DIVISION OF NAVOTAS CITY

8
MATHEMATICS
Quarter 4

S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
Mathematics – Grade 8
Alternative Delivery Mode
Quarter 4
Second Edition, 2021

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Published by the Department of Education Secretary:

Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Ronnie Mar R. Clemente, Joan M. Manalaotao, Aiza J. Cervantes, and Marvilyn
Villar
Editors: Rosario S. Gambaloza and Alberto J. Tiangco
Reviewers: Alberto J. Tiangco
Illustrator: Ronnie Mar R. Clemente
Layout Artist: Ronnie Mar R. Clemente
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Alberto J. Tiangco, EPS in Mathematics
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS

Printed in the Philippines by ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: ____________________________________________
Navotas.city@deped.gov.ph
 Table of Contents
What I Know ............................................................. 1

Module 1 ................................................................... 3

Module 2 ................................................................... 10

Module 3 ................................................................... 15

Module 4 ................................................................... 18

Module 5 ................................................................... 22

Module 6 ................................................................... 25

Module 7 ................................................................... 28

Module 8 ................................................................... 32

Module 9 ................................................................... 35

Assessment ............................................................... 40

Answer Key ............................................................... 42

References ................................................................ 46
Directions: Read and analyze each question carefully. Choose the letter of the
correct answer.

1. Which of the following best describes the SAS postulate?

A. If two angles and the included side of one triangle are congruent to the
corresponding two angles and the included side of another triangle, then
the two triangles are congruent.
B. If two sides and the included angle of one triangle are congruent to the
corresponding two sides and the included angle of another triangle, then
the two triangles are congruent.
C. If three sides of one triangle are congruent to the corresponding sides of
the other triangle, then the two triangles are congruent.
D. If two angles of one triangle are congruent to the corresponding angles
of the other triangle, then the two triangles are congruent.

2. Which of the following sets of numbers can represent the lengths of a triangle?
A. 2, 3, 5
B. 1, 2, 3
C. 10, 11, 13
D. 3, 14, 15

3. In the given figure. What is the measure of

∠𝐷 if ∠𝑄 measures 600?
A. 300
B. 600
C. 900
D. 1200

4. Which shows the sample space for flipping two coins?

A. H, T
B. HH, TT
C. HH, HT, TH, TT
D. HH, HT, TH

5. Which of the following BEST describes the sample space?

A. A process with an uncertain result.
B. A list of all possible outcomes of an event.
C. A possible result of an action
D. A single outcome or group of outcomes

1
6. Refer to the figure below. List down the sides of a triangle from longest to
shortest.
A. AC, BC, AB
B. BC, AC, AB
C. AB, BC, AC
D. AC, AB, BC

7. Which of the following BEST describes perpendicular lines?

A. Two lines that intersect to form right angles.
B. Two lines that intersect and form angles.
C. Two lines that intersect and form supplementary angles.
D. Two lines that never intersect and have equal distance from each
other.

8. A bag has 3 red marbles, 2 blue, and 4 yellow. What is the Probability of pulling
a blue?
A. 2/9
B. 4/9
C. 3/9
D. 1/3

9. What is the Probability of pulling a red

marble based on the chart?
A. 1/7
B. 7/25
C. 1/6
D. 1/25

10. In Navotas hospital, the Probability of a positive in COVID-19 is 4 out of 20

persons. How many positive would be detected in an RT PCR test of 500
persons?
A. 20 persons
B. 30 persons
C. 40 persons
D. 100 persons

2
 MODULE 1

This module was designed and written with you in mind. It is here to help you
master illustrating triangle inequalities. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The module contains three lessons, namely:
Lesson 1.1 – Exterior Angle Inequality Theorem
Lesson 1.2 – Triangle Inequality Theorem
Lesson 1.3 – Hinge Theorem
After going through this module, you are expected to:

1. Illustrates theorems on triangle inequalities (Exterior Angle Inequality

Theorem, Triangle Inequality Theorem, Hinge Theorem).
2. Solves Problems Involving triangle inequality theorem, Exterior Angle
Inequality, and Hinge Theorem.

Lesson
Exterior Angle Inequality Theorem
1.1

Did you ever see a triangle around you? Did you realize how the
triangle affects our daily life? Now, let’s find out the beauty of triangles in our
surroundings. Some professionals like engineers and architects used the
relationship of sides and angles of a triangle and used these concepts since their
area of work deals with surveying, transportation, and urban planning. Triangular
structures provide stable support to bridges, buildings, and other constructions and
aesthetic concerns. Using the activities below, you will learn a variety of unequal
relationships among sides and angles of a triangle.

The interior angles of a triangle are the

three angles inside of a triangle.
An exterior angle of a triangle is any of Remote
Exterior
the angles formed by the intersection of Interior Angles Angle
one of the triangle’s sides with a line
extended from an adjacent side.

3
EXAMPLE 1: Using the figure below, give the relationship between the interior
angles and exterior angle of a triangle.

700

0
1200
50
A
D C
Reasons:

∠BAD and ∠ABD are the remote interior angles of the given triangle, and ∠BDC is
the exterior angle. Based on the definition of the exterior angle theorem, the sum
of the remote interior angles is equal to the exterior angle of the given triangle.

