SCHOOL
PREPARED BY
TEACHING DATE
GRADE 8
ROSE
7:30-8:30 am
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Most Essential
Learning
Competencies
(MELCs)
SPECIFIC OBJECTIVES
VACANT
RECESS
8:31-9:30 am
9:31-9:45
K TO 12 WEEKLY LESSON PLAN
DOÑA MAGDALENA H. GAFFUD HS
GRADE LEVEL
RAM HALLE C. GAFFUD
LEARNING AREA
JANUARY 9-13, 2023
QUARTER/WEEK
GRADE 10
EINSTEIN
9:46-10:45 am
DAY 1
DAY 2
TEACHERS SCHEDULE
GRADE 10
LUNCH
NEWTON
BREAK
10:46 – 11:45 am 12:00 nn-1:00 pm
EIGHT
MATHEMATICS
SECOND/WEEK 8
GRADE 8
JASMINE
1:01-2:00 pm
DAY 3
VACANT
2:01-3:00 pm
GRADE 8
TULIP
3:01-4:00 pm
DAY 4
DAY 5
The learner demonstrates key concepts of linear inequalities in two variables, systems of linear inequalities in two variables and linear functions.
The learner is able to formulate and solve accurately real-life problems involving linear inequalities in two variables, systems of linear inequalities in two
variables, and linear functions.
Illustrates the equivalences of: (a) the statement and its contrapositive; and (b) the converse and inverse of a statement. M8GE-IIg-2
a. Identify the hypothesis and conclusion of a conditional statement
b. Formulate the converse, inverse and contrapositive of the if-then statement
c. Determine the logically equivalent statements
II. CONTENT
A. Topic
B. Subtopic
C. Concept
III. LEARNING RESOURCES
A. References
a. Teacher’s
Guide Pages
b. Student’s
Material
c. Textbook Pages
B. Other Learning
Resources
IV. PROCEDURES
a. Reviewing the
Read and analyze the
previous lesson or
statements below. Tell whether
each statement is true or false.
CONDITIONAL STATEMENTS
Complete the table.
Statement:
Complete the table.
presenting a new
lesson (Review)
b.
Establishing a
purpose for a lesson
(Motivation)
c.
Presenting
examples/instances
of the lesson
Today is Tuesday, the next
1. If it rains, then the ground is day is Wednesday.
wet.
2. If the ground is wet, then it
rained.
3. If it does not rain, then the
ground is not wet.
4. If the ground is not wet, then
it did not rain.
 Give the hypothesis and Review about converting
conclusion
of
each statements to the other
related
conditional
statement above.
 If statement 1 is the original statements.
conditional
statement,
which is the converse?
inverse? contrapositive?
Analyze each statement and Give
the
equivalent
the truth value of each.
statement.
Example 1.
Conditional Statement:
1. Conditional Statement: If a
If it rains, then the ground is triangle is obtuse, then it has
wet. (T)
exactly one obtuse angle.
If-then Form: If a figure has
four sides, then it is a square.
Review about converting
statements to the other related
conditional statements.
Give the equivalent statement.
1. Conditional Statement: If I
take out my cell phone, then
Mr. Cruz will confiscate it.
2. Conditional Statement: If I
am happy, then I smile.
Converse:
2. Conditional Statement: If 3. Conditional Statement: If a
If the ground is wet, then it two
angles
are triangle is isosceles, then two
rained. (F)
complementary, then they of its sides are the same.
are acute.
Inverse:
If it does not rain, then the 3. Conditional Statement: If
ground is not wet.(F)
an animal is a cat, then it has
four paws.
Contrapositive:
If the ground is not wet, then it
did not rain. (T)
Example 2.
Conditional Statement:
If an animal is a bird, then it has
feathers. (T)
Converse: If an animal has
feathers, then it is a bird. (T)
Inverse: If an animal is not a
bird, then it has no feathers.(T)
Contrapositive: If an animal has
no feathers, then it is not a
bird.(T)
Example 3.
Conditional Statement: If two
angles are complementary,
then their measures add up to
90 degrees. (T)
Converse: If the measure of
two angles add up to 90
degrees, then they are
complementary.(T)
Inverse: If two angles are not
complementary, then their
measure does not add up to 90
degrees. (T)
d.
Discussing new
concepts and
practicing new skills
#1
Contrapositive: If the measure
of two angles does not add up
to 90 degrees, then they are
not complementary. (T)
 How did you form the
converse, inverse and
contrapositive?
 Which of the statements
have the same meaning?
 How did you form the
equivalent statement?
 Why can you say that
they are equivalent?
 How did you form the
equivalent statement?
 Why can you say that they
are equivalent?
e.
Discussing new
concepts and
practicing new skills
#2
 Which
are
logically
equivalent statements?
Tell whether each statement is Construct the Converse, Construct the Converse,
true or false.
Inverse or Contrapositive of Inverse or Contrapositive of
the given statement.
the given statement.
