Home » Teaching & Education » Sample Lesson Plan in Grade 8 Mathematics

# Sample Lesson Plan in Grade 8 Mathematics

## 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.

## 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

## 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

## 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

## 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.

## 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?

## 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

## 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

## 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: Mark Anthony Llego

Mark Anthony Llego, from the Philippines, has significantly influenced the teaching profession by enabling thousands of teachers nationwide to access essential information and exchange ideas. His contributions have enhanced their instructional and supervisory abilities. Moreover, his articles on teaching have reached international audiences and have been featured on highly regarded educational websites in the United States.

### 3 thoughts on “Sample Lesson Plan in Grade 8 Mathematics”

1. 2. Thank you of this great source of you really it help on me as intern at the moment. More content like this that accessible,easy to understand, concise, and precise about the content. Its derict to the point as what the researcher wants as like on me.. Great work!

3. 