If m∠BAD + m∠ABD = m∠BDC

Then, substitute the values 500 + 700 = 1200

of the measure angles

Simplify to check if 120 0 = 1200

there are equal

Therefore, the sum of m∠BAD and m∠ABD is equal to m∠BDC

ACTIVITY 1: Use the exterior angle inequality theorem to find the missing angle
below.

a. m∠A = __________ C

b. m∠B = __________

c. m∠C = __________
D 300 1500
d. m∠D = __________ B E
A 600
e. m∠E = __________

4
ACTIVITY 2: Find the missing angle of the given triangle.

1. 4.

2. 5.

3.

5
Lesson
Triangle Inequality Theorem
1.2

Triangle Inequality Theorem

The sum of the lengths of any two sides

of a triangle is greater than the length of
the third side.

AB + BC > AC
EXAMPLE 1: A
C
AC you
Can + CB form
> AB a triangle with side lengths of 3, 4 and 8?

ABbecause
No, + AC > BC8 > 3 + 4. To form a triangle, the sum of the lengths of any two sides of
a triangle should be greater than the length of the third side.

EXAMPLE 2

In the figure, two sides of a triangle measure 7 and 11.

What is the range of possibilities for the third side?

The triangle inequality theorem presented in the previous investigation helped us

depict and made a conjecture that the third side of the triangle must be greater
than the difference but less than the sum of the other two sides.
11
11 – 7 < Third side < 7 + 11

4 < Third side < 15.

Therefore, the third side must be greater than 4 but less than 15. 7

ACTIVITY 1:

Directions: Decide whether each set of numbers is a triangle.

1. 15, 12, 9 = ________________

2. 23, 16, 7 = ________________

3. 20, 10, 9 = ________________

6
Directions: The measures of the two sides are given. Between what two numbers
must the third side fall.

4. 5 and 8 Write an inequality to represent your answer: _____________

5. 15 and 18 Write an inequality to represent your answer: _____________

ACTIVITY 2: Try to investigate the concepts about the triangle inequality theorem.
Use the table below to help you find out the mathematical ideas about
this theorem.
Materials:

1. Stick

2. Ruler

3. Scotch tape

4. Scissors

Procedure:

1. Cut 5 sticks in the following length (3cm, 4cm, 5cm, 6cm, and 8cm).

2. Connect the tip of stick to other sticks based on the trials below.

3. Record your data below.

Measure
Sum of the
Length of of the Can you form a triangle with
Trial measures of shorter
sticks Longest given side length?
and longer stick
Stick

3cm, 4cm,
#1
and 5cm

3cm, 5cm,
#2
and 8cm

3cm, 4cm,
#3
and 8cm

Guide Question:

1. Which of the following trial(s) formed a triangle? ____________________________

2. Which of the following trial(s) did not form a triangle? ____________________

7
 3. What do you observe to the sum of shorter and longer sticks to the measure
of the longest stick? _______________________________________________________

___________________________________________________________________________

___________________________________________________________________________.

4. What must be the lengths of sides of a triangle before we formed a triangle?

____________________________________________________________________________
__________________________________________________________________________.

Lesson
Hinge Theorem
1.3

Hinge Theorem (SAS Inequality)

If two sides of a triangle are congruent to two

sides of another triangle and 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 triangle.

Converse of the Hinge Theorem (SSS

Inequality)

If two sides of a triangle are congruent to two

sides of another triangle and the third
side of the first triangle is longer than the
third side of the second, then the angle
between the pair of congruent sides in the
first triangle is greater than the corresponding
angle in the second triangle.

8
 ACTIVITY 1: Refer to the figure to answer the questions that follow.

1. What do you notice about the length of ̅̅̅̅

𝐷𝐹 and the length of ̅̅̅̅
𝐴𝐶 ? The length
of 𝐸and the length of ̅̅̅̅̅
𝐴𝐵 ?____________________________________________.

2. What do you observe about the measure of ∠FDE to the measure of ∠CAB?
________________________________________________________________________.

3. As a result of your answer in no. 2, what can you say about the length of ̅̅̅̅
𝐸𝐹 to
̅̅̅̅ ? ________________________________________________________.
the length of 𝐵𝐶

4. Your findings in the above questions describe the Hinge Theorem (Otherwise
known as SAS Triangle Inequality Theorem). How will you state this theorem
in an if-then form? “If two sides of a triangle are congruent to two sides of
another triangle and the included angle of the first triangle is greater than the
included angle of the second, then __________________________________
__________________________________________________________________________.”

ACTIVITY 2: Answer the problem below using the hinge theorem.

From the park, Dave rides his horse due north for 3 miles
and then turns N 120º W for 1.5 miles. Ellen leaves the
park and rides her horse 3 miles due south and then turns
due east for 1.5 miles.

a) Which rider is now farther from the park?

9
 MODULE 2

This module was designed and written with you in mind. It is here to help you
master inequalities in a triangle. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module contains one lesson, namely:

Lesson 2 – Inequalities in a Triangle

After going through this module, you are expected to:

1. Apply theorems on triangle inequalities to determine possible measures for
the angles and sides of a triangle.
2. Justify claims about the unequal relationships between side and angle
measure.

