8

MATHEMATICS
FOURTH QUARTER

LEARNING ACTIVITY SHEETS

 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY

COPYRIGHT PAGE
Learning Activity Sheet in
MATHEMATICS (Grade 8)

Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
necessary for exploitation of such work for profit.”

purposes and the source must be acknowledged. Derivatives of the work including creating an edited version, an enhancement of suppl

Consultants: Regional Director

Assistant Regional Director Schools Division Superintendent
: BENJAMIN D. PARAGAS, PhD., CESO IV
: JESSIE L. AMIN, EdD., CESO V
: REYNANTE Z. CALIGUIRAN, PhD
endent: MARITES L. LLANES, PhD. Chief Education Supervisor, CLMD: OCTAVIO V. CABASAG, PhD. Chief Education Supervisor, CI

A, MICHAEL M. ACUPAN, ARLON T. MACARUBBO, JANSTEN B. MAPATAC, TUGUEGARAO CITY SCIENCE HIGH SCHOOL
IRUNG, MARLO T. MELAD, NOLI B. ABRIGO Jr., PhD ENRIQUE GARCIA, JACKILYN ALAMBRA, MAI RANI ZIPAGAN
RUIN, PhD, JESSICA T. CASTANEDA, PhD
O, PhD
ISAGANI R. DURUIN, PhD RIZALINO G. CARONAN

Printed by: DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao
City

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: (078) 304-3855; (078) 396-9728
Email Address: region2@deped.gov.ph Website: region2.deped.gov.ph

Note: Practice Personal Hygiene protocols at all times. ii

 Table of Contents

Compentency Page
number
Illustrates theorems on triangle inequalities (Exterior ..................... 1
Angle Inequality Theorem, Triangle Inequality
Theorem, Hinge Theorem).
Applies theorems on triangle inequalities. ..................... 18

Proves inequalities in a triangle. ..................... 27

Proves properties of parallel lines cut by a ..................... 39

transversal.

Determines the conditions under which lines and ..................... 45

segments are parallel or perpendicular.

Illustrates an experiment, outcome, sample space ..................... 55

and event.

Counts the number of occurrences of an outcome in .................... 61

an experiment: (a) table; (b) tree diagram; (c)
systematic listing; and (d) fundamental counting
principle.
Finds the probability of a simple event. .................... 68

Illustrates an experimental probability and a .................... 74

theoretical probability.

Solves problems involving probabilities of simple .................... 83

events.
 1

MATHEMATICS 8
Name of Learner: Grade Level:
Section: Date:

LEARNING ACTIVITY SHEETS

TRIANGLE INEQUALITY

Background Information for Learners

lengths of any two sides of a triangle must be greater than the measure of the length third side. Meaning, if the sum of the

then the sides cannot form a triangle.

Remember:
If a, b, and c are the sides of a triangle then, a + b > c.
The sum of two remote angles is equal to its exterior angle.
en all the sides of the triangle are extended.
called the “Alligator Theorem” because if you consider the sides as the (fixed length) jaws of an alligator the wider it opens

Learning Competency:

Illustrate theorems on triangle inequalities (Exterior Angle Inequality Theorem,

Triangle Inequality Theorem, Hinge Theorem). M8GE-IVa-1

Think about this:

Father will put up a small sturdy overhang cabinet on a wall for his carpentry tools.
For assistance, he instructed his son to cut pieces of wood for triangular braces. He gave the
lengths as follows 6, 8, 10, and 6, 8, 16 all in inches. Using the cut woods with their indicated
lengths, can the son form a triangle by joining the endpoints of the wood?

Note: Practice Personal Hygiene protocols at all times.

 Reused picture

ACTIVITY 01 unFIT and RIGHT

Materials
At least 10 bamboo sticks
Notebook (for recording)
Ballpen

Directions:
1. Copy the table below in your notebook.
2. Cut the bamboo sticks into the desired lengths. (The lengths of the sticks must be in
inches)
3. Form a triangle using the sticks by connecting their endpoints
4. Under the unFit and Right on the table, write R if the sticks can form a triangle U if
the sticks cannot form a triangle. .

No. Length of the sticks (in inches) unFit and Right

l a s
1. 6 8 10
2. 5 2 6
3. 4 4 4
4. 3 2 6
5. 6 8 16
6. 4 4 8
7. 6 8 9

For all the sets of lengths given in the table, perform the three cases below:

Case # 1. l + a, compare the sum of the lengths of the two sides with the length of side
s Case # 2. l + s, compare the sum of the lengths of the two sides with the length of side
a Case # 3. a + s, compare the sum of the lengths of the two sides with the length of
side l
Let’s try # 1: Refer to the table

Given: l = 6 a=8 s = 10

a=8

l=6
Case # 1. 6 + 8=14, the sum of the lengths of l and a is greater than the length of side s
which is 10. (Take note: l + a > s)
6 + 8 > 10
Case # 2. 6+10=16, the sum of the lengths of l and s is greater than the length of side a
which is 8. (Take note: l + s > a)
6 + 10 > 8
Case # 3. 8+10=18, the sum of the lengths of a and s is greater than the length of side l
which is 6. (Take note: a + s > l)
8 + 10 > 6

Do the same with the remaining items

Guide Questions
1. Do the bamboo sticks form a triangle or not?
2. How many sets of sticks were able to form a triangle?
3. How many sets did not form a triangle?
4. Were you able to form a triangle in # 1?
5. What pattern did you observe with the sets of sticks that form and do not form a
triangle?

TO SUM UP:
Supply the blanks below with word/s to complete the thought of the statements.

1. A straight line parallel to the third stick is formed if the sum of the lengths
of two sticks is to the length of the third stick.
2. A triangle cannot be formed if the sum of the lengths of the two sticks is
the length of the third stick.
3. A triangle can be formed if the sum of the lengths of the two sticks is
the length of the third stick.
4. If the sum of the lengths of two sticks is the length of
the third stick, then a triangle cannot be formed.
5. If the sum of the lengths of two sticks is the third stick, then
a triangle can be formed.
Items 1 and 5 in the table answer the questions in the “Think about this” portion.
 KEY POINTS:
Triangle Inequality Theorem
 For any triangle, the sum of the lengths of any two sides must be
greater than the length of the remaining side.
 It is not possible to construct a triangle from three line segments if any
of them is longer than the sum of the other two.

The Converse
A triangle cannot be constructed from three line segments if any of them is longer
than the sum of the other two.

ACTIVITY 02

FINDING THE POSSIBILITY

Draw a triangle whose two sides are 10 What length should I use for the third side?
and 15, respectively.
Huh! how about the third side? Isn’t it that the third side should not
just be any number?

The situation above requires the knowledge about the possible lengths of the third side of
a triangle given its two sides.
Let us see how to determine all the possible lengths (h) of the third side
 CASE # 1 CASE # 2 CASE # 3
10 + 15 > h 10 + h > 15 15 + h > 10
25 > h h > 15 – 10 h > 10 - 15
h>5 h>-5
valid statement valid statement

Let us combine the two valid Not valid, because a negative integer cannot be a length to any linear distance
statements 25 > h or h <
25
and h > 5 or 5<h
Putting the two statements together, we have:
5 < h < 25
Algebraically we have:
15 – 10 < h < 15 + 10

difference of the two sides sum of the two sides

Therefore,
 the possible lengths of the third side are lengths between 5 and 25 units
exclusive or 5 < h < 25
 the possible set of lengths are { 6, 7, 8, 9, ...24}
 the number of possible lengths is 24 – 5 = 19

Key Points:
Given three sides a, b and c, where c is the third side.
The possible lengths of the third side c of the triangle can be determined by:
b–a<c<b+a

FOLLOW UP EXERCISES:

A. Determine the possible lengths of the third side of the triangle given two sides; and
B. List down the possible lengths in set notation form
1. 4 in, 8 in
2. 7 in, 12 in
3. 5 in, 14 in
4. 22 in, 30 in
5. The three sides of a triangle are a, b and c where a>b. If 12 < c < 22, what is the
length of each a and b?
6. The lengths of the sides of a triangle are 16 – k, 16, and 16 + k. What is the range
of the possible values of k? Create a table of the possible integer lengths of the
sides of the triangle if 16 – k is always the shortest length?
ACTIVITY 03 TRACKING THE OPPOSITES
Materials
Protractor
Ruler
Ballpen
Notebook (for recording)

Directions:
1. Copy the table below in your notebook.
2. Use protractor to measure the angles.
3. Measure the lengths of the sides opposite the angles.
4. Write the measures of the indicated parts in the table in your notebook.

Name of s Degree measures of Lengths of sides (in cm)

the Angles Opposite the Angles
A BC
ABC B AC
D EF
DEF E DF
G HI
GHI
H GI

GUIDE QUESTIONS:
1. In each triangle, what is the opposite side of the largest angle?
 The opposite side of the largest angle is the side.
2. In each triangle, what is the opposite angle of the shortest side?
 The opposite angle of the shortest side is the angle.
3. What is the relationship between the longer side of a triangle and the measure of the
angle opposite it?
4. Without a protractor, is it possible to determine the measure of the third angle in each
triangle in the table? How?
5. Given LMS, where L = 1000 ; M = 500
a. What is the S?
b. What is the longest side?
c. Arrange the sides in ascending order

Key Points:
Angle side relationships in Triangles

If two sides of a triangle are not congruent, then the largest angle is opposite the
longest side. (Angle-Side Relationship Theorem)
If two angles of a triangle are not congruent, then the longest side is opposite the
largest angle. ( Side-Angle Relationship Theorem)
ACTIVITY 04 EXTERIOR ANGLE INEQUALITY
THEOREM

WORD TREASURE

Directions: Fill in the crossword puzzle with the words missing from the sentences below.
Match the number of the sentence to the boxes placed across or down the grid. If
filled out correctly, the words will fit neatly into the puzzle.

Name: Date:

1 2

4 5 6

8 9

10

11

12 13

14
Across Down
6. A 3-sided closed polygon 1. A triangle with an angle whose measure
is between 90 degrees and 180 degrees
7. Angles that do not share a vertex or 2. Two angles with a common vertex and
corner of a triangle with the exterior a common side
angle 3. An angle formed between one side and
9. The three angles inside the triangle an extended side of a triangle
11. Two rays with a common endpoint 4. The verbal phrase of the inequality
12. Two angles whose non-adjacent symbol >
sides form a straight line 5. A mathematical statement that is
13.Set of points that can be extended accepted with a proof
infinitely 8. A triangle with two congruent sides
14. The verbal phrase of the symbol < 10. A pair of opposite angles formed by two
intersecting lines

ACTIVITY 05 WHO AM I ?
Directions: Classify the different parts of the triangle inequality below as exterior
angle, interior angle, an angle adjacent to an interior angle, and remote angles
of an angle.

BC
A1
D E
2 F

I 3
H G

Exterior Interior Adjacent angles (an

Angles Angles exterior angle Remote angles of the
adjacent to an interior given angle
angle)
A and A
D and D
G and G
C and C
F and F
I and I
ACTIVITY 06
TRISOME ANGLING
Materials
Protractor
Ruler
Ballpen
Notebook (for recording)

Directions:
1. Copy the table below in your notebook.
2. Use protractor to measure the angles.
3. Write the measures of the indicated parts in the table in your notebook.

