School Grade Level 8

DIANAWAN NATIONAL HIGH SCHOOL

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
understanding of key concepts understanding of key concepts understanding of key concepts understanding of key concepts
of inequalities in a triangle, and of inequalities in a triangle, and of inequalities in a triangle, and of inequalities in a triangle, and
parallel and perpendicular parallel and perpendicular parallel and perpendicular parallel and perpendicular
lines. lines. lines. lines.
2. Performance The learner is able to The learner is able to The learner is able to The learner is able to
Standards communicate mathematical communicate mathematical communicate mathematical communicate mathematical
thinking with coherence and thinking with coherence and thinking with coherence and thinking with coherence and
clarity in formulating, clarity in formulating, clarity in formulating, clarity in formulating,
investigating, analyzing, and investigating, analyzing, and investigating, analyzing, and investigating, analyzing, and
solving real-life problems solving real-life problems solving real-life problems solving real-life problems
involving congruent triangles involving congruent triangles involving congruent triangles involving congruent triangles
using appropriate and accurate using appropriate and accurate using appropriate and accurate using appropriate and accurate
representations. representations. representations. representations.
3. Learning
Competencies / The learners illustrate The learners illustrate The learners illustrate The learners illustrate
Objectives theorems on triangle theorems on triangle theorems on triangle theorems on triangle
inequalities (Exterior Angle inequalities (Exterior Angle inequalities (Exterior Angle inequalities (Exterior Angle
Inequality Theorem, Triangle Inequality Theorem, Triangle Inequality Theorem, Triangle Inequality Theorem, Triangle
Inequality Theorem, Hinge Inequality Theorem, Hinge Inequality Theorem, Hinge Inequality Theorem, Hinge
Theorem). (M8GE-Iva-1) Theorem). (M8GE-Iva-1) Theorem). (M8GE-Iva-1) Theorem). (M8GE-Iva-1)

a. State the Triangle a. State the Triangle a. State the Exterior a. State the Hinge
Inequality Theorem 1 Inequality Theorem 3. Angle Inequality Theorem and Converse
and 2. b. Illustrates Triangle Theorem. of the Hinge Theorem.
b. Illustrates Triangle Inequality Theorem 3. b. Illustrates Exterior b. Illustrates Hinge
Inequality Theorem 1 c. Demonstrate Angle Inequality Theorem and Converse
and 2. appreciation through Theorem. of the Hinge Theorem.
 c. Demonstrate c. Demonstrate c. Demonstrate
appreciation through active participation and appreciation through appreciation through
active participation and collaboration in a group active participation and active participation and
collaboration in a group activity. collaboration in a group collaboration in a group
activity. activity. activity.
II. CONTENT Triangle Inequality Theorem 1 Triangle Inequality Theorem 3 Exterior Angle Inequality Hinge Theorem and Converse
and 2 Theorem of the Hinge Theorem
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 424-428 Pages 429-432 Page 434-435 Pages 439 - 441
Guide pages
2. Learner’s Mathematics Learner’s Module Mathematics Learner’s Module Mathematics Learner’s Module Mathematics Learner’s Module
Materials pages for Grade 8, Pages 390 - 395 for Grade 8, Pages 396-398 for Grade 8, pages 400-402 for Grade 8, Pages 405 - 407
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing previous The teacher shows pictures of The teacher asks the students: The teacher asks the students: The teacher asks the students:
lesson or presenting famous infrastructures using 1. What did we do last 1. What did we do last
1. What did we do last
the new lesson triangles, then asks the meeting? meeting?
following questions: 2. What was Triangle 2. What was Triangle meeting?
Inequality Theorem 1 and 2 all Inequality Theorem all about?
2. What was Exterior Angle
about?
Inequality Theorem?
Possible responses:
Possible responses: 1. We were able to define the
 Possible responses:
1. We were able to define the
Exterior Angle Inequality
Theorem.
2. It states that the measure of
an exterior angle of a triangle
1. Where can we find these 1. We were able to define the is greater than the measure of
infrastructures? Triangle Inequality Theorem 1 either remote interior angle.
2. What have you noticed to and 2.
the designs? 2. It states that:
3. What dominant shape - Triangle Inequality Theorem
being used by those who 1: If one side of a triangle is
design these? longer than a second side, Triangle Inequality Theorem 3.
4. Why do you think then the angle opposite the 2. It states that the sum of the
architects use triangles? first side is larger than the longest side of the Triangle is
Possible responses: angle opposite the second greater than the length of the
1. Australia, Singapore, side. third side.
Europe, any other foreign - Triangle Inequality Theorem
countries. 2: If one angle of a triangle is
2. They are unique, there are larger than a second angle,
different uses of shapes, etc. then the side opposite the first
3. Triangles. angle is longer than the side
opposite the second angle.
Real answers:
1. Eiffel Tower - Paris
2. Marcelo Fernan Bridge -
Mactan - Cebu, Philippines
3. The pyramid - IT park, Cebu
City, Cebu
4. Sacred Heart Parish Cebu
- Cebu City, Cebu