Lesson
Triangle Inequality
2

In the previous module, you have learned to state and illustrate the different
theorems on triangle inequalities, such as Triangle Inequality Theorem, Exterior
Angle Inequality Theorem, and the Hinge theorem. In this lesson, you will apply
these theorems to determine the possible measures for the angles and sides of a
triangle.

Triangle Inequality Theorem

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

AB + BC > AC

AC + CB > AB

AB + AC > BC

10
EXAMPLE 1

If two sides of a triangle measure 9cm and 14cm, what are the
possible integral values for the length of the third side?

Solution: 14cm
Let x be the possible integral value for the length of the
third side. By applying the triangle inequality theorem, we
can write these three inequalities:
9 + 14 > x x + 9 > 14 x + 14 > 9

By simplifying, we have
23 > x, x>5 x > -5.

Note that the x cannot be negative. So, by combining and getting the intersections of
23 > x, x > 5 and x > -5 we have, 5 < x < 23, which is the range for the possible
values of x. Therefore, the possible integral values for the length of the third side of
the given triangle are 8, 9, 10, 11,
6, 7, 8, 9, 10, 17, ……. 22.

We can also use this concept to understand the next example.

EXAMPLE 2
Describe the possible value of x.

Solution:
One way to describe the possible value of x is
to determine the range of all its possible
values.

By applying the triangle inequality theorem, we can write these inequalities:

(x + 11) + (5x – 9) > 2x + 10 (Ineq. 1)

(2x + 10) + (5x – 9) > x + 11 (Ineq. 2)
(x + 11) + (2x + 10) > 5x – 9 (Ineq. 3)

Simplifying the three inequalities we have,

Inequality 1 Inequality 1 Inequality 1

(x + 11) + (5x – 9) > 2x + 10 (2x + 10) + (5x – 9) > x + 11 (x + 11) + (2x + 10) > 5x – 9

6x + 2 > 2x + 10 7x + 1 > x + 11 3x + 21 > 5x – 9

4x > 8 6x > 10 -2x > - 30

x>2 x>
10
or x >
5 x < 15
6 3

11
 The interior angles of a
triangle are the three angles
inside of a triangle.
An exterior angle of a triangle is
any of the angles formed by the
intersection of one of the triangle’s Exterior
sides with a line extended from an Remote Angle
adjacent side. Interior
Angles

EXAMPLE 3
The exterior angle theorem helps us to
establish some facts about the given
figure. For example, we can say that ∠1
and ∠2 are the remote interior angles of
∠4 and that m∠1 + m∠2 = m∠4. On the
other hand, the exterior angle inequality
theorem allows us to say that ∠4 > ∠1 and
∠4 > ∠2. In addition, ∠5 > ∠2 and ∠5 > ∠3
since ∠5 is also an exterior angle.

Hinge Theorem (SAS Inequality)

If two sides of a triangle are congruent to two sides of another triangle and 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 triangle.

Converse of the Hinge Theorem (SSS Inequality)

If two sides of a triangle are congruent to two sides of another triangle and the third side of
the first triangle is longer than the third side of the second, then the angle between the pair
of congruent sides in the first triangle is greater than the corresponding angle in the second
triangle.

One of the many real-life examples of the Hinge Theorem can be seen when you open a
door. Do you notice that when you barely open the
door, the angle at the hinge of the door is smaller
than when you open the door fully? Do you also
notice that only the opening length and the hinge
angle are changed? This theorem explains this
phenomenon.

12
EXAMPLE 4
Using the figure at the right, what is the range of possible values for x?
Solution
The first step is to find an upper limit for the value of x.
The figure shows that DA = DC and DB = DB (by the
reflexive property), so ∆ADB and ∆CDB have two pairs
of equal sides. And since AB > CB, we can use the
converse of the hinge theorem to write an inequality.
The converse of Hinge Theorem
∠ADB > ∠CDB
by substituting the values in the figure, we have 48 > 4x – 12
adding 12 to both sides yield to 60 > 4x
and by dividing each side by 4 we have, 15 > x
Now that we have the upper limit, the next step is to find the lower limit for the
value of x.
In this case, we can use the idea that an angle of a triangle is greater than 0 to
write an inequality and find the lower limit for the value of x.
The measure of an angle of a triangle is greater than 0 so, ∠CDB > 0
by substitution we have 4x – 12 > 0
adding 12 to both sides yield to 4x > 12
and by dividing both sides by 4 we now have x>3
By rewriting and combining the two inequalities 15 > x, and x > 3, we get the range
for the possible value of x as 3 < x < 15.

ACTIVITY 1: Is it possible to construct a triangle with the given side lengths?

If not, explain why.
1. 6, 7, 11 4. 8, 8, 8
2. 4, 8, 13 5. 35, 120, 125
3. 24, 25, 30

13
ACTIVITY 2: Use the figure at the right to complete the statement with >, < or
=.
1. m∠ EDF ____ m∠ EFG

2. m∠ EFG ____ m∠ DEF

3. m∠ EDH ____ m∠ EFD

4. m∠ EDH ____ m∠ DEF

5. m∠ EFG____ m∠ FDE + m∠ DEF

ACTIVITY 3: On a map, firefighters are located at points M and N. A fire has broken
out at point O.

Which group of firefighters is nearer the location of the fire? Expound your answer.