T C

AS G

ET U
A MH L

Angle measures
Triangle Exterior
Remote Interior s
Angle
ATM H = A = T =
LAC S = L = C =
TUG E = U = G =

GUIDE QUESTIONS:
1. Are all outer angles considered remote exterior angles?
2. How many exterior angles can be formed when all the sides of the triangle
are extended?
3. What is exterior angle in Triangle Inequality?
4. What is the relationship of an exterior angle with its two remote angles?
5. In LAC, how big is S?
 ACTIVITY 07 FIND THE MISSING PART
A. Solve for x and determine the measure of the missing angle/s. (For items 1-6)

B. Answer the following.

7. True or False: The remote angles of an exterior angle are supplementary.
8. In ABC, AB = 14, AC = 8.
a. What is the largest integral possible length of BC? Q
b. Arrange the angles in ascending order if BC has the largest integral value. 1
9. Use the figure at the right to answer the questions below.
a. Which angle/s is/are less than 2?
b. If m P = 40° and mPQR = 50°, what is m2?
2
10. If m P = 50° and m2 = 100°, what kind of triangle P
is PQR? R
 HINGE THEOREM

ACTIVITY 08 THE ALLIGATOR THEOREM

Directions: Fill in the blank with the appropriate word to complete the statement.

1. The triangles.
8
8
P 8
8 8 P
8 8 P
P P P 8
8 8 8
8

 As the angle increases, the length of the opposite side .

2. The opening of the door.

Door frame Hinge Door frame

Hinge

Kove and Shak went into the dugout after the scrimmage game. Kove, a medium
size player went ahead of Shak who is a lot bigger, and he opened the door which
is just enough for him to get inside. Now, what should Shak do to enter the dugout
like Kove?
 Shak should open the door a bit wider to make the length of the
opening enough for him to get through the door.
3. The opening of the alligator’s mouth.

Reused picture

 The bigger the prey the the mouth of the alligator should open.
For items 4 – 7, use <, > or = to compare the two parts of the two triangles.
(Not drawn to scale)

4. 5.

15 16

B E BC FE

6. 7.

GJ JI
2 1

8. Two navigating ships bound to the same port came from a short trip as
shown in the diagram below. The distances that the ships travel and the distances
back to the port form two triangles. The triangles have two congruent sides with
lengths of 3 miles and 1.8 miles. Which of the two ships is closer to the port?
Ship 2

1.8 mi
3 mi Port 450
350 3 mi
1.8 mi
Ship 1

KEY POINTS:

Hinge Theorem:

 If two triangles have two congruent sides, then the triangle that has the
larger included angle has the longer third side.

Converse:

 If two triangles have two congruent sides, then the triangle that has the
longer third side has the larger included angle.
Rubrics for Scoring
Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.) Level 4 (3 pts.)
Amount of Learner shows Learner only Learner only Learner
Work no attempt to shows answer. shows answers completed each
really do any of but showed step and gave
the problems, partial work. complete
no answer answers.
given.
Understanding Learner shows Learner shows Learner shows Learner shows
no limited partial thorough
understanding understanding understanding understanding
of using triangle of using triangle of using triangle of using
inequality to inequality to inequality to triangle
solve real life solve real life solve real life inequality to
problems problems problems solve real life
involving involving involving problems
triangles triangles triangles involving
triangles

Reflection:
What have you learned about Triangle Inequality?

ANSWERS
Activity 1: unFIT and RIGHT
1. R
2. R
3. R
4. U
5. U
6. U
7. R

GUIDE QUESTIONS
1. Not all. Depends on the lengths of the sticks.
2. 4
3. 3
4. Yes
5. If the sum of the lengths of two sticks is greater than the third stick, then a triangle
can be formed. Otherwise, no triangle is formed.

TO SUM UP
1. equal
2. less than
3. greater than
4. less than
5, greater than

Activity 2: FINDING THE POSSIBILITY

Exercises
1. 4 < s < 12, s = {5,6,7…11}
2. 5 < s < 19, s = {6,7,8…18}
3. 9 < s < 19, s = {10,11,12…18}
4. 8 < s < 52, s = { 9,10,11…51}
5. a = 5, b = 17
6. 0 < k < 8

Table
0<k<8 16 - k 16 16 + k
1 15 16 17
2 14 16 18
3 13 16 19
4 12 16 20
5 11 16 21
6 10 16 22
7 9 16 23

Activity 3: TRACKING THE OPPOSITES

GUIDE QUESTIONS
1. longest side
2. smallest angle
3. The angle opposite the longer side is the larger angle.
4. Yes, subtract the sum of the two angles from 1800.
5. a. 300
b. SM
c. LM, LS, SM

Activity 4: WORD TREASURE

exterior angle adjacent angles remote triangle angle line
linear pair greater than lesser than isosceles obtuse theorem
vertical interior
Activity 5: WHO AM I?

Exterior Interior Adjacent angles (an

Angles Angles exterior angle Remote angles of the
adjacent to an interior given angle
angle)
A 1 A and 1 A 2 and 3
D 2 D and 2 D 1 and 3
G 3 G and 3 G 1 and 2
C C and 1 C 2 and 3
F F and 2 F 1 and 3
I I and 3 I 1 and 2

Activity 6 : TRISOME ANGLING

GUIDE QUESTION
1. No
2. 6
3. An angle formed between one side and an extended side of a triangle.
4. The exterior angle is equal to the sum of its two remote angles.
5. Based on the figure, there is no algebraic computation for the measure of S,
but surely S is greater than both the measures of  L and C.

Activity 7 : FIND THE MISSING

Note: MA denotes the third missing angle.

1. x = 790, MA= 500
2. x = 550, MA = 550
3. x = 1200, MA = 600
4. x = 1000, MA = 300
5. x = 12, 1= 4x + 5 = 530 2 = 6x +8 = 800 MA = 1000
6. x = 52, 1 = x – 3 = 490 2 = 2x – 7 = 970 MA = 830
7. FALSE
8. a. 21
b. B, C, A
9. a. P and
PQR b. 900
10. Isosceles 

Activity 8: HINGE THEOREM or THE ALLIGATOR THEOREM

1. increases
2. longer/larger
3. wider
4. <
5. >
 6. <
7. >
8. ship 2

References
Grade 8 Learner’s Module (Module 6), pp. 390-409.
https://www.google.com/search?source=hp&ei=eG80X7X8PIqg0gTi7ILIAg&q=hinge+theorem
+or+alligator+theorem&oq=hinge+theorem+or+alligator+theorem&gs_lcp=CgZwc3ktYWIQAzo
OCAAQ6gIQtAIQmgEQ5QI6BQgAELEDOgIIADoICAAQsQMQgwE6BggAEBYQHjoFCCEQoAE6

https://study.com/academy/lesson/comparing-triangles-with-the-hinge-theorem.html
https://www.expii.com/t/sss-inequality-theorem-converse-of-hinge-theorem-1006
Prepared by:

ARLON T. MACARUBBO
Teacher III, TCSHS
 MATHEMATICS 8
Name: Grade Level:
Score:
Date:

Learning Activity Sheet

TRIANGLE INEQUALITIES

Background Information for Learners

Most of us start our day with the sandwiches which are triangular. Our mothers make
a sandwich in triangular shape because it looks more appetizing and because of the triangular
forms, the sandwiches come in handy.

By using the Triangle Inequality Theorem, an engineer can find a reasonable range of
values for any unknown distance. This can be extremely beneficial when trying to find a
rough estimate of the amount of material needed to build a structure with undetermined
lengths.

The concepts and skills you will apply from this activity is on the axiomatic
development of triangle inequalities. This will improve your attention to details, shape, and
your deductive thinking, enhance your reasoning skills, and polish your mathematical
reasoning.

In this activity sheet, you will discover more useful facts about angles and sides of a
triangle.

Learning Competency: The learner applies theorems on triangle inequalities.

(M8GE-IVb-1)
 Hands-On Activity 1 WHEN CAN YOU SAY “ITS ENOUGH”
Segments that Form Triangles
Materials: plastic straws, barbecue sticks or hard broom sticks, scissors, ruler
Steps:
1. Cut out plastic straws, barbecue sticks or hard broom sticks with these lengths:
21 cm
18 cm
15 cm
12 cm
6 cm

2. Select three strips randomly. Check if you can use them to form a triangle. Record the
lengths of the strips and whether or not they make a triangle.

3. Repeat STEP 2 several times. Write your findings on a table. (Note: The first one in
the table is done for you.)
Measures of three strips Do the strips form a triangle? (YES/NO)
21, 18, 15 YES

4. Make a conclusion on the relationship among the side lengths of any triangle.
 HANDS-ON ACTIVITY 2 “OPPOSE ME”
Which angle is largest?

Materials: ruler, protractor

Procedure:
1. Measure each angle in the two triangles.

2. Measure the three sides of each triangle.

 3. Arrange the angles of each triangle from the largest to smallest and its sides from the
longest to shortest. In the triangle, which side is opposite the largest angle? Which
side is opposite the smallest angle?

COV Largest angle Longest side

Smallest angle Shortest side

VIR Largest angle Longest side

Smallest angle Shortest side

4. Make a conclusion as to where the largest and smallest angles in a triangle are, in
relation to the longest and shortest sides.

Rubrics for Scoring

CRITERIA Level 1 Level 2 Level 3 Level 4 Level 5 RATING
(0 pt.) (1 pt.) (2 pts.) (3 pts.) (4 pts.)
Amount of Learner Learner Learner Learner Learner
Work showed no only only completed completed
attempt to showed showed each step each step and
do any of answer. answers and gave gave
the but only of partial complete
problems partial answer. answers.
and no work.
answer was
given.
Mathematical Learner Learner Learner Learner Learner
Reasoning showed no showed showed shows showed
explanation explanation explanation explanation explanation
with with
of the with with gaps
thorough
concept. illogical in substantial
reasoning
reasoning. reasoning. reasoning and
insightful
justifications.
OVERALL
RATING
ACTIVITY 1
For items 1 – 5, refer to the figure below.

1. Name all the exterior angles:

2. Name all the interior angles:
3. What are the remote interior angles to 2?
4. What is the adjacent interior angle to 1?
5. If m4 = 85 and m3 = 117, find the following:
a. m1 = c. m5 = e. m7 = g. m9=
b. m2 = d. m6 = f. m8 = h. m10=
6. In JHS , JH = 7, HS = 11, and JS = 8. Name the angles of JH from the smallest
S
to largest.
7. In SDO , SO = 9, DO = 7, and SD = 5. Name the angles of SDO from the largest
to smallest.
8. In REY , mR = 29, mE = 92, and mY = 59. Name the sides of RE from the
Y
shortest to longest.
9. In NOL , mN = 18, mO = 58, and mL = 104. Name the sides of NOL from
the longest to shortest.
 10. List the numbered angles in the figure below from the smallest to the
largest.

ACTIVITY 2
A. Directions: Determine whether the following sets of numbers could represent the lengths
of the sides of a triangle. Show possible illustrations.
1. 8, 15, 9 2. 3, 5, 9 3. 5, 18, 11

4. 14, 6, 20 5. 20, 37, 39

B. Directions: Fill in the blanks with,, or =. Refer to the figure at the right.
6. m1 m2 + m3

7. m3 m1

8. m1 m2

9. AH AC

10. CH AH

Reflection
Life is replete with inequalities. In terms of material wealth, opportunities,
intelligence, and even physical beauty, people are not equal. Yet, in the eyes of God, we are
all equal. What matters is what we do with the talents that he has given us. What talents do
you have? In what ways do you develop your talents and share them with others?
Answer Key

Hands-on Activity 1 WHEN CAN YOU SAY “IT’S ENOUGH

3.
Measures of three strips Do the strips form a triangle?
21,18,15 YES
21,15,12 YES
21,12,6 NO
18,15,12 YES
18,12,6 NO
15,12,6 YES
15,6,21 NO
15,6,18 YES
21,18,6 YES
6,18,15 YES
(NOTE: order of measures of three strips may vary.)

