## Sample Lesson Plan in Grade 8 Mathematics

Third Quarter

## Topic: Components of Geometry

Week: 1

Date: November 7-8, 2016

### I. Objectives:

- Describe the undefined terms in geometry
- Identify names/labels of the undefined terms in geometry
- 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:

## Topic: Postulates/Axioms, Theorems, and Corollaries

Week: 1

Date: November 9-10, 2016

### I. Objectives:

- Determine the axioms and theorems used in geometry
- Apply the axioms and theorems in drawing objects
- 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:

## Topic: Conditional Statements

Week: 2

Date: November 15-16, 2016

### I. Objectives:

- Define a conditional statement
- State the inverse, converse and contra-positive of a conditional statement
- 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:

## Topic: Proving Theorems

Week: 2

Date: November 17, 2016

### I. Objectives:

- Identify deductive and inductive reasoning
- Give hypotheses using the methods of reasoning
- 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:

## Topic: Congruence Postulate

Week: 3

Date: November 21-24, 2016

### I. Objectives:

- Describe what congruent triangles are
- Draw a triangle congruent to a given triangle
- 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:

## Topic: Congruence Postulate (SASCP, ASACP)

Week: 4

Date: December 1-2, 2016

### I. Objectives:

- Prove triangle congruencies using SASCP and ASACP
- Identify the Side-Angle-Side and Angle-Side-Angle Congruence Postulates
- 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:

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

Week: 5

Date: December 5-6, 2016

### I. Objectives:

- Prove triangle congruence using Isosceles Triangle Theorem and prove congruence of triangle parts using CPCTC
- Illustrate CPCTC and Isosceles Triangle Theorem
- 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:

## Topic: Special Congruence Postulates for Right Triangles

Week: 5

Date: December 7, 2016

### I. Objectives:

- Identify the special congruence postulates for right triangles
- Prove right triangle congruence using the special postulates
- 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:

## Topic: Triangle Inequalities

Week: 6

Date: December 14, 2016

### I. Objectives:

- Identify the triangle inequalities
- Illustrate the triangle inequalities
- 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