14
 MODULE 3

This module was designed and written with you in mind. It is here to help you
master proves inequalities in a triangle. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module contains one lesson, namely:

Lesson 3 – Proves Inequalities in a Triangle

After going through this module, you are expected to:

1. Prove inequalities in a triangle.

2. Apply theorems on triangle inequalities in proving.
3. Value the importance and usefulness of the lesson in real life

Lesson
Proves Inequalities in a Triangle
3

Writing proofs is an important skill that you will learn in Geometry. It will develop
your observation skills, deductive thinking, logical reasoning, and mathematical
communication. In writing proofs, you need to determine the appropriate
statements and give reasons for these statements. There are cases when you only
need to complete a statement or a reason. Theorems may be proven in different
ways.

15
EXAMPLE 1: Determine the measure of the missing angle.
Given:
m∠LIY = 980
m∠IYF = 1480

Find the value of the question marks and

give a reason to support your answer.

Reason:

The measure of ∠LYI is 320 because the adjacent angles will have the common
side and the common vertex. Adjacent angles are said to be supplementary angles if
the sum of both the angles is 180 degrees.

The measure of ∠ILY is 500. The reason, we can use the exterior angle theorem
wherein the sum of remote interior angles is equal to the exterior angle.

Solution:

If the remote interior angles are ∠LIY and ∠ILY, and the exterior angle is
∠IYF, then the sum of m∠LIY and m∠ILY equals m∠IYF.

To find the measure the ∠ILY, we can use the exterior angle theorem so that,

Exterior Angle Theorem m∠LIY + m∠ILY = m∠IYF

Substitute the given angles 980 + m∠ILY = 1480

Subtract both side by 980 m∠ILY = 1480 - 980

Subtract 1480 and 980 m∠ILY = 500

Therefore, the m m∠ILY = 500

EXAMPLE 2: Consider the given information below and figure on the right to
decide which among the two two-column proofs shown is untrue.

Given:
m∠E = 640
m∠T = 570
Prove that: m ∠HAE > m ∠E and m ∠HAE > m ∠ T

Casandra’s Proof

Statement Reason
The sum of the remote interior angles is
m∠HAE = m∠E + m∠T
greater than the exterior angle.

16
 m∠E + m∠T = 1200 Angle addition postulate
m ∠HAE > m ∠E and m ∠HAE > m ∠ T Exterior Angle Inequality Theorem

Bela’s Proof

Statement Reason
The sum of the remote interior angles is
m∠HAE = m∠E + m∠T equal to the measure of the exterior
angle.
m∠E + m∠T = 1200 Angle addition postulate
m ∠HAE > m ∠E and m ∠HAE > m ∠ T Exterior Angle Inequality Theorem

Reason:

Based on the two-column proof given by Bela and Casandra, Bela has the
correct answer because the reason in the statement m∠HAE = m∠E + m∠T must be
the sum of the remote interior angles is equal to the measure of the exterior angle.

ACTIVITY 1: Refer to the given below and the figure on the right. Then, complete
the two-column proof by supplying the appropriate reasons from the
choices provided.

Given:
m∠EAL = 540
m∠E = 690
m∠L = 570

Prove: m∠MAE > m∠E and m∠MAE > m∠ L

Statement Reason
m∠EAL = 540 1.
m∠MAE=1800 − m∠EAL 2.
m∠E = 690 3.
m∠L = 570 4.
m∠MAE > m∠E and m∠MAE > m∠ L 5.

Choices:
A. Given C. Definition of Linear Pair of Angles
B. Exterior Angle Inequality Theorem D. Angle Addition Postulate

17
 ACTIVITY 2: Write the statements supported by the reasons on the right side of
the two-column proof.
Given:
HO = EP
m∠OHP > m∠EPH
Prove: OP > EH
Statement Reason
1. Given
2. Reflexive Property of equality
3. Given
4. Hinge Theorem

MODULE 4

This module was designed and written with you in mind. It is here to help you to
prove the properties of parallel lines cut by a transversal. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

The module has exactly one lesson, namely:

Lesson 1– Proves Properties of Parallel lines cut by a transversal

After going through this module, you are expected to:

1. Illustrate and define parallel lines and transversal lines.

2. Identify the angles formed when parallel lines are cut by a transversal.
3. Find the measure of the missing angles.

18
 Lesson Proves Properties of Parallel Lines
4 Cut by a transversal

Two lines are parallel if and only if they are coplanar and do not intersect.
Parallel Lines also have equal distance from each other. When parallel lines are cut
by a transversal line, different angles are formed. A line intersecting two or more
lines at different points is called a Transversal.

Example:

Line a is parallel to line b and cut by the transversal line c.

When a transversal line cuts a pair of parallel lines, different pairs of angles
are formed. These different types of angles are used to prove whether two lines are
parallel to each other.

1. The converse of the Corresponding Angles Postulate

If two lines are intersected by a transversal, and the corresponding angles
are congruent, then the lines are parallel.

Examples: ∠1 & ∠5 ∠3 & ∠7

∠2 & ∠6
∠4 & ∠8

2. The converse of the Alternate Interior Angles Theorem

If two lines are intersected by a transversal, and the alternate interior
angles are congruent, then the lines are parallel.

19
Examples: ∠3 & ∠6
∠4 & ∠5

3. Converse of the Alternate Exterior Angles

Theorem

If two lines are intersected by a transversal, and the alternate exterior

angles are congruent, then the lines are parallel.