4. The sum of the lengths of any two sides of a triangle is greater than the length of
the third side.

Hands-on Activity 2 OPPOSE ME

1. m1 = 72.9; m2 = 57.34; m3 = 49.36
m4 = 56.31; m5 = 43.15; m6 = 80.54
2. COV : CO = 6.71; OV = 7.62; CV = 6.08
VIR : VI = 6.08; IV = 7.21; RV = 5
3. COV Largest angle C Longest side OV
V CO
Smallest angle O Shortest side CV
VIR Largest angle R Longest side IV
V IR
Smallest angle I Shortest side RV
4. In a triangle, if one side is longer than the other side, the angle opposite the
longer side is the larger side.
In a triangle, if one angle is larger than the other angle, the side opposite the larger
angle is the longer side.
Activity 1
1. 1, 2, 3, 7, 8, 9, 10
2. 4, 5, 6
 3. 5, 6
4. 5
5. a. 117 c. 63 e. 63 g. 148
b. 95 d. 32 f. 148 h. 32
6. S, H, J
7. D, S, O
8. EY, ER, RY
9. NO, LN, LO
10. 1, 3, 2

Activity 2
A. 1.YES; 8 + 15  9, 15 + 9  8, 8 + 9  15
2. NO; 3 + 5  9
3. NO; 5 + 11  18
4. NO; 14 + 6 = 20
5. YES; 20 + 37 39, 37 + 39 20, 20 + 39  37
B. 6. 
7. 
8. 
9. 
10. 

References
“Sandwich Cartoon Transparent & PNG Clipart Free Download.” YAWD, ya-
webdesign.com/explore/sandwich-cartoon-png/. Accessed 4 June 2020.
“Circus, Tent, Big Top, Show, Stripes, Carnival - Circus Cartoon Png, Transparent Png -
Vhv.” Vhv.Rs, www.vhv.rs/viewpic/wimTRo_circus-tent-big-top-show-stripes-
carnival-circus/. Accessed 4 June 2020.
NIVERA, GLADYS. GRADE 8 MATHEMATICS PATTERNS AND PRACTICALITIES.
Antonio Arnaiz cor. Chino Roces Avenues, Makati City, SalesianaBOOKS by DON
BOSCO PRESS, 2014.

Prepared by:

RICHARD S. CABALZA
Teacher III
Tuguegarao City Science High School
 MATHEMATICS 8
Name of Learner: Grade Level:
Section: Date:

LEARNING ACTIVITY SHEET

Proving Inequalities in A triangle

Background Information for Learners:

This Learning Activity Sheet is a teacher-made instructional material designed for Individual
Self-Directed Learning, which aims to guide students in their study of Proving Inequalities in
a Triangle. It is a reinforcement if not a substitute to the Learner’s Material which is
previously used by students before the COVID-19 Pandemic. This is a simplified learning
material in mathematics which covers one of the identified Most Essential Learning
Competency in Grade 8 Mathematics which is “Proving Inequalities in A triangle”.

This topic requires your background knowledge on axioms, proofs, conjectures, theorems,
and mathematical generalizations. It is

The following are the definitions of the words previously stated which are lifted from e-
sources:

Axiom: a statement accepted as true as the basis for argument or inference

Proof: A rigorous mathematical argument which unequivocally demonstrates the truth of a
given proposition
Conjecture: A proposition which is consistent with known data, but has neither been verified
nor shown to be false. It is synonymous with hypothesis.
Theorem: A statement that can be demonstrated to be true by accepted mathematical
operations and arguments.
Generalization: Making mathematical conclusions based on definitions, axioms and proved
theorems.

A mastery of the Axioms of Equality, Properties of Equality, Theorems on Triangles

and Triangle Congruence, which are explained in the previous lessons will also give you a
head start in understanding the lesson presented in this LAS.

Since the lesson is on Proving Inequalities in a Triangle, we therefore review the

different properties of inequality presented in the Learner’s Material.

Properties of Inequality
 For all real numbers 𝑝 and 𝑞 where 𝑝 > 0, 𝑞 > 0
If 𝑝 > 𝑞 then 𝑞 < 𝑝
If 𝑝 < 𝑞 then 𝑞 > 𝑝
 For all real numbers 𝑝, 𝑞, 𝑟 and 𝑠, if 𝑝 > 𝑞 and 𝑟 ≥ 𝑠, then 𝑝 + 𝑟 > 𝑞 + 𝑠
 For all real numbers 𝑝, 𝑞, 𝑟 if 𝑝 > 𝑞 and 𝑟 > 0, then 𝑝𝑟 > 𝑞𝑟.
 For all real numbers 𝑝, 𝑞, 𝑟 if 𝑝 > 𝑞 and 𝑞 > 𝑟, then 𝑝 > 𝑟.
 For all real numbers 𝑝, 𝑞, 𝑟 if 𝑝 = 𝑞 + 𝑟 and 𝑟 > 0, then 𝑝 > 𝑞.
Property of Inequality Used in Geometry

P
Q
R

Q is between P and R
If ̅𝑃̅𝑅̅ ≅ ̅𝑃̅𝑄̅ + ̅𝑄̅𝑅̅ then 𝑃𝑅 > 𝑃𝑄 and 𝑃𝑅 > 𝑄𝑅

1
2
Q
R
∠1and ∠𝟐 are adjacent angles

m∠PQR>m∠1 and 𝑚∠PQR>m∠2

Things to consider in writing proofs:

1. Illustrating the problem as it is being stated and described.
2. Labeling properly the drawn figure.
3. Writing down logically the steps. Normally what is being stated first are the given and
the final step is to write the statement and reason of what you need to prove.
How indirect proofs are written?
1. Negating the statement to be proven.
2. Reason out logically until the contradiction of a known fact is reached.
3. Assumptions written must be false, thus the statement to be proven must be true

The Two-Column Proof Way of Proving Theorems in Mathematics:

At this point, the Two-Column Proof Way of proving theorems will be utilized. A two-
column proof consists of a list of statements, and the reasons why those statements are true.
The statements are in the left column and the reasons are in the right column. The statements
consist of steps toward solving the problem.
In the previous lesson, several theorems have been verified though observations,
constructions and computations. To note some, the following Inequalities in One Triangle
and Two Triangles are being presented to you.
In the succeeding part of this LAS, you will be asked to show the proofs of these theorems
using the two-column proof. In proving theorems using the two-column proof, observation
skills, deductive reasoning and logical proving are needed. The need to determine the
appropriate statement and its corresponding reason is necessary. Knowing the right statement
and the corresponding reason will provide you a hint on the succeeding statements and
reasons that will eventually lead you to the proof of the theorem you need to prove in the very
beginning.
The proof of the first theorem is done for you.
Inequalities in One Triangle
Triangle Inequality Theorem 1 (𝑺𝒔 → 𝑨𝒂)
If one side of a triangle is longer than a second side, then the angle opposite the first side is
larger than the angle opposite the second side.
Triangle Inequality Theorem 2 (𝑨𝒂 → 𝑺𝒔)
If one angle of a triangle is larger than a second angle, then the side opposite the first
angle is longer than the side opposite the second angle.
Triangle Inequality Theorem 3 (𝑺𝟏 + 𝑺𝟐 > 𝑺𝟑)
The sum of the lengths of any two sides of a triangle is greater than the length of the
third side.
Exterior Angle Inequality Theorem
The measure of an exterior angle of a triangle is greater than the measure of either
remote interior angle.
Inequalities in Two Triangles
Hinge Theorem or SAS Inequality Theorem
If two sides of one triangle are congruent to two sides of another triangle, but the
included angle of the first triangle is greater than the included angle of the second, then the
third side of the first triangle is longer than the third side of the second.
Converse of the Hinge Theorem or SSS Inequality Theorem
If two sides of one triangle are congruent to two sides of another triangle, but the third
side of the first triangle is longer than the third side of the second, Then the included angle of
the first triangle is larger than the included angle of the second.
Consider the succeeding example. In the table below you are given a sample of a two-column
proof. Study the example and consider the explanation why the statements and the
corresponding reasons are sequentially written in that logical manner.
Triangle Inequality Theorem 1 (𝑺𝒔 → 𝑨𝒂)
If one side of a triangle is longer than a second side, then the angle opposite the first side is
larger than the angle opposite the second side.

B
Given: 𝑨𝑪 > 𝑨𝑩, 𝑩𝑨 = 𝑨𝑿
Prove: 𝒎∠𝑩 > 𝒎∠𝑪

A
C x

Statements Reasons

1. 𝐴𝐶 > 𝐴𝐵 Given
Note that these statements are
2. 𝐵𝐴 = 𝐴𝑋 Given given in the problem.

3. ∆𝐴𝐵𝑋 is isosceles Definition of an Isosceles

Triangle Isosceles triangles are triangles with two equal sides

4. 𝑚∠𝐴𝑋𝐵 = 𝑚∠𝐴𝐵𝑋 Base Angles of Isosceles

Always, the base angles of isosceles triangles are congruent.
Triangles are Congruent

5. 𝑚∠𝐴𝑋𝐵 = 𝑚∠𝐶 + Exterior Angle Theorem

𝑚∠𝑋𝐵𝐶

The measure of an Exterior angle is equal to the sum of the measures of the remote interior a

6. 𝑚∠𝐴𝐵𝑋 = 𝑚∠𝐶 + Substitution

𝑚∠𝑋𝐵𝐶 Study steps 4 and 5 to come
up with this reason.

7.𝑚∠𝐵 = 𝑚∠𝐴𝐵𝑋 + Angle Addition Postulate

𝑚∠𝑋𝐵𝐶
Measures of Adjacent Angles
can be added to form one
larger angle.

8. 𝑚∠𝐵 = 𝑚∠𝐶 + Substitution

𝑚∠𝑋𝐵𝐶 + 𝑚∠𝑋𝐵𝐶
Consider steps 6 and 7 in this
part of the proof.

9. 𝑚∠𝐵 > 𝑚∠𝐶 Definition of >

The addition of the two angles

in step 8 makes angle B
greater than angle C.
Learning Competency:
The learner proves inequalities in a triangle (M8GE-IVc-1)

Directions:
Study the remaining triangle inequality theorems. The activities that follow allow you
to think on the right statements and reasons that support the logical flow of proving a
particular inequality theorem. In some of the examples, hints will be provided for you.

Activity 1

Instructions: Apply the indirect way of proving theorems in proving Triangle Inequality
Theorem 2. Note: (The example presented here is directly lifted from the learner’s module.)