Statement :
If-Then Form:
Two angles that form a linear If a quadrilateral has four right
pair are supplementary.
angles then it is a rectangle.
Converse:_____________
If-Then Form:
Inverse: ______________
If two angles form a linear Contrapositive:_________
pair, then they are
supplementary.
f.
g.
Developing mastery
(leads to formative
assessment)
Finding practical
applications of
concepts and skills in
daily living
Converse:______________
Inverse: _______________
Contrapositive:__________
Which of the following Use the given statement to
statements are equivalent?
complete the following.
1. If you are a guitar player, Statement:
then you are a musician.
Two right angles are
2. If you are a musician, then congruent.
you are a guitar player.
3. If you are not a guitar player, If-Then Form: ___________
then you are not a musician.
Converse:____________
4. If you are not a musician, Inverse: _______________
then you are not a guitar player. Contrapositive:__________
Give the equivalent statement. From your answers
If you are a Filipino, then you above, determine if each
have black hair.
statement is true or false,
then give the equivalent
statement of each.
Use the given statement to
complete the following.
If-Then Form: If Juan lives in a
congested area, then he is
infected with dengue.
Converse:____________
Inverse: _____________
Contrapositive:________
From your answers above,
determine if each statement
is true or false, then give the
equivalent statement of each.
Filipino Values
Let the learners state in class
some Filipino values that are
associable with the different
form of statements (converse,
inverse, and contrapositive).
Make sure to elaborate this as
values
integration in class.
h.
Making
generalizations and
abstractions about
the lesson
A conditional statement and its
contrapositive are either both
true or both false. The original
conditional statement and its
contrapositive will always have
the same meaning.
Similarly, the converse and
the inverse of a conditional
statement are either both true
or both false. The converse and
inverse of a conditional
statement will always have the
same meaning.
i.
j.
Evaluating learning
Additional activities
for application or
remediation
A conditional statement and
its contrapositive are either
both true or both false. The
original
conditional
statement
and
its
contrapositive will always
have the same meaning.
Similarly, the converse
and the inverse of a
conditional statement are
either both true or both false.
The converse and inverse of
a conditional statement will
always have the same
When two statements are meaning.
both true or both false, they are
called equivalent statements.
When two statements are
both true or both false, they
are
called
equivalent
statements.
Write the converse, inverse, Choose your partner.
and contrapositive of the Based on your experience,
conditional statement “If two create an if-then form
angles are congruent, then statement. Construct its
they have the same measure.” converse, inverse, and
Find the truth value of each contrapositive. Determine
and give the equivalent its equivalent statement.
statements.
Write the converse, inverse, Statement:
and contrapositive of the ∠1 and ∠2 have a common
conditional statement “If two side; therefore ∠1 and ∠2
angles are a linear pair, then are adjacent angles.
they are supplementary.” Find Converse:
the truth value of each and If ∠1 and ∠2 are adjacent
give
the
equivalent angles, then ∠1 and ∠2
statements.
have common side.
Inverse: ______________
Generalization:
A conditional statement
and its contrapositive are
either both true or both false.
The original
conditional
statement
and
its
contrapositive will always
have the same meaning.
Similarly, the converse and
the inverse of a conditional
statement are either both true
or both false. The converse
and inverse of a conditional
statement will always have the
same meaning.
When two statements are
both true or both false, they
are
called
equivalent
statements.
Choose your partner. Based
on your experience, create an
if-then
form
statement.
Construct
its
converse,
inverse, and contrapositive.
Determine its equivalent
statement.
Portfolio Assessment
Learners are given activity
sheets to be compiled on their
respective portfolios for
recording and feedbacking
purposes.
Conditional Statement
Dare yourself more using the
If two planes intersect, then its different
techniques
in
intersection is a unique line.
illustrating
contrapositive,
converse and inverse of the
Converse: ______________
given statement. Crate a
Inverse: ________________
graphic organizer.
STATEMENT: If I will wear
mask and face shield, then I will
be safe from COVID-19.
V. REMARKS
VI. REFLECTION
SECTIONS
EINSTEIN
a.
b.
c.
d.
e.
f.
g.
NEWTON
SECTIONS
EINSTEIN
NEWTON
SECTIONS
EINSTEIN
NEWTON
SECTIONS
EINSTEIN
Number of learners
who earned 80% on
formative assessment
Number of learners who
require additional
activities for remediation
Did the remedial lesson
work? No. of learners
who 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 that my
principal or supervisor
can help me solve?
What innovation or
localized materials did I
use/ discover that I wish
to share with other
teachers?
