EASTERN BACOOR NATIONAL HIGH SCHOOL

SY 2023-2024

Teacher: ROSETE, MA. RICA MAE M. Date: April 1, 2024

Learning Grade
MATHEMATICS 8
Area: Level:

TOPIC: Inequalities in One Triangle

I. LEARNING COMPETENCIES
The learner demonstrates understanding of key concepts of
Content Standard
inequalities in a triangle, and parallel and perpendicular lines
The learner is able to communicate mathematical thinking with
coherence and clarity in formulating, investigating, analyzing and
Performance Standard
solving real-life problems involving triangle inequalities and
parallelism and perpendicularity.
Most Essential Learning
Illustrate theorems on triangle inequality (exterior angle inequality
Competency (MELC): theorem, triangle inequality theorem, hinge theorem).

II. LEARNING OBJECTIVES

 Recall the definition of exterior angle of a triangle
 Illustrate exterior angle theorem
Learning Objectives  Illustrate theorems on triangle inequality of exterior
angle inequality theorem and triangle inequality theorem

1. LEARNING CONTENT
Topic Triangle Inequality Theorem
Skills Analyze & decision making
Ulpina, Jisela n., (2014). Math Builders, JO-ES Publishing House, Inc.
References LEARNER’S PACKET (LeaP) Quarter 4 Math 8 Week 1
CO Module1_Quarter 4_pages 5 -22
Laptop, LED TV, visual presentation, chalkboard, compass, straight
Materials
edge, pencil, Worksheets
Subjects
TLE
Integrated
Values Focused Perseverance
1. PREPARATORY ACTIVITIES
1. Daily Routine
Prayer
(Assigned student will lead a prayer)
Greetings
(Warm Greetings)
Checking of Attendance
(Class monitor will report the attendees for the day)
Classroom Routines
(Student be reminded of the classroom rules, sitting arrangement and others)
Math Drills
(Student will be given a drill for three minutes)

2. Motivation
A landscape engineer is designing a triangular area. He wants to place
potted trees in the two largest corners. In which corners will he place
the two potted trees?

Questions:
1. What idea led you to arrive at your answer?
2. Can you see the relationship between sides and angles of the
given triangular area? What relationship have you seen?
3. How can the knowledge on inequality in one triangle help us
solve problems in real-life?
 EASTERN BACOOR NATIONAL HIGH SCHOOL
SY 2023-2024

3. ACTIVITY PROPER
1. Presentation/Introduction
(relating to previous lesson and explaining the importance of the lesson)
Let the student recall about Exterior Angle Theorem
EXTERIOR ANGLE THEOREM
- the exterior angle of a triangle is equal to the sum of the two remote
interior angle

By extending MN of ∆ MON to a point P , MP is formed. As a result,

∠ ONPforms a linear pair with one of the angles of ∆ OMN , ∠ ONP is referred to as an exterior angle of
∆ OMN .The angles non-adjacent to ∠ ONP , ∠ O and ∠ M , are called remote interior angles of exterior
∠ ONP .

2. Modelling (I DO)
There are various theorems on triangle inequalities. These theorems can be illustrated in one
triangle and in two triangles. The most used theorems in one triangle are Angle-Side Relationship
Theorem, Triangle Inequality Theorem, and Exterior Angle Inequality Theorem. On the other hand,
the Hinge Theorem (SAS Inequality Theorem) and the Converse of Hinge Theorem (SSS Inequality
Theorem) illustrate the inequalities in two triangles.

 EXTERIOR ANGLE INEQUALITY THEOREM

- The measure of an exterior angle of a triangle is greater than the measure of either
remote interior angle.

In the figure above, if m∠M= 70° and m∠O= 80°, then by

Illustrative Example

𝑚∠𝑂𝑉𝐸 > 𝑚∠M or 𝑚∠𝑂𝑉𝐸 > 𝑚∠𝑂

Exterior Angle Inequality Theorem:

𝑚∠𝑂𝑉𝐸 > 70 ° or 𝑚∠𝑂𝑉𝐸 > 80°

 3 TRIANGLE INEQUALITY THEOREM

1. TRIANGLE INEQUALITY THEOREM 1 (Ss →Aa) or SIDE
ANGLE THEOREM)
- 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.
2. TRIANGLE INEQUALITY THEOREM 2 (Aa → Ss) or
ANGLE SIDE THEOREM
- 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.

3. TRIANGLE INEQUALITY THEOREM 3 ( S1 + S2 > S3 )

- The sum of the lengths of any two sides of
atriangle is greater than the length of the
third side.