Triangle Inequality Theorem 2 (𝑨𝒂 → 𝑺𝒔)

If one angle of a triangle is larger than a second angle, then the side opposite the first
angle is longer than the side opposite the second angle.
L

Given:∆𝐿𝑀𝑁; ∠𝐿 > ∠𝑁
Prove: ̅L̅M̅
̅𝑀̅ M N
̅𝑁̅ ̅
>
Indirect Proof:
Assume: ̅L̅M̅
̅𝑀̅
̅𝑁̅ ̅
≯
Statements Reasons
1. 1. Assumption that
̅𝑀̅ ̅𝑀̅
̅𝑁̅ ̅𝑁̅ ̅
̅=
̅L̅ ≯
̅ ̅
L
̅M̅ ̅
̅ ̅
M
or
̅𝑀̅ ̅
̅𝑁̅
̅<
̅L̅
̅M̅
̅
2. Considering 𝑀𝑁 ≅ LM: If 𝑀𝑁 ≅ LM then 2. Definition of

Consequently, what can you say about ∠𝐿 and

∠𝑁
of isosceles triangles are congruent

The assumption that The conclusion that ∠𝐿 ≅ ∠𝑁

 ̅𝑀̅ the given that ∠𝐿 > ∠𝑁.
̅𝑁̅ ̅
≅
̅L̅
̅M̅ ̅ is True False
3. Considering 𝑀𝑁 < ̅L̅M̅:
̅ ̅ ̅ 3. Base angles of isosceles triangles are congruent
If
̅𝑀̅
̅𝑁̅
̅<
̅L̅
̅M̅ ̅
then
The assumption that The conclusion that ∠𝐿 < ∠𝑁 contradicts the given
̅ ̅
𝑀 that
̅ ̅̅
𝑁
<
̅L̅
̅M̅ ̅ is True
False
4. Therefore, 4. The
̅𝑀̅ that ̅𝑀̅𝑁̅ ≯ ̅L̅M̅ contradicts the known fact
̅ ̅>
𝑁 ̅ that∠𝐿 > ∠𝑁
̅ ̅
L
̅ ̅ ̅ must be True
M False
 Activity 2

Instructions: Use the two-column proof in proving the Triangle Inequality Theorem 3.
Complete the table by adding the missing statement or reason.

Triangle Inequality Theorem 3 (𝑺𝟏 + 𝑺𝟐 > 𝑺𝟑)

The sum of the lengths of any two sides of a triangle is greater than the length of the
third side.
T
5

V4
2
6
1 3
S E

Given: ∆𝑆𝐸𝑇,̅𝑉̅𝐸̅ bisects ̅∠̅𝑆̅𝐸̅𝑇̅

Statements Reasons

1. ∆𝑆𝐸𝑇,̅𝑉̅𝐸̅ bisects ̅∠̅𝑆̅𝐸̅𝑇̅ 1.

2. 2. An angle bisector divides an angle into two

congruent parts

3. 𝑚∠4 = 𝑚∠1 + 𝑚∠3 3.

4. 𝑚 > 𝑚∠3 4. Angle Addition Postulate

5. 𝑚∠4 > 𝑚∠6 5.

6. 𝐸𝑇 > 𝑇𝑉 6.

Activity 3

Exterior Angle Inequality Theorem

The measure of an exterior angle of a triangle is greater than the measure of either
remote interior angle.
Instructions: Use the illustration below and the guide questions to provide a step-by-step two-
column-proof solution to the Exterior Angle Inequality Theorem.

Given:∆𝐿𝑀𝑁 with exterior angle ∠𝐿𝑁𝑃

Prove: ∠𝐿𝑁𝑃 > ∠𝑀𝐿𝑁 L
 N P
M
To aid you in your proof Let us first Construct the following

L R
Q
3
4
1 N2 P
M
1. Midpoint Q on ̅𝐿̅𝑁̅ such that ̅𝐿̅𝑄̅ ≅ ̅𝑁̅𝑄̅
2. ̅𝑀̅𝑄
̅ ̅ ≅ ̅𝑄̅𝑅̅
̅̅𝑀̅
̅𝑅̅through Q such that
Guide Questions:
1. What is usually the first statement and reason in writing a two column proof for a theorem ?
2. What relationship exists between ∠3 and ∠4?
3. How are triangles ∆𝐿𝑄𝑀 and ∆𝑁𝑄𝑅 related? What postulate supports your answer?
4. How can CPCTC be applied in this part of the proof?
5. What angles to be added to form ∠𝐿𝑁𝑃? What postulate supports answer?
6. How can Inequality be applied in this part?
7. Hoc can Substitution Property of Inequality be applied in the final step of the proof?

Activity 4

Hinge Theorem or SAS Inequality Theorem

If two sides of one triangle are congruent to two sides of another triangle, but the
included angle of the first triangle is greater than the included angle of the second, then the
third side of the first triangle is longer than the third side of the second.
Instructions:
Instructions: Supply the missing reasons for the proof of the Hinge Theorem
B
A
Given: 𝐴𝐵 ≅ 𝐴𝐷 2
1
Prove: 𝐸𝐵 > 𝐸𝐷

E
D
 Statements Reasons

1. 𝐴𝐵 ≅ 𝐴𝐷 1.

2. 𝐴𝐸 ≅ 𝐴𝐸 2.

3. ∠𝐴 ≅ ∠1 + ∠2 3.

4. ∠𝐴 > ∠1 4.

5. 𝐸𝐵 > 𝐸𝐷 5.

Activity 5

Converse of the Hinge Theorem or SSS Inequality Theorem

If two sides of one triangle are congruent to two sides of another triangle, but the third
side of the first triangle is longer than the third side of the second, Then the included angle of
the first triangle is larger than the included angle of the second.
Instructions: Show the proof the of the Converse of the Hinge Theorem. Use any book as
your refererence or you may opt to search the net for possible solutions. Revise how it is
being presented in the book or the internet and place your solution in the table that follows.
Include also in your answer sheet your source/s.
Given:

Illustration:
 Statements: Reasons:

1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

Note: Add rows to the table if needed.

Reflection:

1. What particular part of the lesson is difficult for you? How did you address the
difficulty you have encountered in this lesson?

2. What are the things that you learned in this LAS? How can you apply the things
you learned in this LAS in the remaining lessons in your Subject ?
References:
1. Mathematics Learners Material for Grade 8
2. https:// www.dummies.com/education/math/geometry/proofs
3. https://mathworld.wolfram.com
4. Merriam Webster Dictionary
5. https://www.onlinemathlearning.com/exterior-angle-theorem.html

Answer Key
Answer Key: Activity 1
Statements Reasons
1. 1. Assumption that
̅𝑀̅ ̅𝑀̅
̅𝑁̅ ̅𝑁̅ ̅
̅=
̅L̅ ≯
̅L̅
̅M̅ ̅
̅ ̅
M
or
̅𝑀̅ ̅
̅𝑁̅
̅<
̅L̅
̅M̅
̅
2. Considering 𝑀𝑁 ≅ LM: If 𝑀𝑁 ≅ LM then 2. Definition of Isosceles Triangle
∆𝐿𝑀𝑁 is an isosceles triangle.

Consequently, ∠𝐿 = ∠𝑁 Base Angles of Isosceles Triangles are congruent.

The assumption that The conclusion that ∠𝐿 ≅ ∠𝑁 contradicts
̅𝑀̅ the given that ∠𝐿 > ∠𝑁.
̅𝑁̅ ̅
≅
̅L̅
̅M̅ ̅ is False
3. Considering ̅𝑀̅𝑁̅ < ̅L̅M̅: Triangle Inequality Theorem 1
If
̅𝑀̅
̅ ̅
𝑁
̅<
L̅ ̅
̅M̅ ̅
then 𝑚∠𝐿 < 𝑚∠𝑁
̅
The assumption that ̅𝑀̅𝑁̅ < L̅M̅ is False. The conclusion that 𝑚∠𝐿 < 𝑚∠𝑁 contradicts the
given that 𝑚∠𝐿 > 𝑚∠𝑁
4. Therefore, ̅𝑀̅𝑁̅ > ̅L̅M̅ must be True 4. The assumption that
̅𝑀̅
̅𝑁̅ ̅
≯
̅L̅
̅M̅ ̅
contradicts the known fact that 𝑚∠𝐿 > 𝑚∠𝑁
Answer Key. Activity 2
 1. Given
2. ∠3 ≅ ∠6
3. Exterior Angle Theorem
4. 𝑚∠4
5. Transitive Property
6. The longest side is opposite the largest angle
Answer Key: Activity 3
Statements Reasons

1. ̅𝐿̅𝑄̅ ≅ ̅𝑁̅𝑄̅; 6. By Construction

̅𝑀̅
̅𝑄̅ ≅ ̅𝑄̅𝑅̅
7. ∠3 ≅ ∠4 2. Vertical Angles are congruent

8. ∆𝐿𝑄𝑀 ≅ ∆𝑁𝑄𝑅 3. SAS Triangle Congruent Postulate

9. ∠𝑀𝐿𝑁 ≅ ∠1 4.Corresponding Parts of Congruent Triangles are

Congruent

10. ∠𝐿𝑁𝑃 ≅ ∠1 + ∠2 5.Angle Addition Postulate

11. ∠𝐿𝑁𝑃 > ∠1 6.Property of Inequality

12. ∠𝐿𝑁𝑃 > ∠𝑀𝐿𝑁 7.Substitution Property of Equality

Answer Key: Activity 4
Statements Reasons

1. 𝐴𝐵 ≅ 𝐴𝐷 1. Given

2. 𝐴𝐸 ≅ 𝐴𝐸 2. Reflexive

3. ∠𝐴 ≅ ∠1 + ∠2 3. Angle Addition

4. ∠𝐴 > ∠1 4. Definition of Inequality

5. 𝐸𝐵 > 𝐸𝐷 5. The greater the angle of a triangle, the larger is

the opposite side

Answer Key: Activity 5

Solutions may vary depending on the illustration and the process shown by the students.

Prepared by:

MICHAEL M. ACUPAN
Tuguegarao City Science High School
 MATHEMATICS 8
Name: Date: Grade Level:
Score:

Learning Activity Sheet

PROPERTIES OF PARALLEL LINES CUT BY TRANSVERSAL

Background Information for Learners

Have you watched a ski competition in the television already? In ancient times,
Scandinavians used skis as a way to travel over snow. The modern sport of skiing began in
Norway in the nineteenth century and has been gaining popularity ever since. One of the keys
to the basic downhill movement, the schuss, is keeping the skis parallel.
There are many other applications of parallel lines cut by a transversal line such the
railroads of trains, tallying sheets, and among others. Hence, it is indispensable to add in your
skill set the ability of proving properties of parallel lines cut by a transversal line.
In this Learning Activity Sheet, you will be able to prove the properties of parallel
lines cut by a transversal. The skills that you will be acquiring from the activities prepared
will greatly improve your reasoning and proving skills. It is hoped that as you acquired such
skills, you will be able to utilize them in your day-to-day activities.

Learning Competency: The learner proves properties of parallel lines cut by a transversal.
(M8GE-IVd-1)
 HANDS–ON ACTIVITY: “Corresponding Angle Measures”
Materials:
1. Notebook paper
2. Protractor 3. Straightedge/ruler
Steps/Procedures: 4. Colored Pencils

1. Use a pencil and straightedge to darken two lines on a piece of notebook paper. Use
your straightedge/ruler to draw transversal t.

2. Label each angle.

1 2
34
56
7 8

3. Use your protractor to measure each of the four pairs of corresponding angles.
4. Make a conjuncture about the corresponding angles formed by two parallel lines cut
by a transversal.

