associated with point A, and “b” is the number
associated with point B, then the distance || is | − |.”
a. Sketch a number line from -5 to 5.
b. Label -5 as point A, -4 as point B, -3 as point C, -2 as point
D, -1 as point E, 0 as point F, 1 as point G, 2 as point H, 3
as point I, 4 as point J and 5 as point K.
c. Tell the distance of the following:
1. point A to point B
2. point C to point G
3. point B to point K
d. If you get the distance of two points will it have negative
measures?
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and 1. How do you illustrate postulates on points and lines?
abstractions about the
lesson
I. Evaluating learning
Illustrate the following postulates:
1. Given a line, there is a point not on the line
2. Given a plane, there is a point not on the plane
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No.of learner who earned
80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No.of learners who
D.
E.
F.
G.
have caught up with the
lesson.
No.of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by:
Approved:
MONICA A. VILLAFLORES
Subject Teacher
EDESA T. BALMEO, EdD
School Head