3. Guided Practice
 EASTERN BACOOR NATIONAL HIGH SCHOOL
SY 2023-2024

A. Fill in the blanks with the correct relations

symbol (>, <) to show the relationship
1. m∠1 ____m∠6
2. m∠2 ____m∠4
3. m∠5 ____m∠3
4. m∠4 ____m∠2
5. m∠2 ____m∠6
B. Fill in the blanks with the correct relations
symbol (>, <) to show the relationship.
1. BO ____ OK
2. OK ____ BK
3. BK ____ OK
C. Is it possible for a triangle to have sides with the length indicated?
1. 3, 4, 5
2. 8, 7, 10
3. 2, 5, 6

4. Independent Practice (YOU DO)

Figure it Out
A. Name the largest and the smallest angle of the triangle

B. Name the longest and the shortest side of the

triangle

C. Fill the blank with the correct relation symbol (>, <) to show the

1. 𝑚∠1_________𝑚∠4
relationship.

2. 𝑚∠2 ________𝑚∠2

5. Generalization
 EASTERN BACOOR NATIONAL HIGH SCHOOL
SY 2023-2024

In summary, the following are theorems in triangle inequalities.

2. EVALUATION
Directions: Modified True or False. Write True if the statement is correct, but if it’s False, change the
underlined words to make it right.
__________1. The measure of an exterior angle of a triangle is less than the measure of either
remote interior angle.
__________2. The remote angles are the two non-adjacent interior angles for each exterior angle of
a triangle.
__________3. If one side of a triangle is longer than a second, then the angle opposite the first side
is larger than the angle opposite the second side.
__________4. The sum of the lengths of any two sides of a triangle is greater than the length of the
third side.
__________5. If one angle of a triangle is larger than a second angle, then the side adjacent the first
angle is longer than the side adjacent the second angle.
Answer Key: 1. greater, 2. True, 3. True, 4. True, 5. Opposite
3. ASSIGNMENT/AGREEMENT
Directions: Read the problem below and answer the questions that follow. In the map below, the
locations form a triangle. Dina, a student, is at home while Alvin, her classmate is at school. In this
situation, answer the questions that follow.

Questions:
1. Who is farther from Church given their locations, Dina or Alvin? What triangle inequality theorem
is applied in this situation?
2. Dina requested Alvin to pick her up in going to Church. Will Alvin be able to travel the shortest
path to go to Church given Dina’s request? What triangle inequality theorem is applied in this
situation?
3. Given the same time started and same rate of walking, who among the two can arrive at the
Market first?
4. If a new road will be constructed connecting the School and the Market, is the constructed road
longer than the road between Home and Church? What triangle inequality theorem is applied in
this situation?
Remarks
 EASTERN BACOOR NATIONAL HIGH SCHOOL
SY 2023-2024

Reflection
INDEX OF MASTERY
SCOR REAL MABOLO QUEENSROW ZAPOTE
E SECTION 1 SECTION 2 SECTION 3 SECTION 4
5
4
3
2
1
0

Prepared by: Reviewed and checked Recommending Approved:

by: Approval:

MA. RICA MAE M. ARLENE M. GALVEZ JERICHO B. CASTILLO ALFREDO N.

ROSETE SARABUSAB
Teacher I Master Teacher I Head Teacher III Principal II
 EASTERN BACOOR NATIONAL HIGH SCHOOL
SY 2023-2024

Teacher: ROSETE, MA. RICA MAE M. Date: April 2, 2024

Learning Grade
MATHEMATICS 8
Area: Level:

TOPIC: Inequality in Two Triangle

I. LEARNING COMPETENCIES
The learner demonstrates understanding of key concepts of
Content Standard
inequalities in a triangle, and parallel and perpendicular lines
The learner is able to communicate mathematical thinking with
coherence and clarity in formulating, investigating, analyzing and
Performance Standard
solving real-life problems involving triangle inequalities and
parallelism and perpendicularity.
Most Essential Learning Illustrate theorems on triangle inequality (exterior angle inequality theorem,
Competency (MELC): triangle inequality theorem, hinge theorem).
II. LEARNING OBJECTIVES
a. State and illustrate the Hinge Theorem.
Learning Objectives
b. State and illustrate the Converse of the Hinge Theorem.
4. LEARNING CONTENT
Topic Defined and Undefined terms in Geometry
Skills Illustrate, Focus, Communicate,
New High School Mathematics, Worktext in Geometry
References CO_Q4_Mathematics8_ M1 pages 8—13
LEAP pages 1-5
Materials Whiteboard, marker, TV, Laptop
Subjects
ICT
Integrated
Values Focused Respect for logic
A. PREPARATORY ACTIVITIES
1. Daily Routine
Prayer
(Assigned student will lead a prayer)
Greetings
(Warm Greetings)
Checking of Attendance
(Class monitor will report the attendees for the day)
Classroom Routines
(Student be reminded of the classroom rules, sitting arrangement and others)