B. Establishing a The teacher lets the students The teacher lets the students The teacher lets the students The teacher lets the students
purpose for the realize that the characteristics realize that determining the realize that determining the realize that Hinge Theorem
lesson of a triangles are important in Triangle Inequality Theorem 3 Exterior Angle Inequality and its converse is important in
architectural designs for the is important to determine the Theorem is important to determining the inequalities of
infrastructures’ stability and characteristic of a triangle as determine the characteristic two triangles.
strength. it is used in many designs. of a triangle and so any of the
 polygons.
C. Presenting examples/ The teacher lets the students, The teacher lets the students,
instances of the lesson The teacher lets the students, in groups of three, do Activity 1 in groups of three. Some of
in groups of five, do Activity 1 found on pages 400-401 of the these groups will do Activity 9:
The teacher lets the found on page 396 of the Learner’s Module. Let the “Clock Wisdom Pretty One” on
students, in groups of five, Learner’s Module. Let the students try only one triangle page 404, while the others do
do “Activity 4: What if it’s students try items 1-5 only. (10 on their LM. Activity 10: “Room Facts.
longer? on page 390.” and minutes) Yeah!” on page 405.
“Activity 5: What if it’s
larger?” on page 393.
- For efficiency and speed,
let some groups do
Activity 4 only and the
others do Activity 5. QUESTIONS:
- A printed activity sheet will
be provided for each
group.

