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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:


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:


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:


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:


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:


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:


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:


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:


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

Mark Anthony Llego

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