Sample Lesson Plan in Grade 8 Mathematics

Sample Lesson Plan in Grade 8 Mathematics
Third Quarter

Topic: Components of Geometry

Week: 1
Date: November 7-8, 2016

I. Objectives:

1. Describe the undefined terms in geometry
2. Identify names/labels of the undefined terms in geometry
3. Inculcate appreciation during the discussion

II. References:

• Escaner IV et al; Spiral Math 8; p. 141-142
  Materials: activity sheets

III. Essential Questions:

• What are the undefined terms in geometry?
• What things in the real world can represent these undefined terms?
• Why are they undefined?

IV. Procedure:

• Introduce to the class the undefined terms in geometry
• Ask the class the description of each undefined term
• Explain to the students how to name or label the undefined terms in geometry
• Let the students name or label the drawn undefined terms
• Ask the class why these terms cannot be defined
• Let the students identify real life objects that represent the undefined terms

V. Assessment:

• Exercises 9.1.1A, B and D; p. 143-144; Spiral Math 8

VI. Assignment:

• Differentiate postulate and theorem.

REMARKS:

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Topic: Postulates/Axioms, Theorems, and Corollaries

Week: 1
Date: November 9-10, 2016

I. Objectives:

1. Determine the axioms and theorems used in geometry
2. Apply the axioms and theorems in drawing objects
3. Inculcate discipline during the discussion

II. References:

• Escaner IV et al; Spiral Math 8; p. 142
  Materials: activity sheets

III. Essential Questions:

• How is a postulate different from a theorem?
• What are the basic postulates in geometry?
• What are the basic theorems in geometry?

IV. Procedures:

• Ask the class the difference between postulate and theorem
• Give examples of postulates and theorems
• State the basic postulates in geometry with illustrations
• State the basic theorems in geometry with illustrations
• Let the student disprove the postulates and theorems

V. Assessment:

• Exercises 9.1.1 C p. 143; Reinforcement 9.1.1 B p. 144; Spiral Math 8

VI. Assignment:

• Study about conditional statements.

REMARKS:

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Topic: Conditional Statements

Week: 2
Date: November 15-16, 2016

I. Objectives:

1. Define a conditional statement
2. State the inverse, converse and contra-positive of a conditional statement
3. Inculcate understanding during the discussion

II. References:

• Escaner IV et al; Spiral Math 8; p. 145-146
  Materials: activity sheets

III. Essential Questions:

• What is a conditional statement?
• When is a conditional statement true?
• How do you form the inverse, converse and contra-positive of a conditional statement?

IV. Procedure:

• Give an example of a conditional statement
• Let the students identify if a given sentence is a statement or not
• Give the other forms of statements
• Introduce to the class the connectors used in the forms of statements
• Explain to the class how a conditional statement be true or how it can be false
• Give examples of inverse, converse and contra-positive of a conditional statement
• Explain how the truth value of the conditional statement affect its inverse, converse, and contra-positive

V. Assessment:

• Exercises 9.2 p. 146; Spiral Math 8

VI. Assignment:

• Reinforcement 9.2 p. 147; Spiral Math 8

REMARKS:

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Topic: Proving Theorems

Week: 2
Date: November 17, 2016

I. Objectives:

1. Identify deductive and inductive reasoning
2. Give hypotheses using the methods of reasoning
3. Inculcate appreciation during the discussion

II. References:

• Escaner IV et al; Spiral Math 8; p. 148
  Materials: activity sheets

III. Essential Questions:

• What is inductive reasoning?
• What is deductive reasoning?

IV. Procedure:

• Give the definition of deductive reasoning
• Give examples of giving hypothesis using deductive reasoning
• Give the definition of inductive reasoning
• Give examples of giving hypothesis using inductive reasoning
• Let the students determine if the reasoning is inductive or deductive

V. Assessment:

• Exercises 9.3 p. 148; Spiral Math 8

VI. Assignment:

• Reinforcement: 9.3 p. 149; Spiral Math 8

REMARKS:

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Topic: Congruence Postulate

Week: 3
Date: November 21-24, 2016

I. Objectives:

1. Describe what congruent triangles are
2. Draw a triangle congruent to a given triangle
3. Inculcate creativity during the discussion

II. References:

• Escaner IV et al; Spiral Math 8; p. 154-155
  Materials: activity sheets

III. Essential Questions:

• When are two triangles congruent?
• What are the properties of congruence?

IV. Procedure:

• Have a short recap about the parts of a triangle
• Give the definition of corresponding sides and angles
• Give examples of corresponding sides and angles
• Give the definition of congruent triangles
• Let the students identify the parts of congruent triangles that are congruent
• Let the students identify the corresponding parts of congruent triangles
• State the properties of congruence
• Give examples of the properties of congruence

V. Assessment:

• (the assessment will be done after discussing congruence postulates)

VI. Assignment:

• Identify the triangle congruence postulates.