2. Motivation
Direction: Write A if you agree with the statement. Write B if you disagree with the
statement
1. There is inequality among the third sides and included angles of two triangles in
which two of its corresponding sides are congruent.
2. If the two corresponding sides of the two triangles are congruent but the included
angle of the first is larger than the first, then the length of the third side of the
first triangle is shorter than the length of the third side of the second triangle.
3. Inequalities in two triangles can be used in designing mechanical tools and
equipment.
4. Inequalities in two triangles can be used to compare distances.

B. ACTIVITY PROPER
1. Presentation/Introduction
(relating to previous lesson and explaining the importance of the lesson)
 EASTERN BACOOR NATIONAL HIGH SCHOOL
SY 2023-2024

Direction: Follow the instruction in a ½ sheet of paper

1. Draw ∆ ABC & ∆ XYZ where AB≅ XY and AC ≅ XZ and ∠ A>∠ X
2. Measure the sides and angles as indicated. Record the result
In ∆ ABC , AB=¿ AC =¿ ¿ , m ∠ A =______
In ∆ XYZ , XY =¿ XZ=¿ ¿, m ∠ X =______

2. Modelling (I DO)
Inequality theorem for Two triangles
The Hinge Theorem states that if two triangles have two congruent sides (sides of equal
length), then the triangle with the larger angle between those sides will have a longer
third side.

Since ∠ C< ∠ F , therefore AB< DE Since ∠ H=∠ N , therefore: FG=LM

CONVERSE OF HINGE THEOREM

Converse of Hinge Theorem states that if two triangles have two congruent sides, then
the triangle with the longer third side will have a larger angle opposite that third side.

Since AB> DE , therefore m ∠ ACB >m∠ DFE Since BC> EF , therefore

m ∠ BAC > m∠ EDF

3. Guided Practice (WE DO)

Direction: Write A if you agree with the statement. Write B if you disagree with the
statement
1. There is inequality among the third sides and included angles of two triangles in
which two of its corresponding sides are congruent.
2. If the two corresponding sides of the two triangles are congruent but the included
angle of the first is larger than the first, then the length of the third side of the
first triangle is shorter than the length of the third side of the second triangle.
3. Inequalities in two triangles can be used in designing mechanical tools and
equipment.
4. Inequalities in two triangles can be used to compare distances.

4. Independent Practice (YOU DO)

 EASTERN BACOOR NATIONAL HIGH SCHOOL
SY 2023-2024

Directions: Write your answer on a separate sheet of paper. Answer what is asked in the
given problem.

1.

a. Using the relation symbols >, complete

the statement below: m∠Z___ m∠C
b. What theorem did you use to justify
the statement above?

2.

the statement: 𝑁𝑊̅̅̅̅̅ ___ 𝐴𝑆̅̅̅̅

a. Using the relation symbols >, complete

b. What theorem did you use to justify the

statement above?

5. Generalization
In summary, the following are theorems in triangle inequalities for two triangles

C. EVALUATION
Write the letter of the correct answer on the space provided before each number.

_____ 1. Which of the following illustrates Hinge Theorem

_____ 2. Which of the following illustrates Converse of Hinge Theorem?
 EASTERN BACOOR NATIONAL HIGH SCHOOL
SY 2023-2024

For Nos. 3-4 Using the figure at the right, choose the correct statement from the box
to supply what is being asked to illustrate the hinge theorem.
 EASTERN BACOOR NATIONAL HIGH SCHOOL
SY 2023-2024

_____ 3. Congruent sides of the triangles

_____ 4. Compare AC with DF.

_____ 5. Using the figure on the right, which statement below

DOES NOT illustrate the hinge theorem?