Examples: ∠1 & ∠8
∠2 & ∠7

4. Converse of the Consecutive Interior Angles Theorem

If two lines are intersected by a transversal and the consecutive interior
angles are supplementary, then the lines are parallel.

Examples: 𝑚∠3 + 𝑚 ∠5 = 180°

𝑚∠4 + 𝑚 ∠6 = 180°

5. Converse of the Consecutive Exterior Angles Theorem

If two lines are intersected by a transversal and the consecutive
exterior angles are supplementary, then the lines are parallel.

Examples: 𝑚∠1 + 𝑚 ∠7 = 180°

𝑚 + 𝑚𝑚∠8 = 180°
𝑚∠2
𝑚

20
ACTIVITY 1: Refer to the figure below. Write the angles formed when the
transversal cut the parallel lines.

1. Corresponding angles: __________; _____________; __________; ___________

2. Alternate interior angles: ________; ____________
3. Alternate exterior angles: _______; _____________
4. Interior angles on the same side of the transversal: __________; _____________
5. Exterior angles on the same side of the transversal: __________; _____________

ACTIVITY 2: Refer to the figure below. Find the measures of the following angles.

1. 𝑚∠1 = _____ 6. 𝑚∠7 = ________

2. 𝑚∠3 = ______ 7. 𝑚∠8 = ________

3. 𝑚∠4 = _____

4. 𝑚∠5 = _______

5. 𝑚∠6 = _____

21
 MODULE 5

This module was designed and written with you in mind. It is here to help you master
the concept of parallelism or perpendicularity. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module has exactly one lesson, namely:

Lesson 1– Parallelism or Perpendicularity.

After going through this module, you are expected to:

1. Write the linear equation Ax + By = C in the form y = mx + b and vice

versa.
2. Graphs a linear equation is given (a) any two points; (b) the x- and y-
intercepts; (c) slope and a point on the line.
3. Describe the graph of a linear equation in terms of its intercept and
slope.

Lesson
Parallelism or Perpendicularity
5

Parallel Lines
- Two lines are parallel if and only if they are coplanar and do not intersect.
Perpendicular lines
- Two lines that intersect to form right angles.
- This is not limited to lines only. Segments and rays can also be
perpendicular.
- The distance between two parallel lines is the perpendicular distance between
one of the lines and any point on the other line.

22
 - The small rectangle drawn in the corner indicates “right angle.”
- ⊥ is a symbol used to indicate perpendicularity of lines as in 𝑎c⊥ 𝑑b.

Example:

Perpendicular bisector or segment bisector

- A line, a ray or a segment that is perpendicular to the given at its midpoint.

Example: In the isosceles ∆𝐴DC, 𝐵D

is the Perpendicular bisector

To prove that two lines are perpendicular, you must show that one of the following
theorems is true:

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.

3. If two angles are adjacent and complimentary, the non-common sides are
perpendicular.

23
Directions: Identify the given pair of lines as parallel or perpendicular lines.
Refer to the given figure below.

1. LC and IE are ____________________

2. JD and BG are ____________________

3. AH and EI are _____________________

4. BG and HA are ____________________

5. CL and DJ are _____________________

24
Directions: Refer to the given figure below to answer each question.

1. Which ray is perpendicular to OV?

2. Which angle is complementary to ∠EOV?
3. Which ray is perpendicular to LO?
4. Which angle is complementary to ∠LOD?
5. If m∠EOV = 5x + 6 and m∠DOE = 3x + 4, what is
the value of x, and what is the measure of
m∠DOE?

MODULE 6

This module was designed and written with you in mind. It is here to help you
master how to Illustrate an experiment, outcome, sample space, and event. The
scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.
The module has exactly one lesson, namely:

Lesson 1– Sample Space and Event

After going through this module, you are expected to:

1. Illustrate an experiment, outcome, sample space, and event.

Lesson
SAMPLE SPACE AND EVENT
6

25
The branch of Mathematics that deals with uncertainty is Probability.

Probability – is a measure or estimation of how likely it is an event will occur.

Experiment Sample Space

Tossing a coin and rolling {H1, H2, H3, H4, H5, H6 T1,
die simultaneously T2, T3, T4, T5, T6}

Experiment – is the process by which an observation is obtained.

Outcome – is the result of the experiment.

Sample Space – is the set of all possible outcomes.

{ H1, H2, H3,H4, H5, H6 T1, T2,T3, T4, T5, T6 }

The individual outcome is called the Sample Point.

Event – is the subset of the sample space.

Example:
(From the experiment of tossing a coin and rolling a die
simultaneously, you can have sample space of {H1, H2, H3, H4, H5,
H6 T1, T2, T3, T4, T5, T6})

Getting a head and even numbers – {H2, H4, H6}

Possible event (you can also create another event based on the
given experiment)

26
Activity 1: What Is It Called?

Directions: Match the examples in Column A with the terms given in Column B.

Column A Column B
1. Flipping of coins.
A. Event
2. Getting a number below 4 in
rolling a die. B. Experiment

3. Spinning a color wheel and get C. Probability

all the possible outcomes {Red,
Yellow and Blue} D. Outcome

4. The weather forecaster says that E. Sample Space

there is a 50 percent chance of
rain today.