D. Discussing new The teacher then let the The teacher let the students The teacher let the students
concepts and practicing students process their process their answer by process their answer by asking
new skills #1 answers in Activity 4: “What asking the following: the questions that follows on
if it’s longer?” by asking the 1. What pattern did you The teacher let the
Activity 9: “Clock Wisdom
following: observe when you compared students process their answer
Pretty One” on page 404, and
1. Is there a relationship the sum of the lengths of the by asking the following: Activity 10: “Room Facts.
between the length of a two shorter straws with the Yeah!” on page 405.
(note: Let the students
side of a triangle and the length of the longest straw?
measure of the angle 2. Which set of straws do one triangle only, eg. .)
opposite it? form a triangle? 1. What are the
2. What have you observed 3. Which set of straws do measurements of until in ?
on the relationship not form a triangle?
between the longest side 4. What pattern did you 2. What can you say
of the triangle and the observe with the sets of straws about the measurement of the
measure of the angle that form and do not form a angles in comparison to the
opposite it? triangle? their remote interior angles?
3. What have you observed 5. The activity involves
on the shortest side of a Triangle Inequality Theorem 3, 3. According to our
triangle and the measure can you make a conjecture answers in questions number
 of the angle opposite it? 1-3, what conclusion can we
4. What is then the using what we have make?
relationship of the sides of observed?
the triangles to the angles
opposite them? Let us Possible response:
complete the statemet: 1. There are some sets of
When one side of a straws that form a triangle,
triangle is longer than a some don’t.
second side, the angle • If the sum of the lengths of
opposite the the two shorter straws is
_____________________ EQUAL to the length of the
__. longest side, a triangle cannot
be formed.
The teacher posts the • If the sum of the lengths of
complete definition of: the two shorter straws is LESS
Triangle Inequality Theorem 1 THAN the length of the longest
(Ss → Aa) side, a triangle CANNOT be
formed.
If one side of a triangle is
• If the sum of the lengths of
longer than a second side,
the two shorter straws is
then the angle opposite the
GREATER THAN the length of
first side is larger than the
the longest side, a triangle
angle opposite the second
CAN be formed.
side.
2. Item numbers: 2 and 4.
3. Item numbers: 1,3, and 5.
Possible Response: 4. Possible answers:
1. Yes, there is. • When the straws form a
2. The opposite angle of the triangle, the sum of the lengths
longest side is also the of any two straws is greater
largest angle of the than the third straw.
triangle. • When the straws do not form
3. The opposite angle of the a triangle, the sum of the
shortest side is also the lengths of any two straws is
smallest angle of the less than or equal to the third
triangle. straw.
If one side of a triangle is 5. Triangle Inequality
longer than a second side, Theorem 3
then the angle opposite the • The sum of the lengths of
first side is larger than the any two sides of a triangle is
angle opposite the second greater than the third side.
side.
E. Discussing new The teacher then let the  The teacher discusses The teacher discusses and The teacher discusses and
concepts and practicing students process their and illustrates thoroughly the illustrates thoroughly the illustrates thoroughly the
new skills #2 answers in Activity 5: “What theorem of: definition of Exterior Angle definition and examples of the
if it’s larger?” by asking the Triangle Inequality Theorem 3 Inequality Theorem to the inequalities of two triangles to
following: (S1 + S2 > S3) = The sum of students. the students:
1. Is there any relationship the lengths of any two sides of
between the size of an a triangle is greater than the
angle and the length of length of the third side.
the side opposite it?  The teacher then gives Hinge Theorem or SAS
2. What do you observe on at most 3 illustrative examples. Inequality Theorem
the relationship between If two sides of one triangle are
the largest angle of a
congruent to two sides of
triangle and the side
another triangle, but the
opposite it?
3. What do you observe on included angle of the first
the relationship between triangle is greater than the
the smallest angle of the included angle of the second,
triangle to the side then the third side of the first
opposite it? triangle is longer than the third
4. Let us complete the side of the second.
statement: When one
angle of a triangle is Converse of Hinge Theorem or
larger than a second SSS Inequality Theorem:
angle, the side opposite If two sides of one triangle are
the
congruent to two sides of
_____________________
__________. another triangle, but the third
side of the first triangle is
The teacher posts the longer than the third side of the
complete definition of: second, then the included
Triangle Inequality Theorem 2 angle of the first triangle is
(Aa → Ss) larger than the included angle
of the second.
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.

Possible Response:
 1. Yes, there is.
2. The opposite side of the
largest angle is also the
longest.
3. The opposite side of the
smallest angle is also the
shortest.
4. When one angle of a
triangle is larger than a second
angle, the side opposite the
first angle is longer than the
side opposite the second
angle.
F. Developing mastery The teacher lets the students The teacher lets the students The teacher lets the students The teacher lets the students
(Leads to Formative answer by pair page 391: Quiz answer by pair: answer by pair page 401-402: answer by pair page 407,
Assessment 3) no. 1. A only, and page 394: 1. Would lengths 13, 11, 10 Quiz no. 4. item number 1 letters D and E only.
Quiz no. 2. A only. represent the measures of the only.
Answer Key on Teachers sides of a triangle? Give a
Module, Module 8 pages 425 short explanation.
and 428. 2. Would lengths 11, 7, 18
represent the measures of the
sides of a triangle? Give a
short explanation.
3. Would lengths 21, 10, 10
represent the measures of the
sides of a triangle? Give a
short explanation.
4. Two sides of a triangle
measures 4 and 11. Give two
possible length of the third
side.
5. Two sides of an isosceles
triangle measures 7 and 15.
What is the length of the third
side?

Answers:
1. Yes, because 10 + 11 > 13
2. No, because 11 + 7 = 18
3. No, because 10 + 10 < 21
4. Since; 7 < S3 < 15, then the
 possible answers are:
8,9,10,11,12,13,14
5. Since it is an isosceles
triangle then the third side
must be 15.
G. Finding practical The teachers let the students
applications of determine the practical use the
concepts and skills in concept with the following:
daily living  Hinges are used to
fasten two things together and
allow adjustment, rotation,
twisting, or pivoting. Choose at
least one of the following
hinged devices and explain
how it works.

