SEMI-DETAILED LESSON PLAN

School: _____________________________ Grade Level: 8

Teacher: __________________________ Learning Area: Mathematics
Date: _______________ Quarter: FOURTH

I. OBJECTIVES
A. Content Standard: The learner demonstrates understanding of key concepts of
inequalities in a triangle, and parallel and perpendicular lines.
B. Performance Standard: The learner is able to communicate mathematical thinking
with coherence and clarity in formulating, investigating, analyzing, and solving real-
life problems involving triangle inequalities, and parallelism and perpendicularity of
lines using appropriate and accurate representations.
C. Learning Competency/Specific Objectives: The learner proves inequalities in a
triangle.
Code: M8GEIVc-1
At the end of 60-minute discussion, 80% of the students will be able to:
a. determine the appropriate statements and give reasons for this using the
different theorems;
b. prove inequalities in triangle; and
c. apply proving of triangle inequality in real life situations.

II. SUBJECT MATTER

Topic: Proving Inequalities in a Single Triangle
Learner’s Material’s page: 324 - 334
Textbook: Practical Math 8 Diwa Book
Additional materials from Learning Resource Portal: Laptop, TV/Projector, chalk,
blackboard, manila paper, pentel pen

III. PROCEDURE
A. Preliminaries

● Prayer

The teacher will ask one of the students to lead the prayer.

● Greetings

Good morning class!

How are you today?

(The teacher will ask the students to pick up some pieces of paper under their tables if
there are any. If there is none, they may take their seat.)

● Checking of Attendance

The teacher will ask who is absent in the class.

● Setting of Classroom Standards

Things to remember during discussions.

M-inimize your voice!

A-lways pay attention when the teacher is talking.

T-urn off your gadgets during class hours.

H-ave RESPECT!
 The teacher will ask the students if there is anything else they wanted to add.

● Review

The teacher will ask questions to recall the different theorems discussed the previous
days.

What theorem states that the measure of an exterior angle is always greater than the
measure of any of the two remote interior angles in a triangle?

Answer: Exterior Angle Inequality Theorem

What theorem states that the sum of the lengths of any two sides of a triangle is greater
than the length of the third side?

Answer: Triangle Inequality Theorem

What does the Side-Angle Inequality Theorem state?

Answer: It states that if one side is longer than the other side, the angle opposite the
longer side is the larger angle.

B. Lesson Proper

● Motivation

4 PIC 1 WORD :

The teacher will ask the students to observe the pictures and try to analyze what it
implies.

PROOF

O F R O T P
 THEORY

Y O R E H C T

The words are proof and theory. This morning, we will be continuing our lesson about
triangle inequalities and particularly we will be proving inequalities in a triangle with the
use of the different theorems that we have discussed last time.

● Presentation of Objectives

Before proceeding to the lesson, the teacher will ask the students to read the objectives
on the screen.

At the end of 60-minute discussion, 80% of the students will be able to:

a. determine the appropriate statements and give reasons for this using the
different theorems;

b. proving inequalities in triangle; and

c. apply proving of triangle inequality in real life situations.

● Activity

Teacher’s Instruction: Group yourselves into 4 groups (count off). You will be given 3
minutes to do your activity. All materials needed will be provided to you. The cut papers
that will be given to you are the answers that you will be pasting in the manila paper.
Kindly try to complete the table. Please be guided that the group will be scored based on
the rubric.
 Component Outstanding Satisfactory Developing Beginning Rating
(10) (8) (6) (4)

Accuracy All answers Most of the Some of the Few to none

are correct answers are answers are of the
while the correct correct answers are
presentation while the while the correct
is very presentation presentation while the
clear, is clear, is vague, presentation
precise, and precise, and and some is vague,
detailed. detailed. concepts and most
are not concepts
correct. are not
correct.

Cooperation/Group All members There are 1- There are 3- There are

Behavior participated 2 members 4 members more than 5
in the group who do not who do not members
activity. participate participate who did not
in the group in the group participate
activity. activity. in the group
activity.

Given: △LMN; LN > LM

Prove: m∠LMN > m∠LNM

STATEMENTS REASONS

1. LM ≌ LP Given

2. △LMP is isosceles. ________________________________

Base angles of isosceles triangle are

3. __________________________ congruent.