Prepared by:
RAM HALLE C. GAFFUD
Teacher III
Checked by:
ESTRELLA C. GADINGAN
Master Teacher I
Noted by:
EVELYN A. SALADINO, EdD
Principal II
ERENIO D. ORTEGA, EdD, P-II
District in-Charge
NEWTON
SECTIONS
EINSTEIN
NEWTON
SCHOOL
PREPARED BY
TEACHING DATE
GRADE 8
ROSE
7:30-8:30 am
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Most Essential
Learning
Competencies
(MELCs)
SPECIFIC OBJECTIVES
VACANT
RECESS
8:31-9:30 am
9:31-9:45
DAY 1
K TO 12 WEEKLY LESSON PLAN
DOÑA MAGDALENA H. GAFFUD HS
GRADE LEVEL
RAM HALLE C. GAFFUD
LEARNING AREA
JANUARY 9-13, 2023
QUARTER/WEEK
GRADE 10
EINSTEIN
9:46-10:45 am
DAY 2
TEACHERS SCHEDULE
GRADE 10
LUNCH
NEWTON
BREAK
10:46 – 11:45 am 12:00 nn-1:00 pm
EIGHT
SCIENCE
SECOND/WEEK 8
GRADE 8
JASMINE
1:01-2:00 pm
DAY 3
VACANT
2:01-3:00 pm
DAY 4
GRADE 8
TULIP
3:01-4:00 pm
DAY 5
The learners demonstrate understanding of the images formed by the different types of mirrors and lenses.
Identify ways in which the properties of mirrors and lenses determine their use in optical instruments (e.g., cameras and binoculars) S10FE-IIh52
1. Cite examples on the use of mirrors and lenses specifically on optical instruments;
2. Determine how the location of the object from the lenses/mirrors affect the image formed
II. CONTENT
A. Topic
B. Subtopic
C. Concept
III. LEARNING RESOURCES
A. References
a. Teacher’s
Guide Pages
b. Student’s
Material
c. Textbook Pages
B. Other Learning
Resources
IV. PROCEDURES
a. Reviewing the
Answering of the Pretest
previous lesson or
Record the results for monitoring
presenting a new
purposes.
lesson (Review)
USES OF MIRRORS AND LENSES
Self-Learning Module #4 (Uses of Mirrors and Lenses)
https://www.youtube.com/watch
?v=_HAfRsX6v0Q&t=23s
Identify and redefine the
different types of mirrors and
lenses
 Plane mirrors



b.
Establishing a
purpose for a lesson
(Motivation)
Spherical mirrors
Concave mirrors
Convex mirrors
Cite examples on what they
know on the different uses of
mirrors and lenses in real life.
Ask the learners if it is possible
to combine the concave and
convex lenses and introduce
meniscus lenses. Meniscus
lenses have one concave
surface and one convex
surface.
Be specific on the particular
types of mirrors.
c.
d.
e.
f.
g.
h.
i.
Presenting
examples/instances
of the lesson
Ask the learners:
Discussing new
concepts and
practicing new skills
#1
Perform Enrichment Activity 1
on SLM page 7. Guide
learners in performing the
activity.
Discussing new
concepts and
practicing new skills
#2
Developing mastery
(leads to formative
assessment)
Finding practical
applications of
concepts and skills in
daily living
Making
generalizations and
abstractions about
the lesson
Evaluating learning
What manual tools do
opticians and dentists use to
see their patients’ conditions?
Let the learners watch the video
clip
at
https://www.youtube.com/watch
?v=_HAfRsX6v0Q&t=23s.
Advise them to take down notes
and important facts.
Discuss
Lenses



Discuss
Lenses

uses of Convex
Microscopes
Camera Lenses
The Eyes
uses of Concave
Medicine
What causes dental
cavities? How can dentists
see their impacts using
mirrors and lenses?
Using their self-made graphic Answer the activity on page 15
organizer, ask learners to on the SLM.
15-item Quiz
create a summary of the
video clip citing important
a.
b.
c.
d.
e.
f.
g.
Number of learners
who earned 80% on
formative assessment
Number of learners who
require additional
activities for remediation
Did the remedial lesson
work? No. of learners
who 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 that my
principal or supervisor
can help me solve?
What innovation or
localized materials did I
use/ discover that I wish
to share with other
teachers?
NEWTON
SECTIONS
EINSTEIN
EINSTEIN
SECTIONS
NEWTON
SECTIONS
EINSTEIN
SECTIONS
EINSTEIN
EINSTEIN
SECTIONS
NEWTON
V. REMARKS
VI. REFLECTION
NEWTON
Additional activities
for application or
remediation
NEWTON
j.
facts and notes about the use
of mirrors and lenses.
Ask the learners to have
research of the different eye
problems and how they can
be corrected using mirrors
and lenses.
 Myopia
 Hyperopia
 Astigmatism
Prepared by:
RAM HALLE C. GAFFUD
Teacher III
Checked by:
ESTRELLA C. GADINGAN
Master Teacher I
Noted by:
EVELYN A. SALADINO, EdD
Principal II
ERENIO D. ORTEGA, EdD, P-II
District in-Charge