D. ASSIGNMENT/AGREEMENT
Directions: Hinges are used to fasten two things together and allow
adjustment, rotation, twisting, or pivoting. Your task is to identify
and list down hinge devices you know and determine its function
and its relation to Hinge Theorem. You can list hinge devices as
many as you can but not less than 3. Write your answer on a
separate sheet of paper. For your guidance, you may use the
template below

Remarks

Reflection
INDEX OF MASTERY
SCOR REAL MABOLO QUEENSROW ZAPOTE
E SECTION 1 SECTION 2 SECTION 3 SECTION 4
5
4
3
2
1
0

Prepared by: Reviewed and checked Recommending Approved:

by: Approval:

MA. RICA MAE M. ARLENE M. GALVEZ JERICHO B. CASTILLO ALFREDO N.

ROSETE SARABUSAB
Teacher I Master Teacher I Head Teacher III Principal II
 EASTERN BACOOR NATIONAL HIGH SCHOOL
SY 2023-2024

Teacher: ROSETE, MA. RICA MAE M. Date: April 4, 2023

Learning Grade
MATHEMATICS 8
Area: Level:

TOPIC: Performance Task 1

I. LEARNING COMPETENCIES
The learner demonstrates understanding of key concepts of
Content Standard
inequalities in a triangle, and parallel and perpendicular lines
The learner is able to communicate mathematical thinking with
coherence and clarity in formulating, investigating, analyzing and
Performance Standard
solving real-life problems involving triangle inequalities and
parallelism and perpendicularity.
Most Essential Learning a. The learner demonstrates understanding of key concepts of
Competency (MELC): inequalities in a triangle, and parallel and perpendicular lines

II. LEARNING OBJECTIVES

 Define the defined terms.
 Illustrate the different types of angles and triangles.
Learning Objectives
 Appreciate the importance of defined terms in real life
situations
5. LEARNING CONTENT
Topic Defined Terms
Skills Accuracy, Communicate
.Grade 8 LCTG by DepEd Cavite Mathematics
References
CO_Q3_Mathematics8_ M2 p. 4- 24
Materials Whiteboard, marker, TV, Laptop
Subjects
TLE
Integrated
Values Focused Perseverance
2. PREPARATORY ACTIVITIES
4. Daily Routine
Prayer
 EASTERN BACOOR NATIONAL HIGH SCHOOL
SY 2023-2024

(Assigned student will lead a prayer)

Greetings
(Warm Greetings)
Checking of Attendance
(Class monitor will report the attendees for the day)
Classroom Routines
(Student be reminded of the classroom rules, sitting arrangement and others)

5. Motivation
MATH in Minutes
Let the student answer the drill for 3 minutes that involve basic operation on natural
numbers.
6. ACTIVITY PROPER
6. Presentation/Introduction
(relating to previous lesson and explaining the importance of the lesson)
Review the previous lesson:
Direction: Which of the following pictures/situations bellow illustrate.
1. Collinear points.

2. Coplanar points

Questions to ponder:
1. Were you able to differentiate the collinear points to coplanar points?
2. Give the definition of collinear points? How about the coplanar points?
3. Enumerate the defined terms that was discuss previously

7. Modelling (I DO)
A polygon is a closed figure such that the union of three or more coplanar segments,
which intersect at endpoints, with each endpoint shared by exactly two noncollinear
segments.

Types of Polygon
1. convex – a polygon is a convex if and only if the lines containing the sides of the
polygon do not contain points in its interior.
 EASTERN BACOOR NATIONAL HIGH SCHOOL
SY 2023-2024

2. Concave - A polygon is nonconvex (concave) if and only if at least one of its sides
is contained in a line, which contains also points in the interior of the polygon.

3. Regular Polygon - is a polygon that is both equilateral and equiangular.

A triangle is a three-sided polygon.

A segment is an altitude of a triangle if and only if it is perpendicular from a vertex of the triangle to
the line that contains the opposite side.
 EASTERN BACOOR NATIONAL HIGH SCHOOL
SY 2023-2024

A segment is a median of a triangle if and only if its endpoints are a vertex and the midpoint of the
opposite side.