5. What appears to be true about alternate interior angles? Consecutive interior angles?
Alternate exterior angles?
Rubrics for Scoring
CRITERIA Level 1 Level 2 Level 3 Level 4 Level 5 RATIN
(0 pt.) (1 pt.) (2 pts.) (3 pts.) (4 pts.)
Amount of Learner Learner Learner Learner Learner
Work showed no only only completed completed
attempt to showed showed each step each step and
do any of answer. answers and gave gave
the but only of partial complete
problems partial answer. answers.
and no work.
answer was
given.
Mathemati Learner Learner Learner Learner Learner
cal showed no showed showed shows showed
Reasoning explanation explanation explanation explanatio explanation
with
of the with with gaps n with
thorough
concept. illogical in substantial reasoning
reasoning. reasoning. reasoning and
insightful
justifications.
OVERALL
RATING

ACTIVITY
A. In the figure, ̅𝐴̅𝐵̅ǁ̅𝐸̅𝐶̅, 𝑚1 = 58, 𝑚2 = 47, and 𝑚3 = 26. Find the measure of
each of the following angles.
A B
1. 7 1 2
3
2. 6
3. 8
4. 5
6 5
5. 4 4
E 7 8 C
6. 9

D
 ̅ 𝐺
B. In the figure, 𝐵 ̅ ̅ ǁ𝐶 ̅ ̅ , ̅𝐶̅𝐷̅ǁ⃗𝐵⃗𝐺⃗ bisects EBA, 𝑚8 = 42, and 𝑚3 = 18. Find the
̅ 𝐸
measure of each of the following angles.

1. 7 A
2. 1 B
86
3. 6 7
4. 5
C
5. 4 G 5
1
6. 2

4 2
3
E D

C. In the figure, 𝑙ǁ𝑚 and 𝑡 is a transversal line. Solve the following problems.
l m

t
3 4
1 2 6 5
8 7

1. If 𝑚4 = 2x − 25 and 𝑚8 = x + 26, find 𝑚2.

2. If 𝑚6 = 2x + 43 and 𝑚7 = 5x + 11, find 𝑚5. Explain your reasoning.

Reflection
In the context of Plane Geometry, parallel lines never meet. In our lives, there are
things that we fail to meet – or achieve. We feel like we gave it all, but still, it isn’t enough.
During trying times when we do not meet our goals or aspirations in life, how do you cope up
with the challenges offered by the journey of your life? How do you turn failures into
inspirations to continue and battle with the challenges of this life?
Answer Key
Hands-on Activity
4. Make a conjuncture about the corresponding angles formed by two parallel lines
cut by a transversal.
If two parallel lines are cut by a transversal, then each pair of corresponding
angles is congruent.
5. What appears to be true about alternate interior angles? Consecutive interior
angles? Alternate exterior angles?
a. If two parallel lines are cut by a transversal, then each pair of alternate interior
angles is congruent.
b. If two parallel lines are cut by a transversal, then each pair of consecutive
interior angles is supplementary.
c. If two parallel lines are cut by a transversal, then each pair of alternate exterior
angles is congruent.
Activity
A.
1. 58𝑜 4. 47𝑜
2. 75𝑜 5. 107𝑜
3. 73𝑜 6. 49𝑜
B.
1. 42𝑜
2. 42𝑜
3. 96𝑜
4. 42𝑜
5. 42𝑜
6. 120𝑜
 C.
1. 𝑚2 = 77
2. 𝑚5 = 101

References
Boyd, Cindy J. 2008. Geometry. New York: Glencoe/McGraw-Hill.
Jurgensen, Ray C, Richard G Brown, and John W Jurgensen. 2000. Geometry. Evanston, Ill.:
McDougal Littell.
"Redirect Notice". 2020. Google.Com. shorturl.at/yzO03

Prepared by:

JANSTEN B. MAPATAC
Teacher III
Tuguegarao City Science High School
 MATHEMATICS 8
Name of Learner: Grade Level:
Section: Date:

LEARNING ACTIVITY SHEETS

CONDITIONS UNDER
PARALLELISM and PERPENDICULARITY of LINES

se two parallel lines, then many congruent pair of angles are formed. While the two lines that intersect and form four right

Learning Competency:

Determine the conditions under which lines and segments are parallel or perpendicular.
M8GE-IVe-1

Think about this:

 For aesthetic and attraction purposes, a footbridge was built with an inclination
towards the exit point. The bridge as shown in the figure below goes up from 12 meters and
15 meters posts respectively, from the ground and 20 meters apart. What are the measures of
the interior angles of the bridge?

B
Z

R 20 m I
15 m 12 m

ACTIVITY 01 WORD TREASURE

Directions:
Search for the mathematical terms in the word puzzle and define each of the terms. Write the
word and its definition in your notebook

L P S M E R O E H T R L H C Y
A E L I N E A R L U I I O R C
S R A N A L P O C N E N A L P
R P N T M G L J E Z C T F P A
E E C O R R E S P O N D I N G
V N Y R A T N E M E L P P U S
S D D G B T S K M E A N R J P
N I R Z P E O E T D C W O A O
A C F O L S L A J G I G I I I
R U E G I P N A Z C T D R D N
T L N D M R C O N G R U E N T
R A J O E E E N V H E Q T S S
R R C T N S W T S N V W N O K
N Y L T O E I K X Q S S I Q D
P A R A L L E L B E G K V B I
 ACTIVITY 02 CONNECTING PARTS

Directions: Supply the blanks with appropriate word/s to answer each item.
fig. 1 fig. 2 fig. 3
p i l t
12 12
m 43
43 12 y
6
5 6 5 4 3
g
a 87 56
j 87
GUIDE QUESTIONS:
1. What is a transversal line?
 A transversal line is a line that two or more lines at or
more distinct points.

2. What is the transversal line

in: fig. 2 fig. 3
fig. 1

3. Enumerate the following in fig. 1 and fig. 3

fig. 1 fig. 3
a. Alternate Exterior Angle a. Alternate Exterior Angle

b. Alternate Interior Angle b. Alternate Interior Angle

c. Corresponding Angles c. Corresponding Angles

d. Interior angles on the same d. Interior angles on the same

side of the transversal side of the transversal

e. Exterior angles on the same e. Exterior angles on the same

side of the transversal side of the transversal

4. How many alternate interior angle does fig. 2 have? Corresponding angle?
5. Compare lines p and a in fig. 1with the lines j and y in fig. 2.
 6. In a short bond paper:
 Draw two parallel lines and a transversal line similar to fig. 3.
 Number the angles similar to fig. 3.
 Measure the angles 1 to 8.
 Record/write the measures of each pair of angle in your notebook.

Alternate Exterior Angles

1. = and =
2. = and =
a. Conclusion: The measures of alternate exterior angles are .

Alternate Interior Angles

1. = and =
2. = and =
b. Conclusion: The measures of alternate interior angles are .

Corresponding Angles
1. = and =
2. = and =
3. = and =
4. = and =
c. Conclusion: The measures of corresponding angles are .

Interior angles on the same side of the transversal

1. = and =
2. = and =
d. Conclusion: The interior angles on the same side of the transversal
are __.

Exterior angles on the same side of the transversal

1. = and =
2. = and =
e. Conclusion: The exterior angles on the same side of the
transversal are __.

Let’s try
Given: Lines g and a are parallel lines.

1. Determine the measures of the remaining angles given that 2 = 320.

1320 g
43

5 6 a
87
 1. 2 and 6 are two corresponding angles, so 6 = 320
2. 6 and 4 are two alternate interior angles, so 4 = 320
3. 4 and 8 are two corresponding angles, so 8 = 320
4. 8 and 1 are exterior angles on the same side of the transversal, so 1 = 1480
5. 1 and 5 are two corresponding angles, so 5 = 1480
6. 5 and 3 are two alternate interior angles, so 3 = 1480
7. 3 and 7 are two corresponding angles, so 7 = 1480
8. Refer to the figure below. Given that line p is parallel to line o,
A. Find the value of x.
B. Determine the measures of the numbered angles.
C. State the conditions of parallelism and perpendicularity of two lines

12 p
4 2x + 25

x + 75 6 o
8 7

Solution:
3  5, alternate interior angles are congruent
2x + 25 = x + 75
x = 50

3 = 2(50) + 25 = 125
5 = (50) + 75 = 125
The remaining angles are:
1 = 1250 2 = 550 4 = 550 6 = 550 7 = 1250 8 = 550

The answer to the problem in the “Think about this” portion.

Refer to figure and the given above.
Solution:
B = 2x +18; Z = 4x
B + Z = 180
2x + 18 + 4x = 180
6x = 180 – 18
6x = 162
x = 27
B = 2x +18 = 720
Z = 4x = 1080
 ACTIVITY 03 YOU ARE RIGHT !

Directions: Spot the difference in the given figures below and answer the questions that
follow.

fig. 1 fig. 2 fig. 3 i

r
d
p
n
e

GUIDE QUESTIONS. Refer to the figure above

1. What is common among the 3 figures?
 All are lines.
2. Which is a different figure among the 3? Why?
 The two intersecting lines in figure form angles.
3. Which of the figures show perpendicularity?
4. When are two lines perpendicular?
 Two intersecting lines are if they form four right angles.
5. TRUE or FALSE: All perpendicular lines are intersecting lines.

KEY POINTS:
Conditions that guarantee that two lines are Parallel
1. If 2 coplanar lines are both perpendicular to the same line, then they are parallel.
2. CAP Theorem. If 2 lines have a transversal and a pair of
congruent Corresponding Angles, then the lines are Parallel.
3.AIP Theorem. If 2 lines have a transversal and a pair of congruent
Alternate Interior Angles, then the lines are Parallel.
4. AEP Theorem. If 2 lines have a transversal and a pair of congruent
Alternate Exterior angles, then the lines are Parallel.
5. If 2 lines have a transversal and interior angles on the same side of
the transversal are supplementary, then the lines are parallel.

Conditions that guarantee that two lines are Perpendicular

1. If two lines are perpendicular to each other, then they form four right angles.
2. If the angles in a linear pair are congruent, then the lines containing their
sides are perpendicular.
 ACTIVITY 04 FIGURE IT OUT

Solve for x and determine the measure of the missing angle/s. (For items 1-6)

1. Given: 1 = 3x – 10
5 = 2x + 45 12 g
a. Find x 43
b. 1 =
c. 2 = 5 6 a
d. 3 = 8 7
e. 4 =
f. 5 =
g. 6 =
h. 7 =
i. 8 =
2. Two rods are mounted on the upper and lower part of the wall for home décor. A
connecting rod is placed between the two rods as shown in the figure below. If the rod
connector makes a (x – 30)0 angle with the upper rod and (2x)0 with the lower rod,
what angle measure does the rod make with the lower rod?

(x – 30)0

(2x)0

For items 3-5, refer to the figure below

Given: a //c b
a
300 0
70
2

1 3 4
c

3. What is the measure of 1?

4. What is the measure of 3?
5. What is the measure of 4?
 RUBRIC
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
CRITERIA 4 3 2 1 RATING
The computations
The computations
are accurate and The computations The computations
are accurate and
show a wise use of are erroneous and are erroneous and
show the use of
geometric show some use of do not show the
geometric concepts
Accuracy concepts concepts on use of concepts on
specifically on
specifically on Parallelism and Parallelism and
Parallelism and
Parallelism and Perpendicularity Perpendicularity
Perpendicularity of
Perpendicularity of of lines. of lines.
lines. lines.

Justification is
Justification is clear Justification is not Justification is
logically clear,
and convincingly so clear. Some ambiguous. Only
convincing and
delivered. ideas are not few concepts on
professionally
Mathematical Appropriate connected to each Parallelism and
delivered. The
Justification concepts on other. Not all Perpendicularity
concepts on
Parallelism and concepts on of lines.
Parallelism and
Perpendicularity of Parallelism and
Perpendicularity of
lines. Perpendicularity
lines.
of lines.

