Republic of the Philippines

Department of Education
SOCCSKSARGEN REGION
General Santos City Grade
School 8
National High School Level
Learning
DETAILED LESSON Teacher Aireshane S. Parcon Mathematics
Area
PLAN
Teaching Week 3/1 day
Date and May 17,2022 Quarter 4
Time (8:00-9:30AM)
I. OBJECTIVES
A.Content Demonstrates understanding of key concepts of inequalities in a triangle,
Standards and parallel and perpendicular lines.
The learners should be able to communicate mathematical thinking with
coherence and clarity in formulating, investigating, analyzing, and solving
B.Performance
real-life problems involving triangle inequalities, and parallelism and
Standards
perpendicularity of lines using appropriate and accurate representations.

C. Essential
Learning Proves inequalities in a Triangle. (M8GE-IVc-1)
Competency

D.Objectives To prove inequalities in a triangle.

II. CONTENT

A. Topic Inequalities in Triangles

Proofs. Statements or logical arguments that are based on factual

statements and are used to arrive at a conclusion. The most common
form of writing proof in Geometry is the two-column proof.
Proofs can use:
1. given information (information that is assumed to be true)
2. definitions
3. postulates
4. theorems
5. logical equivalences and tautologies
6. mathematical properties.
Two – Column Proof. It contains a chronological list of steps leading to
the desired solution called statements, and its justifications to support
B. Key Concepts each step in the proof which is called reasons. The statements are listed
on the left, and the reasons for which the statements can be made are
listed in the right column.
Steps on Writing a Two-Column Proof
1. Draw and label the figure described in the problem if it has not already
been drawn.
2. Number each step. Combine statements with similar reasons into one
step.
3. Start the statement with the given information. Some of the first steps
are often the given statements.
4. Write a reason for every statement.
5. End the proof with what to be proven.
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Department of Education
SOCCSKSARGEN REGION
C. Pre-requisite
Skills
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s K to 10 Grade 8 Math Learners Material pages 381-432
Materials
Pages
3. Textbook
Pages
4. Additional
Materials
from
Learning
Resource (LR)
Portal
B. Other Learning
Resources
1. Websites https://www.youtube.com/watch?v=z4wR_wp_rIU
2. Books/
Journals

C. Materials PowerPoint presentation templates from canva, Laptop/Cellphone

IV. PROCEDURES

Prayer
A. Reviewing a
previous lesson or Review students on the discussion of triangle inequality by asking them
presenting a new what the theorems on inequalities in one triangle and inequalities in two
lesson triangles are.

B. Establishing a Next, they will have an activity entitled “4 PICS 1 WORD”. This activity
purpose for the will test the students’ knowledge on the new topic.
lesson

Reading the Objectives: (The teacher will ask a volunteer student who will
be reading the objective)
C. Presenting
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Department of Education
SOCCSKSARGEN REGION
Examples / Tell the students that in inequalities in triangles they will learn what is a
Instances of New proof, how it is written and what are the uses of proofs in real life
Lesson scenario. Emphasize that a proof has significant role in our society right
now. Also, tell the class that this topic will only focus on proofs where
students will learn about the two-column geometric proof, what is a
statements and reasons, how to write a proof and, and see some examples
of the proofs and their applications.

This time discuss to the class proofs in geometry. Discuss to the students
the definition of proof and two-column geometric proof so that they will
recognize the relationships between the statements and reasons of a
D. Discussing New triangle inequality.
Concepts and
Practicing New Skills
#1

If students have understood the previous concepts discussed, proceed to

explaining how to write a proof.
E. Discussing New
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Department of Education
SOCCSKSARGEN REGION
Concepts and
Practicing New Skills
#2

F. Developing
Mastery (Leads to
Formative
Assessment)

In order for students to relate and connect more with this topic, let the
students reflect on this real-life problem. Tell the students that we can
prove that there is a triangle inequalities in a children’s park. When a
child swings in high and low speed there is inequalities formed.
G. Finding Practical
Applications of
Concepts and Skills
in daily Living

Summarize to students what is a proof. That proofs in geometry could be

shown using flow chart, paragraph or two-columns. Two column
geometric proof is proven by statements and proofs.

H. Making
generalizations and
abstractions about
the lesson.
 Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION

I. Evaluating
Learning

To further assess the problem-solving skills of the students, they are task
to answer an activity which will test their mastery of the topic.

J. Enrichment
Activity

V. REMARKS

VI. REFLECTION
A. Number of
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Department of Education
SOCCSKSARGEN REGION
learners who
earned 80% in the
evaluation.
B. Number of
learners who
require additional
activities for
remediation who
scored below 80%.
C. Did the
remedial lessons
work? Number of
learners who
have caught up
with the lesson.
D. Number of
learners who
continue to require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these 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?