5. I got a tail after tossing a coin.

Activity 2: The Possibilities!

Directions: Suppose you throw a die and a color cube (made up of primary
colors: red, yellow, blue, green, and secondary colors: orange and violet)
simultaneously. Complete the table below by listing the possible outcomes for
the experiment and event.

Experiment List of possible Event List of possible

outcomes outcomes

27
 Throwing a die {(1, Red), Getting even {(2, Red),
and color cube at numbers and
the same time. primary colors

(Example is provided on the table)

Guide Questions

1. How many possible outcomes can we obtain from the experiment?

___________________________________________________________________

___________________________________________________________________

2. Give another example of an event based on the given experiment.

_________________________________________________________________
_________________________________________________________________

MODULE 7

This module was designed and written with you in mind. It is here to help you
determine the number of occurrences of an outcome in an experiment: (a) table; (b)
tree diagram; (c) systematic listing; and (d) fundamental counting principle. The
scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.
The module consists of one lesson, namely:

• Lesson 1 – Sample Space and Experiment

After going through this module, you are expected to:

1. Count the number of occurrences of an outcome in an experiment: (a) table; (b)

tree diagram; (c) systematic listing; and (d) fundamental counting principle.

28
 Lesson SAMPLE SPACE AND
7 EXPERIMENT

All possible outcomes can be counted and illustrated in Tree diagram, listing, and
Table.

Example. Experiment: Tossing two coins at the same time.

Listing
S= {TT, TH, HT, HH}
*It all shows the four possible outcomes.

Fundamental Counting Principle states that if one thing can occur m ways and a
second thing can occur in n ways, and the third can occur in p ways, and so on,
then the sequence of things can occur in m x n x p ways.

29
Activity 1: Roll to WIN!

Suppose you are playing dice with your brother. The one who gets the lowest sum
when the two dice are rolled will lose.

Directions: Complete the table to show all the possible sum of the two dice. Then,
list all the possible outcomes where S stands for the sample space. Follow the
example provided in the table.

S={(1,1),(1,2),______________________________________________________________
_________________________________________________________________________

Guide Questions.
1. Which pair/s of dice will give the highest sum ? _______________________

2. How many possible outcomes of rolling a pair of dice? _______________

30
Activity 2: TREE OF POSSIBILITIES

Experiment. Rolling the color cube (white (W), pink (P), blue (B), yellow
(Y), green (G), red (R)) and spinning the number wheel (1-3) at the same time.

*Fundamental Counting Principle = total possible outcomes of color cube x total

possible outcomes of number wheel.

Directions: Construct a tree diagram and list the sample space. Use the
fundamental counting principle to determine the total number of possible outcomes.

Follow the example below.

Possible outcome of Possible outcome of spinning Sample Space

rolling a color cube the number wheel

1 W1
W 2 W2
3 W3

Total possible outcomes = ___________________________________

Guide Questions.

1. In the form of a listing method, what are the possible outcomes?

{W1,________

___________________________________________________________________
___________________________________________________________________

2. What is the easiest way to determine the number of all possible outcome of
an experiment? _______________________________________________________

31
 MODULE 8

This module was designed and written with you in mind. It is here to help you
find the probability of a simple event. The scope of this module permits it to
be used in many different learning situations. The language used recognizes
the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

The module consists of one lesson, namely:

Lesson 1– Find the Probability of a simple event.

After going through this module, you are expected to:

1. Find the probability of a simple event.

2. Apply basic concepts of Probability in finding the probability of a simple
event.
3. Value the importance and usefulness of the lesson in real life.

Lesson Find the Probability of a simple

8 event

We describe Probability as the possibility of the occurrences of events in a

man’s life which can be expressed as a fraction, a decimal, or a percent. As we move
to the next activity, your prior knowledge of the basic concepts of Probability and
the fundamental counting principles will be elicited.

In finding the Probability of an event, we can use the terms given below.

32
“Put the Right Words”

Directions: Fill in the blanks with the correct words from the illustration below to
make the following sentences meaningful.

1. To God, nothing is ___________.

2. I’m ___________that you can do better than what is expected of you.

3. Given the chance to win in the Math contest, I prefer the _____________.

4. You and I have _____________ to succeed in life.

5. I think it's highly _____________that prisoners will be able to escape from jail.

Guide Questions:
1. Are the given words familiar to you?
2. What qualitative terms can be used to express probable occurrences of events in
life?

The Probability of an event, P(event), is a number (fraction, decimal, or

percent) from 0 to 1, including 0 and 1. It tells how likely the event is to happen.
The closer a probability is to 1, the more likely it is that an event will occur. If an
event will never happen, then its probability is 0. If an event is sure to happen, then
its probability is 1.

33
 The Probability of an event is a ratio that compares the number of favorable
outcomes to the number of possible outcomes.

To calculate the Probability of an event, use the formula:

ACTIVITY 1: “Match me with the Proba Scale.”

Directions: Match the statements following with each letter on the probability line

1. There are 7 days in a week.

2. Out of 20 items, Jann got 15.

3. If you flip a coin, it will come down heads.

4. All months of the year have 28 days.

5. It will be daylight in Manila at midnight.

6. The day before Monday is Sunday.

7. Of the 40 seedlings, only 10 survived.

8. Next year, the month after November has 30 days.

9. The third person to knock on the door will be a female.

10. The chance that the last outcome in rolling a number cube is an even number

34
ACTIVITY 2: “Match me with the Proba Scale”
Directions: Ten cards numbered 1 through 10 are mixed and then one card is
drawn. Find the Probability of each event.