________________________________
4. ∠LMN ≌ ∠1 + ∠3 _

________________________________
5. ∠LMN > ∠1 _

6. __________________________ Substitution Property

________________________________
7. ∠2 + ∠MPN = 180 __

________________________________
8. ∠MPN + ∠N + ∠3 = 180 __

9. ___________________________ Substitution/Transitive Property

10. ∠2 = ∠N + ∠3 Subtraction Property

11. __________________________ Property of Inequality

12. ____________________________ Transitive Property

● Analysis

The teacher will ask questions to the students about their activity.

- How do you find your activity? Is it easy or difficult? Did you find it challenging?

- Based on your activity, how did you come up with your answers? Did you base it on
the definitions of the theorems being mentioned?

In proving, it is necessary for us to know what the theorems state or imply so that we
might be able to use it correctly while making our statements and reasons.

● Abstraction

In writing proofs, you must determine the appropriate statements and give reasons for
this. Be reminded that theorems may be proven in different ways. The proofs that we will
use in this lesson are some examples of how these theorems are to be proven.

Let us start in proving triangle inequality theorem 1 which you have done in your activity a
while ago.

Triangle Inequality Theorem 1 states that if one side of a triangle is longer than the
second side, then the angle opposite the first side is larger than the angle opposite the
second side.

Example (from the activity of the students):

Given: △LMN; LN > LM

Prove: m∠LMN > m∠LNM

M N

We need to make additional constructions to prove this statement. With a compass point
on vertex L and with radius LM, mark a point P on line LN. Connect points M and P with
a segment to form a triangle then, name angles 1 and 2 of triangles LMP and angle 3 of
triangle LMN. We can now prove this using the two-column proof.
 L

2 P

1 3
N
M

STATEMENTS REASONS

1. LM ≌ LP Given

2. △LMP is isosceles. Definition of Isosceles.

3. ∠1 ≌ ∠2 Base angles of isosceles triangle are

congruent.

4. ∠LMN ≌ ∠1 + ∠3 Angle Addition Postulate

5. ∠LMN > ∠1 Property of Inequality

6. ∠LMN > ∠2 Substitution Property

7. ∠2 + ∠MPN = 180 Linear Pair Postulate

8. ∠MPN + ∠N + ∠3 = 180 The sum of the interior angles of a triangle

is 180°.

9. ∠2 + ∠MPN = ∠MPN + ∠N + Substitution/Transitive Property

∠3

10. ∠2 = ∠N + ∠3 Subtraction Property

11. ∠2 > ∠N Property of Inequality

12. ∠LMN > ∠N Transitive Property

● Application

Using the google map, an inequality is illustrated with a given △ABC with exterior angle
∠ACD where AF ≌ CF ; BF ≌ FE.

Prove: m∠ACD > m∠BAC

STATEMENTS REASONS
1. AF ≌ CF ; BF ≌ FE Given
 2. ∠3 ≌ ∠4 ______________________________
3. _____________________ SAS Congruence Postulate
4. ________________________ CPCTC
5. ∠ACD ≌ ∠1 + ∠2 ______________________________
6. ∠ACD > ∠1 ______________________________
7. ∠ACD > ∠BAC ______________________________

● Generalization

What does the Triangle Inequality Theorem 1 states?

In writing proofs, what should you determine?

IV. EVALUATION
Directions: In a ½ crosswise, prove the following statements.

Given: △DEF is isosceles; DE = DF

Prove: DG > DE

STATEMENTS REASONS
1. △DEF is isosceles; DE = DF Given
2. m∠3 = m∠2 ______________________________
3. _____________________ Definition of exterior angle
4. ________________________ Exterior angle inequality
theorem
5. m∠3 > m∠1 ______________________________
6. DG > DE ______________________________

V. ASSIGNMENTS
The teacher will distribute a piece of paper where their assignment was written. They will
be writing their answers in the paper given and will be passed in the next day.

Given: ∠5 is an exterior angle of △GPS

Develop a proof.

Prove: m∠5 > m∠1

1. ∠5 is an exterior angle of Given

STATEMENTS REASONS

△GPS
2. m∠5 > m∠4 ______________________________
3. _____________________ Definition of vertical angle
4. m∠4 = m∠1 ______________________________
5. m∠5 > m∠1 ______________________________

VI. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VII. Reflection

A. No. of learners who earned 80% in the

evaluation.
B. No. of learners who require additional
activities for remediation who scored
below 80%.
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to
share with other teachers?