Reflection:
What have you learned about Parallel and Perpendicular lines?

ANSWERS

Activity 1:WORD TREASURE

adjacent
alternate
angles
complementary
congruent
coplanar
corresponding
exterior
interior
linear
lines
pair
parallel
perpendicular
plane
points
supplementary
theorems
transversal
vertical

Activity 2: CONNECTING PARTS

GUIDE QUESTIONS
1. intersects, two
2. fig. 1. line i fig. 2. none fig. 3. line t
3.
Figure 1 Figure 3
a. Alternate Exterior Angles a. Alternate Exterior Angles
1 and 7 1 and 7
2 and 8 2 and 8
b. Alternate Interior Angles b. Alternate Interior Angles
3 and 5 3 and 5
4 and 6 4 and 6
c. Corresponding Angles c. Corresponding Angles
1 and 5 1 and 5
2 and 6 2 and 6
3 and 7 3 and 7
4 and 8 4 and 8
d. Interior Angles on the Same Side of the d. Interior Angles on the Same Side of the
Transversal Transversal
3 and 6 3 and 6
4 and 5 4 and 5
e. Exterior Angles on the Same Side of the e. Exterior Angles on the Same Side of the
Transversal Transversal
1 and 8 1 and 8
2 and 7 2 and 7
4. none, none
5. Based on the markings, line j and line y are parallel lines while line p and line a are solely
intersecting lines.
6. a. congruent
b. congruent
c. congruent
d. supplementary
e. supplementary

Activity 3: YOU ARE RIGHT

GUIDE QUESTIONS
1. intersecting
2. fig. 3, right
3. fig. 3
4. perpendicular
5. TRUE

Activity 4: FIGURE IT OUT

1. a. x = 550
b. 1 =1550
c. 2 = 250
d. 3 = 1550
e. 4 = 250
f. 5 =1550
g. 6 = 250
h. 7 = 1550
i. 8 = 250
2. 1400
3. 300
4. 400
5. 1400

References
Grade 8 Learner’s Module (Module 6), pp. 441- 457.
https://www.google.com/search?source=hp&ei=eG80X7X8PIqg0gTi7ILIAg&q=hinge+theorem
+or+alligator+theorem&oq=hinge+theorem+or+alligator+theorem&gs_lcp=CgZwc3ktYWIQAzo
OCAAQ6gIQtAIQmgEQ5QI6BQgAELEDOgIIADoICAAQsQMQgwE6BggAEBYQHjoFCCEQoAE6

https://study.com/academy/lesson/comparing-triangles-with-the-hinge-theorem.html
https://www.expii.com/t/sss-inequality-theorem-converse-of-hinge-theorem-1006

Prepared by:

ARLON T. MACARUBBO
Teacher III, TCSHS
 MATHEMATICS 8
Name: Grade Level:
Score:
Date:

Learning Activity Sheet

EXPERIMENTS AND SAMPLE SPACE

Background Information for Learners

In the Philippines game show “Wheel of Fortune”, a contestant spins the wheel to
determine his fortune. What is the probability that the contestant will be able to win the
jackpot prize? What is the probability that the contestant will be able to win Php100000?

The possible occurrence of an event can be characterized as impossible, very likely,

unlikely, 50% chance, likely, very likely or certain.

People deal with probability questions on a daily basis. In this activity sheet, you will
attempt to predict the chance that something will or not happen.

Learning Competency: The learner illustrates an experiment, outcome, sample space and
event. (M8GE-IVf-1)

ACTIVITY 1
Directions: Complete the puzzle by reading the clues below.
 1
2
3

4
5
6

8 9

10

CLUES
Across Down
3. A process in which an observation is 1. Each possible outcome in the sample space
obtained 2. Measures the chance that an event will
6. The set of all possible outcomes of an occur
experiment 4. The set of some outcomes of an
7. Event that will surely happen experiment
8. One occurrence of an experiment 5. Probability of an event that will not happen
9. The observed result of an experiment
10. Event that cannot happen

ACTIVITY 2
A. Directions: An event is described in each row. Put a check on the column which best
describes the likelihood of each event.
Impossible Very Unlikely 50% Likely Very Certain
Unlikely chance Likely
Event
1. A ball is drawn from a box
containing 2 blue balls,3
 red and 2 yellow. The
person wants a green ball.
2. Getting a head when tossing
an unbiased coin.
3. The date after the 29th is the
30th in a month.
4. The event that it rains in
summer
5. The event that you pass all
your subjects if the remarks
of all your grades are
PASSED.

B. Directions: Determine the sample space in each of the following experiments. If the
sample points of the sample space are too many to enumerate, just give the number of
sample points.

NOTE: The set of all possible outcomes is the sample space of the experiment. The sample
space is usually denoted by S and the total number of possible outcomes by n(S).
Example: For each experiment, write the sample space and the total number of possible
outcomes.
a. Rolling a die
S = {1, 2, 3, 4, 5, 6}
n(S) = 6
b. Flipping a coin
S = {Head, Tail)
n(S) = 2
1. Tossing two coins simultaneously 4. Rolling a pair of dice

2. Tossing three coins simultaneously 5. Tossing a coin followed by rolling a die

3. Drawing a card from a standard deck of cards

C. The digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 are written on slips of paper, placed in a box and

thoroughly mixed. One slip of paper is chosen at random. Find the event and number of
sample points if
1. The number drawn is between 1 and 9. 4. The number drawn is a multiple of 4.

2. The number drawn is odd and less than 9. 5. The number drawn is prime.

3. The number drawn is even and greater than 5.

Reflection

Does making it to the top seem like impossible to achieve?

Answer Key

Activity 1
S1

P2 A

RO E3XPERI MP ENT
B L

E4

A V E Z5

BI S6AMPL EN S PO A C ER
L T I O

C7 E R A N

I N

T8 RIAL O9U T COME

Y S

I10 M P O S S I B L E

Activity 2
A.
Event Impossible Very Unlikely 50% Likely Very Certain
Unlikely chance Likely
1. A ball is drawn from a
box containing 2 blue
balls,3 red and 2 yellow.
The person wants a green
ball.
2. Getting a head when
tossing an unbiased coin.
3. The date after the 29th is
the 30th in a month.
 4. When in Tuguegarao,
the event that it rains in
summer

5. The event that you pass

all your subjects if the
remarks of all your grades
are PASSED.

B. 1. {HH, HT, TH, TT}

2. {HHH, HTH, HHT, THH, TTT, THT, TTH,
HHT} 3. n(S) = 52
4. n(S) = 36
5. {H , T}

C. 1. {2, 3, 4, 5, 6, 7, 8}; n(S) = 7

2. {1, 3, 5, 7}; n(S) = 4
3. {6, 8}; n(S) = 2
4. {4, 8}; n(S) = 2
5. {1, 3, 5, 7}; n(S) = 4

References
Interactive, Zellion. “Win the Online Contest - Zellion Blog Smartness in Innovation and
Action.” Blog.Zellioninteractive.Com, blog.zellioninteractive.com/win-the-online-
contest/. Accessed 4 June 2020.
NIVERA, GLADYS. GRADE 8 MATHEMATICS PATTERNS AND PRACTICALITIES.
Antonio Arnaiz cor. Chino Roces Avenues, Makati City, SalesianaBOOKS by
DON BOSCO PRESS, 2014.
CHUA, ARNALDO. 2018 MTAP-DepEd Saturday Program of Excellence in Mathematics 8
Session 7.

Prepared by:

RICHARD S. CABALZA
Teacher III
Tuguegarao City Science High School
 MATHEMATICS 8
Name of Learner: Grade Level:
Section: Date:

LEARNING ACTIVITY SHEET

Counting Number of Occurrences of an Outcome In An Experiment

Background Information for Learners:

This Learning Activity Sheet is a teacher-made instructional material designed for
Individual Self-Directed Learning, which aims to guide students in their study of Counting
Number of Occurrences of an outcome in an experiment using a) Tables b)Tree Diagram c)
Systematic Listing and d) Fundamental Counting Principle . It is a reinforcement if not a
substitute to the Learner’s Material which is previously used by students before the COVID-
19 Pandemic. This is a simplified learning material in mathematics which covers one of the
identified Most Essential Learning Competency in Grade 8 Mathematics as priorly stated.

This topic requires your background knowledge on the definition of experiment,

outcome, sample space and event.

The following are the definitions of the words previously stated which are lifted from
e-sources:

Experiment: Any procedure that can be infinitely repeated and has a well-defined set of
possible outcomes, known as the sample space.
Outcome: A possible result of a probability experiment.
Sample Space: Set of all possible outcomes or results of an experiment.
Event: A set of outcomes of an experiment ( a subset of the sample space).

It is important to know the total number of outcomes in a probability experiment.

Knowing how to properly count the outcomes would certainly guide you to solving
probability problems. In this LAS we will look into the different ways to count the number of
outcomes in an experiment.

Consider the problem below.

“Suppose at a particular restaurant you have three choices for an appetizer (soup, salad, or
brownies) and three choices for a main course (hamburger, sandwich, and spaghetti). If you
are allowed to choose exactly one item from each category for your meal, how many different
meal options do you have”?
Tables
This type of counting technique makes use of rows and columns and counting the number of
inner table cells for the total outcome. To illustrate further, you need to create three columns
for the appetizers and three rows for the main courses.
Hamburger Sandwich Spaghetti

Soup Soup+Hamburger Soup + Sandwich Soup+Spaghetti

Salad Salad + Hamburger Salad + Sandwich Salad + Spaghetti

Brownies Brownies+Hamburger Brownies+Sandwich Brownies + Spaghetti

As seen in the table, the combinations of the meals are in the table cells shaded green. Since
we are only looking at the different meal options that we have based on the available
appetizer sand deserts then we can say that there are nine(9) possible options.
Tree Diagram
This method is called tree-diagram because the possible outcomes are counted based on
stages that are branched out. In this solution, we draw first three branches for the appetizers,
then for each appetizer, three branches will be drawn. Look at the illustration below.

Soup+Hamburger
Hamburger
Soup Sandwich Soup+Sandwich

Spaghetti Soup+Spaghetti

Hamburger Salad+Hamburger

Sandwich
Salad Salad+Sandwich
Spaghetti
Salad+Spaghetti

Hamburger Brownies+Burger

Brownies
Sandwich Brownies+Sandwich

Spaghetti Brownies+Spaghetti

Counting the branches at the final level, we can conclude that there are nine possible meal
options to choose from.
Systematic Listing
In this technique, meal options are systematically listed without missing any possibility or
listing a possibility more than once. The list, at the end, will be counted properly.

Soup + Hamburger, Soup + Sandwich, Soup + Spaghetti, Salad + Hamburger, Salad +

Sandwich, Salad + Spaghetti, Brownies + Hamburger, Brownies + Sandwich, Brownies +
Spaghetti
As you can see, nine meal options are listed.

Fundamental Counting Principle

The Fundamental Counting Principle (also called the counting rule) is a way to figure out the
number of outcomes in a probability problem. Basically, you multiply the events together to
get the total number of outcomes.
There are three(3) ways to get an appetizer and three(3) ways to get a main course. So
applying the Fundamental Counting Principle, we get 3 times 3, and that is 9.

Learning Competency:
The learner counts the number of occurrences of an outcome in an experiment; a) table
b) tree diagram c) systematic listing d) fundamental counting principle (M8GE-IVc-1)

Directions:
The activities that follow allow you to apply the different ways of counting the number
of occurrences of an outcome of an experiment.