1
1. P (8) A.
10
2
2. P (7, 8 or 9) B.
10
3
3. P (greater than 3) C.
10
5
4. P (odd) D.
10
7
5. P (multiple of 4) E.
10

MODULE 9

This module was designed and written with you in mind. It is here to help you
illustrate an experimental probability and a theoretical probability and solve
problems involving simple event probabilities. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is divided into two lessons, namely:

Lesson 9.1 – Illustrates an Experimental probability and a Theoretical

probability

Lesson 9.2 - Solves problems involving probabilities of Simple events

After going through this module, you are expected to:

1. Define an experiment probability and a theoretical probability, and

2. Illustrates an experiment probability and a theoretical probability.

35
 Illustrates an Experimental
Lesson
Probability and a Theoretical
9.1
Probability

The Theoretical Probability of an event is the ratio of the number of ways

an event can occur to the total number of outcomes when each outcome is equally
𝑛(𝐸)
likely to occur. In symbols, the probability of an event E is, 𝑃(𝐸) = Where 𝑛(𝐸) is
𝑛(𝑆)

the number of outcomes the event E can occur in the activity and 𝑛𝑛(𝑆𝑆) is the
number of possible outcomes in the sample space. If the 𝑛𝑛(𝐸𝐸) we use is from an
experiment, the Probability is called experimental Probability.

Example: Two fair coins of the same kind are tossed.

a. Find the sample space

b. Find the Probability of getting A = {2 heads or 2 tails}

Solutions:
a. Each coin can fall in 2 ways, either H or T. Since there are 2 coins, they can
fall in 2 x 2 = 4 ways, as given below.
S = {HH, TT, HT, TH}.
𝑛(𝑆) = 4

𝑛(𝐴) 2 1
b. A = {HH, TT}; 𝑛(𝐴) = 2 P(A) = = =
𝑛(𝑆) 4 2

Theoretical Probability is what we expect to happen.

Experimental Probability is what happens when we try it out.

Probability can be written or expressed in different ways. Below are two ways to
express an expected outcome.

36
Activity 1: FLIP THE COINS!

Directions: Flip three 1-peso coins simultaneously and complete the table below
with the results.

Guide Questions:

1. What are the possible outcomes when you flip a coin?

2. How many possible outcomes when you flip the three coins

simultaneously?

3. How many times can you get the HHH result in trials?

Activity 2: TRY TO GET SOMETHING!

Directions: Use the theoretical Probability to answer each of the following
problems.

a. Getting a combination of 3 and 4.

b. Getting the same number.
c. Getting both even numbers.
d. Getting both odd numbers

37
 Lesson Solves problems involving
9.2 probabilities of Simple events

An event with a single (or one) outcome is called a simple event in

mathematics. It is the ratio of the number of favorable outcomes to the total number
of possible outcomes.

Probability Rules:
1. The Probability of any event is a number (either a fraction, a decimal, or a
percent) from 0 to 1.
2. If an event will never happen, then its probability is 0.
3. If an event is sure to happen, then the probability is 1.
4. The sum of the probabilities of all the outcomes in the sample space is 1.

Example:

Presently, there are 40 learners in Grade 8 - Integrity. 24 of them are boys. If

a learner is to be chosen from the class, find the probability that the learner is a:
a. boy b. girl
Solution: Solution:
P (boy) = P (girl) =
𝟐𝟒 𝟑 𝟏𝟔 𝟐
P (boy) = = P (girl) = =
𝟒𝟎 𝟓 𝟒𝟎 𝟓

Three simple steps make probability word problems simple and less of a
problem.
Step 1: Identification – The first step of approaching a probability problem is to
identify the experiment and the events for which you have to find the Probability.
Step 2: Number of outcomes – The next step is to find the number of outcomes of
the experiment under question. You will have to do this for every event required in
step 1.

38
Step 3: Finding Probability – After finding the number of outcomes for all events in
the experiments, it is time to find the Probability of all events identified in step 1.
You can do this by using laws.

Activity 3: PERFECT MATCH!

Directions: Match column A to column B. Write the letter in the space provided
before each item.

Activity 4: SPIN THE WHEEL!

Directions: Read and analyze the problem below. Answer the following questions.

39
Find the Probability that the pointer:

a. will land on the orange color

b. will land on the yellow color
c. will land not on the blue color

Directions: Read and analyze each question carefully. Choose the letter of the
correct answer.

1. Which of the following best describes SAS postulate?

A. If two angles and the included side of one triangle are congruent to the
corresponding two angles and the included side of another triangle, then
the two triangles are congruent.
B. If two sides and the included angle of one triangle are congruent to the
corresponding two sides and the included angle of another triangle, then
the two triangles are congruent.
C. If three sides of one triangle are congruent to the corresponding sides of
the other triangle, then the two triangles are congruent.
D. If two angles of one triangle are congruent to the corresponding angles
of the other triangle, then the two triangles are congruent.