REMARKS:

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Topic: Congruence Postulate (SASCP, ASACP)

Week: 4
Date: December 1-2, 2016

I. Objectives:

1. Prove triangle congruencies using SASCP and ASACP
2. Identify the Side-Angle-Side and Angle-Side-Angle Congruence Postulates
3. Inculcate understanding during the discussion

II. References:

• Escaner IV et al; Spiral Math 8; p. 155-157
  Materials: activity sheets

III. Essential Questions:

• When do we say that triangles are congruent using the SASCP?
• When do we say that triangles are congruent using the ASACP?

IV. Procedure:

• Discuss to the class when are two triangles congruent using the Side-Angle-Side Congruence Postulate (SASCP)
• Give examples of a two-column proof using the SASCP
• Let the students prove triangle congruencies using SASCP
• Discuss to the class when are two triangles congruent using the Angle-Side-Angle Congruence Postulate (ASACP)
• Give examples of two-column proof using ASACP
• Let the students prove triangle congruencies using ASACP

V. Assessment:

• (the assessment will be done after discussing congruence postulates)

VI. Assignment:

• Draw a triangle with distinguishable measurements regardless of the interior angles. Using the same measurements, draw another triangle. What can you say about the triangles?

REMARKS:

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Topic: Side-Side-Side Congruence Postulate (SSSCP), CPCTC, Isosceles Triangle Theorem

Week: 5
Date: December 5-6, 2016

I. Objectives:

1. Prove triangle congruence using Isosceles Triangle Theorem and prove congruence of triangle parts using CPCTC
2. Illustrate CPCTC and Isosceles Triangle Theorem
3. Inculcate discipline during the discussion

II. References:

• Escaner IV et al; Spiral Math 8; p. 157-161
  Materials: activity sheets

III. Essential Questions:

• When are two triangles congruent using the SSSCP?
• What are the characteristics of an isosceles triangle that can be used in proving triangle congruencies?
• When can one part of a triangle be congruent to one part of another triangle?

IV. Procedure:

• Discuss to the class the Isosceles Triangle Theorem
• Give examples of a two-column proof using the Isosceles Triangle Theorem
• Let the students prove triangle congruencies using Isosceles Triangle Theorem
• Discuss to the class when are triangle parts congruent using the CPCTC
• Give examples of a two-column proof using the CPCTC
• Let the students prove triangle part congruencies using CPCTC
• Discuss to the class when are two triangles congruent using the Side-Side-Side Congruence Postulate (SSSCP)
• Give examples of a two-column proof using the SSSCP
• Let the students prove triangle congruencies using SSSCP

V. Assessment:

• Exercises 10.1 p. 102; Spiral Math 8

VI. Assignment:

• Reinforcement 10.2 p. 103-104; Spiral Math 8

REMARKS:

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Topic: Special Congruence Postulates for Right Triangles

Week: 5
Date: December 7, 2016

I. Objectives:

1. Identify the special congruence postulates for right triangles
2. Prove right triangle congruence using the special postulates
3. Inculcate understanding during the discussion

II. References:

• Escaner IV et al; Spiral Math 8; p. 165-168
  Materials: activity sheets

III. Essential Questions:

• Why are there special postulates for right triangles?
• What are the special postulates for right triangle congruencies?
• What are the triangle congruencies that used as basis for these special congruencies?

IV. Procedure:

• Discuss to the class the special congruence postulates for right triangles
• Illustrate to the class the Leg-Leg Theorem
• Give an example in proving right triangle congruence using the Leg-Leg Theorem
• Illustrate to the class the Hypotenuse-Leg Theorem
• Give an example in proving right triangle congruence using the Hypotenuse-Leg Theorem
• Illustrate to the class the Hypotenuse-Angle Theorem
• Give an example in proving right triangle congruence using the Hypotenuse Angle Theorem
• Illustrate to the class the Leg-Angle Theorem
• Give an example in proving right triangle congruence using the Leg-Angle Theorem

V. Assessment:

• Exercises 10.2 p. 168-170; Spiral Math 8

VI. Assignment:

• Study about triangle inequalities

REMARKS:

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Topic: Triangle Inequalities

Week: 6
Date: December 14, 2016

I. Objectives:

1. Identify the triangle inequalities
2. Illustrate the triangle inequalities
3. Inculcate discipline during the discussion

II. References:

• Escaner IV et al; Spiral Math 8; p. 176-178
  Materials: activity sheets

III. Essential Questions:

• What are the triangle inequalities?
• What does the triangle inequalities tell us about the sides of the triangle?
• What measurements can make a triangle?

IV. Procedure:

• Discuss to the class the first triangle inequality
• Give examples that illustrates the first triangle inequality
• Cite some real life examples of the first triangle inequality
• Discuss to the class the second triangle inequality
• Give examples that illustrates the second triangle inequality
• Cite some real life examples of the second triangle inequality
• Show the class measurements and ask them what measurements can make a triangle
• Let the students identify measurements than can make a triangle

V. Assessment:

• Exercises 11.1.1 B, C, D and E p. 179-181

VI. Assignment:

• Draw the hierarchy or quadrilaterals in a bond paper

REMARKS:

Read: Sample Lesson Plan in Grade 2 MAPEH