(Discuss the types of triangle according to angles and sides on module 2 page 18)
8. Guided Practice
Let the student illustrate the following:
1. Right Triangle named YOU
2. Scale Triangle named COD
3. Equiangular equilateral triangle named TRI
4. Acute angle with 1 30° angle named POM
5. Isosceles Triangle named ABE
9. Independent Practice (YOU DO)

10.Generalization
 Polygon - is a closed figure such that the union of three or more coplanar segments, which
intersect at endpoints, with each endpoint shared by exactly two noncollinear segments.
 EASTERN BACOOR NATIONAL HIGH SCHOOL
SY 2023-2024

 Types of Polygon
a. Concave is a polygon that at least one of its sides is contained in a line, which contains also
points in the interior of the polygon.
b. Convex is a polygon containing the sides of the polygon do not contain points in its interior.
c. Regular is a polygon that is both equilateral and equiangular.
 Triangle - is a three sided polygon
Classification of a Triangle according to side
1. Scalene Triangle is a triangle with no congruent side
2. Isosceles triangle is a triangle with at least two congruent sides.
3. Equilateral triangle is a triangle with all sides congruent.
Classification of a Triangle according to angle
1. Acute triangle is a triangle in which all angles are acute.
2. Right triangle is a triangle in which one of the angles is a right angle.
3. Obtuse triangle is a triangle in which one of the angles is obtuse.
4. Equiangular triangle is a triangle in which all angles are congruent.

6. EVALUATION

7. ASSIGNMENT/AGREEMENT

Remarks
 EASTERN BACOOR NATIONAL HIGH SCHOOL
SY 2023-2024

Reflection
INDEX OF MASTERY
SCOR HABAY KAINGIN LIGAS MABOLO SALINAS
E SECTION 1 SECTION 2 SECTION 3 SECTION 4 SECTION 5 SECTION 6
5
4
3
2
1
0

Prepared by: Reviewed and checked by: Noted by:

MA. RICA MAE M. ROSETE CHRIS IVANS B. GULIM ALFREDO N. SARABUSAB

Teacher I Master Teacher I Principal II
 EASTERN BACOOR NATIONAL HIGH SCHOOL
SY 2023-2024

Teacher: ROSETE, MA. RICA MAE M. Date: FEB 17, 2023

Learning Grade
MATHEMATICS 8
Area: Level:

TOPIC: Performance Task 1

III. LEARNING COMPETENCIES

The learner demonstrates understanding of key concepts of axiomatic
Content Standard
structure of geometry and triangle congruence
The learner is able to formulate an organized plan to handle a real-life
Performance Standard
situation.
 Describes a mathematical system.
 Illustrates the need for an axiomatic structure of a mathematical
Most Essential Learning system in General, and in Geometry in particular:
Competency (MELC): a. Defined terms;
b. Undefined terms;
c. Postulates; and Theorems.
IV. LEARNING OBJECTIVES
 Illustrate properly the undefined and defined terms in
Learning Objectives
Geometry
8. LEARNING CONTENT
Topic Performance Task 1
Skills Accuracy, Communicate
.Grade 8 LCTG by DepEd Cavite Mathematics
References
CO_Q3_Mathematics8_ M2 p. 4- 24
Materials Whiteboard, marker, TV, Laptop
Subjects
TLE
Integrated
Values Focused Self - Reliance
3. PREPARATORY ACTIVITIES
7. Daily Routine
Prayer
(Assigned student will lead a prayer)
Greetings
(Warm Greetings)
Checking of Attendance
(Class monitor will report the attendees for the day)
Classroom Routines
(Student be reminded of the classroom rules, sitting arrangement and others)

8. Motivation
MATH in Minutes
Let the student answer the drill for 3 minutes that involve basic operation on natural
numbers.
9. ACTIVITY PROPER
11.Presentation/Introduction
(relating to previous lesson and explaining the importance of the lesson)
Check the assignment and discuss with the students about their answers
12.Modelling (I DO)
Present with the student the performance task 1
 EASTERN BACOOR NATIONAL HIGH SCHOOL
SY 2023-2024

13.Guided Practice
Let the student read the direction and what to expect from their output
14.Independent Practice (YOU DO)
The student will do their activity independently and must be finish on the allotted time
given
15.Generalization
The importance of undefined terms points lines and planes form the building blocks for
formally defining or proving other words and theorems. These words themselves are
considered so basic that they are true without having to be proved or formally defined.

9. EVALUATION
---
10. ASSIGNMENT/AGREEMENT
Study in advance the axiom, postulate and theorems on page 18-24 of CO module
Remarks

Reflection
INDEX OF MASTERY
SCOR HABAY KAINGIN LIGAS MABOLO SALINAS
E SECTION 1 SECTION 2 SECTION 3 SECTION 4 SECTION 5 SECTION 6
5
4
3
2
1
0

Prepared by: Reviewed and checked by: Noted by:

MA. RICA MAE M. ROSETE CHRIS IVANS B. GULIM ALFREDO N. SARABUSAB

Teacher I Master Teacher I Principal II