2. Which of the following sets of numbers can represent the lengths of a

triangle?
A. 2, 3, 5
B. 1, 2, 3
C. 10, 11, 13
D. 3, 14, 15

3. In the given figure. What is the measure of

angle D if angle Q measures 600 ?
A. 300
B. 600
C. 900
D. 1200

4. Which shows the sample space for flipping two coins?

A. H, T
B. HH, TT
C. HH, HT, TH, TT

40
 D. HH, HT, TH

5. Which of the following BEST describes about sample space?

A. A process with an uncertain result.
B. A list of all possible outcomes of an event.
C. A possible result of an action
D. A single outcome or group of outcomes

6. Refer to the figure below. List down the sides of a triangle from longest to
shortest.
A. AC, BC, AB
B. BC, AC, AB
C. AB, BC, AC
D. AC, AB, BC

7. Which of the following BEST describes perpendicular lines?

A. Two lines that intersect to form right angles.
B. Two lines that intersect and form angles.
C. Two lines that intersect and form supplementary angles.
D. Two lines that never intersect and have equal distance from each other.

8. A bag has 3 red marbles, 2 blue, and 4 yellow. What is the Probability of pulling
a blue?
A. 2/9
B. 4/9
C. 3/9
D. 1/3

9. Based on the chart, what is the

Probability of pulling a red marble?
A. 1/7
B. 7/25
C. 1/6
D. 1/25

10. In Navotas hospital, the Probability of a positive in COVID-19 is 4 out of 20

persons. How many positive would be detected in an RT PCR test of 500
persons?
A. 20 persons
B. 30 persons
C. 40 persons
D. 100 persons

41
 42
LESSON 1 WHAT I CAN DO LESSON 1
1. HO = EP WHAT’S MORE
2. EP = HO 1. GIVEN
3. m∠OPH>m∠EPH 2. DEFINITION OF LINEAR PAIR
4. OP>EH 3. GIVEN
MODULE 3
LESSON 1 WHAT’S
MORE
a. 1000 b. 800
c. 300
d. 1200
e. 600
MODULE 2
LESSON 1.2 LESSON 1.1 WHAT I LESSON 1.1
WHAT’S MORE CAN DO WHAT’S MORE
1. YES 1. 690 a. 1000 b. 800
2. NO 2. 580 c. 300
3. NO 3. 1050 d. 1200
4. 3>X>13 4. 700 e. 600 MODULE 1
1. B 6. A
2. D 7. A
3. D 8. A
4. C 9. B
5. B 10. D
PRE-TEST
 43
What’s More
MODULE 7
What I Can Do
What’s More
MODULE 6
MODULE 4
44
What I Can Do
ACTIVITY 2
MODULE 8
What I Can Do
MODULE 7
 45
6. B 6. A
7. D 7. A
8. D 8. A
9. C 9. B
10. B 10. D
ASSESSMENT
What’s More
What I Can Do
ACTIVITY 1 ACTIVITY 2
1. E
2. D
3. C 1. A
4. E 2. C
5. A 3. E
6. E 4. D
7. B 5. B
8. A
9. C
10. C MODULE 9
What’s More
ACTIVITY 1
What I Can Do
ACTIVITY 2
What’s More ACTIVITY 1 MODULE 8
References

Abuzo, E.P., Bryant M.L., Cabrella, J.B.B., Caldez, B.P., Callanta, M.M., Castro,
A.P.I., ... Ternida, C.S. (2013). Mathematics – 8 Learner’s Module.
Department of Education. FEP Printing Corporation. pp. 391, 392, 393, 404

Baccay, A. (n.d.). Geometry for Secondary Schools. Philippines: Phoenix Publishing

House pp 230-235

Berns, C. (2012, May 22). Honors Geometry Lesson Inequalities in One Triangle.
Retrieved November 16, 2012, from www.slideserve.com/elias/honors-
geometry Cliffnotes.com. (2012, October 6). The Triangle Inequality Theorem.
Retrieved October 20, 2012 from
http://www.cliffnotes.com/study_guide/topicArticleld18851, articleld-
18791.html

Glorial, J., Guadayo, J., Lelina R., Tan, J., Degolacion, R., & Chua S. (2013). 21st
Century Mathematics. Quezon City, Phoenix Publishing House, Inc. pp. 382,
383, 384, 385

Jurgensen, R.C., R.J. Brown, and J.W. Jurgensen (1990). Mathematics 2 An

Integrated Approach. Quezon City: Abiva Publishing House, Inc. pp 240-255

Nivera, G. (2014). Grade 8 Mathematics: Patterns and Practicalities. Makati City,

Salesiana BOOKS by Don Bosco Press, Inc. pp. 378, 379, 380

Pascasio, A., Ponsones, R., Ocampo, S., Tresvalles, R. (2013). Math Ideas and Life
Applications. Quezon City, ABIVA Publishing House, Inc. pp. 363, 364

Ternida, C.S. (2013). Mathematics – 8 Learner’s Module. Department of Education.

FEP Printing Corporation. pp. 345, 365

46
For inquiries or feedback, please write or call:

Department of Education – Schools Division Office Navotas

Learning Resource Management Section

Bagumbayan Elementary School Compound

M, Naval St., Sipac Almacen, Navotas City

Telefax: 02-8332-77-64
Email Address: navotas.city@deped.gov.ph