H. Making generalizations The teacher let the students . The teacher let the students HINGE THEOREM
and abstractions about summarize the concept of The teacher let the students summarize the concept of If two sides of one
the lesson Exterior Angle Inequality summarize the concept of Exterior Angle Inequality triangle are congruent to two
theorem with the following Exterior Angle Inequality theorem using the following
sides of another triangle, but
questions: theorem using the following question:
1. What is the relationship of 1. What does the Exterior the included angle of the first
questions:
the measurement of the What does the Triangle Angle Inequality theorem triangle is greater than the
side of a triangle to the Inequality Theorem 3 state? state? included angle of the second,
measurement of its then third side of the first
opposite angle? Possible Answer: triangle is longer than the third
2. What is the relationship of 1. It states that the side of the second.
the measurement of the measurement of the exterior
CONVERSE OF THE HINGE
angle of a triangle to the angle of a triangle is greater
measurement of its thatn the sum of the THEOREM
opposite side? measures of the two interior If two sides of one triangle
3. What does the Triangle angles of a triangle. are congruent to two sides of
Inequality theorem 1 another triangle, but the third
states? side of the first triangle is
4. What does the Triangle longer than the third side of the
Inequality theorem 2 second, then the included
states? angle of the first triangle is
 5. In what event do we use
these two triangle
inequalities?

Possible Responses:
1. The measurement of the
side directly corresponds
to the measurement of its
opposite angle. If it’s
measurement is the
longest, then it follows
that its opposite angle’s
measurement is also the
largest.
2. The measurement of the
angle directly corresponds
to the measurement of its
opposite side. If it’s
measurement is the
largest, then it follows that larger than the included angle
its opposite side’s length of the second.
is also the longest.
3. It states: 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.
4. It states: 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.
We use these theorems in
relation to the sides and
angles of one given triangle.

I. Evaluating learning The teacher lets the students The teacher lets the students The teacher lets the students The teacher lets the students
 answer individually:
answer the following I. Complete the following by
individually: writing >,< or = on the blank.
I. Give what is asked. Write a short explanation.
1. Lengths 5, 5, 10 could
represent the measures of the
sides of a triangle? Give a
short explanation. Answer Key:
2. Lengths 2, 3, 4 could 1. > 2. < 3.=
represent the measures of the
sides of a triangle? Give a answer individually page 402:
short explanation. Quiz no. 4. items number 2
3. Lengths 10, 21, 12 could and 3.
represent the measures of the
answer by pair page 391: Quiz sides of a triangle? Give a
no. 1.B and C only, and page short explanation.
394: Quiz no. 2. B and C only. 4. Two sides of an isosceles
triangle measures 4 and 11.
What is the length of the third
Answer Key on Teachers side?
Module, Module 8 pages 425 6. Two sides of a triangle
and 428. measures 5 and 9. Give two
possible length of the third
side.

Answers:
1. No, because 5+5=10
2. Yes, because 2 + 3 > 4
3. Yes, because 10 + 12 > 21
4. Since it is an isosceles
triangle then the third side
must be 11.
5. Since; 4 < S3 < 14, then the
possible answers are:
5,6,7,8,9,10,11,12,13

J. Additional activities for Assign the groups to prepare The teacher reminds the The teacher reminds Arrange the sides and
application or pieces of straws with the students to bring their the students to bring angles of the triangle in
remediation following lengths in inches: 3, protractor and ruler for the their protractor and increasing order given the
4, 5, 6, 7, 8, 9, 10, 11, and 12. next meeting. ruler for the next illustration at the right.
Let them duplicate the 3- and meeting.
 5-inch straws.
Note: If straws are not
available, they may use other
objects like broom sticks.

V. REMARKS

VI. REFLECTION

1. No.of learners who

2. No.of learners who

3. Did the remedial lessons

4. No.of learners who

5. Which of my teaching
strategies worked well?
Why did these work?

6. What difficulties did I

7. What innovation or
localized materials did I
use/discover which I
wish to share with other
 teachers?

Prepared by:
JESSA C. BALMORES
Teacher I

Checked by:
VILMA L. EUGENIO
Secondary School Principal I