Activity 1

Instructions: Use tables to count the number of outcomes in the following experiment:
1. Count outcomes of drawing two balls in succession and with replacement from a box
containing one red ball, one white ball and one green ball.
2. How many possible outcomes are there in tossing one coin and rolling one die.
 Activity 2

Instructions: Use tree diagram in counting the outcomes of the following experiments
1. How many outcomes are there if you are asked to choose a combination of one t-shirt and
one pants in a closet with 4 t-shirts and 2 pairs of pants.
2. How many ways could a person go from Town A to Town B to town C if there are two
roads connecting towns A and B and four roads connecting towns B and C?

Activity 3

Instructions: Use systematic listing in counting the outcomes of the following experiments.
1. How many ways can we select a club president and a secretary if John, Rex ,Shea and
Finn are the people to choose from?
2. Determine the number of ways to mark your answer sheet in a 3-item true or false test.

Activity 4

Instructions: Use Fundamental Counting Principle in solving the problems that follow.
1. How many license-plates with 3 letters followed by 3 digits exist.?
2. How many numbers in the range 1000-9999 have no repeated digits
3. How many license-plates with three letters followed by 3 digits exist if exactly one of the
digits is 1
4. A quiz has 5 multiple-choice questions. Each question has 4 answer choices of which 1 is
correct answer and the other 3 are incorrect. How many ways are there to answer the five
questions?
Reflection:

1. What particular part of the lesson is difficult for you? How did you address the
difficulty you have encountered in this lesson?

2. What are the things that you learned in this LAS? How can you apply the things
you learned in this LAS in the remaining lessons in your Subject ?
References:
1. https://en.m.wikipedia.org
2. www.webquest.hawaii.edu
3. https://faculty.atu.edu
4. www.nr.edu
5. Learners’ Material in Mathematics 8
Answer Key
Answer Key: Activity 1: Tables
1.
R W G

R RR RW RG

W WR WW WG

G GR GW GG

2.
1 2 3 4 5 6
H H1 H2 H3 H4 H5 H6
T T1 T2 T3 T4 T5 T6
Answer Key. Activity 2: Tree Diagram
1.
P1
T1
P2

P1
T2
P2

P5
T3
P6

P7

T4
P8

2.

A B C
Answer Key: Activity 3:Systematic Listing
1. J and R, J and S, J and F
R and J, R and S, R and
F S and J, S and R, S and
F F and J, F and R, F and
S

2. TTT, TTF, TFF, TFT, FTT, FFF, FFT, FTF

Answer Key: Activity 4: Fundamental Counting Principle
1. 26.26.26.10.10.10 = 17, 576, 000 ways
2. 9.9.8.7 = 4,536 ways
3. 26.26.26.3.9.9 = 4,270,968 ways
4. 4.4.4.4.4 = 1024 ways

Prepared by:

MICHAEL M. ACUPAN
Tuguegarao City Science High School
 MATHEMATICS 8
Name: Date: Grade Level:
Score:

Learning Activity Sheet

PROBABILITY OF A SIMPLE EVENT

Background Information for Learners

Probability has something to do with a chance. We use it most of time, usually

unconsciously. We don’t perform actual probability problems in our daily life but use
subjective probability to determine the course of our actions or any judgment. Almost
everything around us speaks of probability.

Probability is a mathematical term for the likelihood of any different combination of

outcomes. An application of simple probability is the flipping of coin or throwing a dice. One
has to understand that there is ½ chance of winning in flipping a coin and 1⁄6 chance of
winning in the throwing of dice.

Before planning for an outing or a picnic, we always check the weather forecast on
the television or over the radio. Supposed there is a 20% chance that rain may occur on that
day, then we may be able to alter our decision of whether going or not. In here,
meteorologists utilize a specific tool and technique to predict the weather forecast based from
the historical database of the days which have similar characteristics of temperature,
humidity, and pressure.

There are plenty of real-life applications of the probability of a simple event. Hence, it
is vital that you acquire the competency prepared for you in this learning activity sheet.

Learning Competency: The learner finds the probability of a simple event. (M8GE-IVi-1)
 HANDS–ON ACTIVITY: “Coin or Die?”

Materials:
1. 5 – peso coin
2. Die
3. Paper
4. Pen
 Steps/Procedures:
1. Toss the coin twice. Record the results in this table.
Head (H) Tail (T)
Result

2. Roll a die six times. Record the results in this table.

Dots 1 2 3 4 5 6
Result

3. Make a conjuncture about the probability of tossing a coin and rolling a die. What is
the probability of getting a tail (or head)? What is the probability of obtaining 1(or 2,
3, 4, 5, 6)?

4. If simple probability is the possibility that a head is likely to happen in tossing a coin,
or 1 is likely to come out from rolling a die, how do you define simple probability now?
ACTIVITY 1: Who Wants to be a Millionaire?

Directions: Below are cases where lie five (5) different questions. You can only claim the
million case if you can answer the fifth question successfully. You can only
proceed to the next question after the first box and so on. Start your journey of
being a millionaire now!

1. A class has 11 females and 21 males. What is the

probability of choosing a female as the 10, 000
president of the class?

2. The number 1 to 10 are written on separate

pieces of paper, folded and put in a box. What is 50, 000
the probability that a random chosen number is
even?

3. A bag has 3 green, 2 red, 5 purple, 10 white and

5 black marbles. What is the probability of 100, 000
choosing any colored marble?

4. Find the probability of getting a numbered card

when drawn from a standard deck of 52 cards. 500, 000

5. Two coins are tossed, find the probability that

two heads are obtained.
1, 000, 000
ACTIVITY 2: Wheel of Fortune
Directions: Compute the probability of each event using the wheel of fortune.

1. What is the probability of obtaining 300?

2. What is the chance that one will have a free spin?
3. If spin, what is the probability of landing a thousand?
4. What is the probability that a player would get a bankrupt?
5. What is the probability that a player would win 200?

Reflection
Charles Dickens on David Copperfield said that “The most important thing in life is to
stop saying ‘I wish’ and start saying ‘I will’. Consider nothing impossible, then treat
possibilities as probabilities”. In your life as a student, what seemed to be impossible to do
and yet, you were able to accomplish them?
Answer Key

Hands-on Activity
A simple event is an event where all possible outcomes are equally likely to occur.
So the probability of simple events will have all possible outcomes equally likely to
happen or occur.

Activity 1
1. 0.34375 or 34.375% or 11/32
2. 0.5 or 50% or ½
3. 1or 100%
4. 9/13 or 0.6923 or 69.23%
5. ¼ or 0.25 or 25%

Activity 2
1. 1/12 or 0.083 or 8.33%
2. 1/24 or 0.0417 or 4.17%
3. 1/24 or 0.0417 or 4.17%
4. 1/24 or 0.0417 or 4.17%
5. 1/24 or 0.0417 or 4.17%

References
"Cartoon Flipping Coin Stock Illustrations – 45 Cartoon Flipping Coin Stock Illustrations,
Vectors &
Clipart - Dreamstime". 2020. Cartoon Flipping Coin Stock Illustrations – 45 Cartoon
Flipping Coin Stock Illustrations, Vectors & Clipart - Dreamstime.
https://www.dreamstime.com/illustration/cartoon-flipping-coin.html.
"Pin On Funny". 2020. Pinterest. https://www.pinterest.ph/pin/492159065525331805/.
"Probability | Statistics And Probability | Math | Khan Academy". 2020. Khan Academy.
https://www.khanacademy.org/math/statistics-probability/probability-library.
"Recruitment Meets Wheel Of Fortune: G Adventure’S Success Story". 2020.
Hcamag.Com.
https://www.hcamag.com/us/news/general/recruitment-meets-wheel-of-fortune-g-
adventures-success-story/156459.

Prepared by:

JANSTEN B. MAPATAC
Teacher III
Tuguegarao City Science High School
 MATHEMATICS 8
Name: Grade Level:
Score:
Date:

Learning Activity Sheet

THEORETICAL AND EXPERIMENTAL PROBABILITIES

Background Information for Learners

Experimental Probability is the ratio of the number of favorable outcomes and the
total number of possible outcomes obtained in an actual experiment. The probability of an
event may vary from one experiment to the next.

Theoretical probability is the ratio of the number of favorable outcomes and the total
number of possible outcomes. It assumes ideal conditions and is determined through the same
space.

You use probability in daily life to make decisions when you do not know for sure
what the outcome will be. Most of the time, you will not perform actual probability problems,
but you'll use subjective probability to make judgment calls and determine the best course of
action.

So far, you have been obtaining theoretical probabilities of events. This activity sheet
will show that the probability of an event in an actual experiment often differs from its
theoretical probability.

Learning Competency: The learner illustrates an experimental probability and a

theoretical probability. (M8GE-IVi-1)
 HANDS–ON ACTIVITY “ROLL ME”
Material: Die
Procedures:
a. Roll a die. What is the probability of getting a 3?
b. Do this activity.

Roll a die 20 times. Record the number of times each number appears.

time(s) time(s) time(s)

time(s) time(s) time(s)

c. Write the experimental probabilities of each event.

d. Compare the theoretical probability of the event of getting a 5 to its experimental

probability. Are they equal?

e. Roll a die 40 times. Record the number of times each number appears.

time(s) time(s) time(s)

time(s) time(s) time(s)

f. Write the experimental probabilities of each event.

 g. Are the experimental probabilities closer to the theoretical probabilities? If you do
the experiment 100 times, do you expect the experimental probabilities to get even
closer to the theoretical probabilities? Why or why not?

Rubrics for Scoring

CRITERIA Level 1 Level 2 Level 3 Level 4 Level 5 RATING

(0 pt.) (1 pt.) (2 pts.) (3 pts.) (4 pts.)
Amount of Learner Learner Learner Learner Learner
Work showed no only only completed completed
attempt to showed showed each step each step
do any of answer. answers and gave and gave
the but only partial complete
problems of partial answer. answers.
and no work.
answer
was given.
Mathematical Learner Learner Learner Learner Learner
Reasoning showed no showed showed showed showed
explanation explanation explanation explanation explanation
of the with with gaps with with
concept. illogical in thorough
substantial
reasoning
reasoning. reasoning. reasoning.
and
insightful
justifications.
OVERALL
RATING
ACTIVITY 1
Directions: If the statement is true, write CORONA and if the statement is false, write
VIRUS.

1. The experimental probability of an event is the same as its theoretical

probability.

2. The theoretical probability of getting a head when a coin is flipped is ½.

3. The experimental probability of an event may vary with each experiment.

4. The theoretical probability of an event is constant.

5. As an experiment is repeated more number of times, its

experimental probability gets closer to its theoretical
probability.

ACTIVITY 2
Directions: Draw a tree diagram and list the possible outcomes for each event.
1. Three coins are tossed.

2. Two dice are rolled.

3. A die is rolled and then a coin is tossed.

 4. Suppose that a family has three children. Find all the possible outcomes for
the genders of the children.

Reflection
What statements can you make about yourself that are certain?

_
Answer Key

Hands-on Activity “Roll Me”

1
a. 6
b. Answers vary
c. Answers depend on the result of procedure b.
d. Answer can be YES or NO
e. Answers vary
f. Answers depend on the result of procedure e.
g. YES. Yes, because the greater number of trials, experimental probabilities
get even closer to the theoretical probabilities.
Activity 1
1. VIRUS
2. CORONA
3. CORONA
4. CORONA
5. CORONA

Activity 2
HEAD

HEAD
TAIL
1. HEAD HEAD

TAIL
TAIL

HEAD

HEAD
TAIL
TAIL HEAD

TAIL
TAIL
{HHH, HHT, HTH, HTT, THH, THT, TTH, TTT}
 1
1
2 2
2.
3 3

1 4 4 4
5 5
6
6

1 1
2 2
3
3
2 4 5 4
5 5
6
6

1 1
2 2
3
4 3
3 5 6 4
5
6 6

1,1, 1,2, 1,3, 1,4, 1,5, 1,6 

2,1, 2,2, 2,3, 2,4, 2,5, 2,6
 
3,1, 3,2, 3,3, 3,4, 3,5, 3,6 
4,1, 4,2, 4,3, 4,4, 4,5, 4,6
 
5,1, 5,2, 5,3, 5,4, 5,5, 5,6 
 
6,6 , 6,2 , 6,3, 6,4 , 6,5, 6,6 
3. HEAD HEAD

1 4
TAIL TAIL

HEAD HEAD

2 5
TAIL TAIL

HEAD HEAD

3 6
TAIL
TAIL

1, HEAD, 1,TAIL, 2, HEAD, 2,TAIL, 3, HEAD, 3,TAIL 

4, HEAD, 4,TAIL, 5, HEAD, 5,TAIL, 6, HEAD, 6,TAIL
 
 BOY

BOY
GIRL
4. BOY BOY

GIRL
GIRL

BOY

BOY
GIRL
GIRL BOY

GIRL
GIRL

{BBB, BBG, BGB, BGG, GBB, GBG, GGB, GGG}

References
“Playing Cards Suits Hand Diamond PNG - Picpng.” n.d. - Picpng - Search All the Free
PNGs andMake Your Own Transparent PNG Images.
https://www.picpng.com/image/playing-cards-suits-hand-diamond-png-77483.
“Man Rolling The Dice/Risk Royalty Free Vector Clip - Cartoon Man Rolling Dice - Free
Transparent PNG Download - PNGkey.” n.d. PNGkey.Com.
https://www.pngkey.com/detail/u2e6t4y3t4u2r5a9_man-rolling-the-dice-risk-
royalty-free-vector/.
NIVERA, GLADYS. GRADE 8 MATHEMATICS PATTERNS AND PRACTICALITIES.
Antonio Arnaiz cor. Chino Roces Avenues, Makati City, SalesianaBOOKS by DON
BOSCO PRESS, 2014.

Prepared by:

RICHARD S. CABALZA
Teacher III
Tuguegarao City Science High School
 MATHEMATICS 8
Name of Learner: Grade Level:
Section: Date:

LEARNING ACTIVITY SHEETS

PROBLEMS INVOLVING SIMPLE EVENTS in PROBABILITIES

vent to happen. A number is used to represent the likelihood of an event happening. This number is called the probability o

bability of a single event occurring. When finding the probability of an event occurring, number of favorable outcomes over

r of possible outcomes) or n(S) and A an event of possible/favourable outcome or n(A). Since all outcomes are equally likely

n(A)

Learning Competency:

Solves problems involving probabilities of simple events. M8GE-IVi-j-1

 Yes!, I will play under the rain again
It will probably rain today What is the probability that it will rain today?

Reused picture

ACTIVITY 01 KNOW IT SO WELL

Direction: Read the following events below. In your notebook, write CERTAIN if you think
the event will surely happen and UNCERTAIN if you are not sure that the event will happen.

1. The sun rises in the east.

2. You will lose weight tomorrow.
3. You will be spared with COVID virus.
4. You will win the lotto draw this month.
5. Manny Pacquiao will be next Philippine president.
6. A typhoon will occur anytime of the year.
7. Autumn happens only once a year in the Philippines.
8. The pandemic is detrimental to the national economy.
9. LRT and MRT operations ease the traffic in Metro Manila.
10. The Philippines will be the crowned FIBA champions this year.

ACTIVITY 02 FIGURE IT OUT

Directions: Answer the problems in your notebook

1. In a school’s basketball tournament there are 150 spectators, 48 of which are the school
officials, 30 visitors and the rest are students. If all the spectators are equally likely
to be seated at the front row, what is the probability of:
 a. visitor seated at the front row.
b. student seated at the front row.
c. school official occupying the second row if either a guest or a student stays at
the front row.
d. officiating official.
2. What is the probability of the three Balik-Probinsya recipients negative from COVID – 19
viruses after the swab test has been conducted?
3. If the spinner is rotated, what is the probability
of: a. P(5) =
b. P(even number less than 4) =
c. P(odd numbers) =
d. P(less than 5) =
e. P(4 or 8) =

KEY POINTS:
Probability of Simple Events

 A simple event is an event where all possible outcomes are equally likely
to occur.
 It is the ratio of the number of ways an event can occur to the number
of possible outcomes.

 Probabilities expressed in fraction form will have values between zero and one.

 One indicates that an event will definitely occur, while zero indicates that an
event will not occur. Likewise, probabilities expressed as percentages
possess values between zero and one hundred percent where
probabilities closer to zero are unlikely to occur and those close to
one hundred percent are more likely to occur.

ACTIVITY 03 SIMPLY YOURS

1. In a computer cafe’ there are 100 customers, 52 of which are college students, 38 are
high school students and the rest are teachers. If every customer is equally likely to
leave then, what is the probability of:
 a. teacher leaving ahead.
b. high school student leaving ahead.
c. college student leaving next after either a high school student or a teacher left
ahead.
2. What is the probability of the five Balik-Probinsya recipients POSITIVE from
COVID – 19 viruses after the swab test has been conducted?

3. If the spinner is rotated, what is the probability of:

a. P(M) =
b. P(P or N) =
c. P(vowel) =
d. P(consonant) =
e. P(not I) =
f. P(not P or E) =

4. There are 6 blue marbles, 3 red marbles, 2 green marble, and 1 black marbles in
a bag. Suppose you select one marble at random. Find the probability of:
a. P(blue)
b. P(black)
c. P(not green)
d. P(blue or black)
e. P(not orange)
5. On a standard deck of fifty-two cards, find the probability of:
a. P(spade)
b. P(nonspade)
c. P(red Ace)
d. P(King)
6. When a dice is thrown, what is the probability of:
a. P(4)
b. P(multiple of 2)
c. P(Less than 7)
d. P(Greater than 8)
7. What is the probability that student 5 has LRN that ends with 7?
8. What is the probability that a student has a birthday in February assuming that it is
a leap year?
 9. What is the probability that a student has a birthday in March assuming that it is not
a leap year?
10. A party for school government leaders is composed of 8 male and 7 female
members. What is the probability of choosing a male as the president of this
party?

Comment: Lessen the activities or examples, since the topic is intended only for

RUBRIC for SCORING

OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
CRITERIA 4 3 2 1 RATING
The computations The computations The computations The computations
are accurate and are accurate and are erroneous and are erroneous and
Accuracy show a wise use of show the use of show some use of do not show the
concepts on concepts on concepts on use of concepts on
Probability Probability Probability Probability
Justification is
Justification is clear Justification is not Justification is
logically clear,
and convincingly so clear. Some ambiguous. Only
convincing and
Mathematical delivered. ideas are not few concepts on
professionally
Justification Appropriate connected to each Probability
delivered the
concepts on other. Not all
concepts on
Probability concepts on
Probability
Probability

Reflection:
What have you learned about Problems Involving Simple Events in Probability?

ANSWERS

Activity 1: KNOW IT SO WELL

Know it well
1. Certain
2. Uncertain
3. Uncertain
4. Uncertain
5. Uncertain
6. Certain
7. Uncertain
8. Certain
9. Certain
10. Uncertain
Activity 2: FIGURE IT OUT

1. In a school’s basketball tournament there are 150 spectators, 48 of which are the school
officials, 30 visitors and the rest are students. If all the spectators are equally likely
to be seated at the front row, what is the probability of:
a. visitor seated at the front row.
b. student seated at the front row.
c. school official occupying the second row if either a guest or a student stays at
the front row.
d. officiating official.

Let S be the sample space (total number of possible outcomes) or n(S).

Since all outcomes are equally likely to occur, then the probability of an event A is:

number of favourableoutcomes to A n(A)

P( A)  totalnumber of possible outcomes n(S)
Probability of A or P(A)

a. visitor seated at the front row.

 Let A = event where visitor stays at the front row n(A)
 n(S) = 150
 n(A) = 30
 number of favourableoutcomes to A n(A) 30 1
P( A)  totalnumber of possible outcomes n(S)  150 or 5

b. student seated at the front row.

 Let B = event where a student stays at the front row n(B)
 n(B) = 72 ( 150 – 48 – 30 = 72)
 number of favourableoutcomes to B n(B) 72 36
P(B)  total number of possible outcomes n(S) 
150  75

c. school official occupying the second row if either a guest or a student stays at the
front row.
 If either a visitor or a student stays at the front row, then there would be 149
spectators who will stay behind the first row, 48 of whom are school
officials
 Let C = event where a school official stays after the visitor or student in the first row.
 n(S) = 149
 n(C) = 48
 number of favourableoutcomes to A 48 or .32
n(C) 
P(C)  149
totalnumber of possible outcomes n(S)

d. officiating official
 Let D = event where an officiating official stays at the first row n(D)
 There are no officiating officials among the spectators.
 n(D) = {}
 0
 P(D)  0
150

2. What is the probability of the three Balik-Probinsya recipients negative from COVID – 19
viruses after the swab test has been conducted?

Possible Result of Swab Tests

PERSON 1, PERSON 2, PERSON 3

RESULT PERSON 1 PERSON 2 PERSON 3

1 POSITIVE POSITIVE POSITIVE
2 POSITIVE POSITIVE negative
3 POSITIVE negative POSITIVE
4 POSITIVE negative negative
5 negative POSITIVE POSITIVE
6 negative POSITIVE negative
7 negative negative POSITIVE
8 negative negative negative

Take note: the total number of outcomes is equal to 8, which is 23.

 Swab test results can be POSITIVE or negative – 2 possible results
 PERSON 1, PERSON 2, PERSON 3 – the 3 persons who underwent
the Swab test

 Let N = event of negative results

1
 P(N) =
8
3. If the spinner is rotated, what is
the probability of:
1
a. P(5) =
8
1
b. P(even number less than 4) =
8
c. P(odd numbers) 4 1
= or
8 2

d. P(less than 5) = 4 or 1
8 2

e. P(4 or 8) 2 1
= or
8 4
Activity 3: SIMPLY YOURS
1. a. 10 1
100 10
38 19
b. 100 50
52
c.
99
1
2.
32
1
3. a.
8
2 1
b. 
8 4
3
c.
8
5
d.
8
7
e.
8
6 3
f. 
8 4
4. a. 6 1
12  2
1
b.
12
10 5
c. 12  6
7
d. 
12
12
e. 1
12
5. a. 13 1
52  4
39 3
b. 52  4

c. 2 1
52 26
d. 4 1
52 13
1
6. a.
6
3 1
b. 
6 2
6
c.  1
6
 0
d.  0
6
1
7.
10
28 14
8. 
366 183
31
9. 365
8
10.
15

References
Grade 8 Learner’s Module (Module 6), pp. 562-569

https://www.cliffsnotes.com/study-guides/statistics/probability/probability-of-simple-events

https://www.onlinemathlearning.com/probability-problems.html

Prepared by:

ARLON T. MACARUBBO
TCSHS