QUARTER: 4TH QUARTER GRADE LEVEL: Grade 8

WEEK: WEEK 1 LEARNING AREA: Math

MELC/s: 1. illustrates theorems on triangle inequalities (Exterior Angle Inequality Theorem, Triangle Inequality Theorem, Hinge Theorem).
PERFORMANCE STANDARD: communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life
problems involving triangle inequalities, and parallelism and perpendicularity.
DAY OBJECTIVES TOPIC/S CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES
1 I. II. The Triangle Inequality Begin with classroom routine: The students will perform the following
1. illustrate theorems on Theorem a. Prayer activities found in the module
triangle inequalities b. Reminder of the Classroom health protocols A.
(Triangle Inequality 1. you have learned triangle congruency.
c. Checking of Attendance Now you will learn inequalities in
Theorems, d. Quick Kumustahan triangles.
Exterior Angle Inequality You will use straws, scissors, and ruler.
III. A. Preparation 2. For each activity below, choose the
Theorem, Hinge Theorem);
and 1. The teachers will provide each student with straws measures three straws indicated in the table. With
the straws touching at the ends, try to
2. apply theorems on 1 in., 2 in., 3 in., 4 in., 5 in., and 6 in. make a triangle.
triangle inequalities 2. Using those straws the students will form triangle based on 4. Complete the last three columns of
the table below. the table.
5. Complete the statement by using less
than, greater than, or the same as.
Statement: The sum of the lengths of any
two sides of a triangle must be
_____________ the length of the third
side.

B. Read : What Is It
3. The students will also complete the given table. Read The Triangle Inequality
Theorem and examples
B. Presentation C. Answer (What’s More)
B. The Teacher will present the following topic with Activity 1-A. Write YES or NO. Can a
illustrative examples. triangle be constructed with
segments having these lengths?
1. The Triangle Inequality Theorem
__________ 1. 6, 8, 10
C. Application (What’s more) __________ 2. 4, 4, 7
Activity 1-A. Write YES or NO. Can a triangle be constructed __________ 3. 4, 5, 6
with segments having these lengths? __________ 4. 4, 11, 10
__________ 1. 6, 8, 10 __________ 5. 5 1/2,8 1/4,7 1/7
__________ 2. 4, 4, 7 IV. Evaluation
__________ 3. 4, 5, 6 The student will solve the
__________ 4. 4, 11, 10 following problems.
4. John knows that the length
1 1 1
__________ 5. 5 , 8 ,7 of the two sides of this
2 4 7 triangle are 12 cm and15
IV. Evaluation cm. Can you tell between
The student will solve the following problems. what two measures should
1. John knows that the length of the two sides of this the length of the third side
triangle are 12 cm and15 cm. Can you tell between what fall?
Josh wants to decorate his triangle flag
two measures should the length of the third side fall?
with a ribbon. The two sides of the flag
2. Josh wants to decorate his triangle flag with a ribbon.
are 7 meters and 2 meters. How much
The two sides of the flag are 7 meters and 2 meters. ribbon is required for the third side.

GRADE LEVEL: Grade 8
WEEK: WEEK 1
MELC/s: 1. illustrates theorems on triangle inequalities (Exterior Angle Inequality Theorem, Triangle Inequality Theorem, Hinge Theorem).
PERFORMANCE STANDARD: communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life
problems involving triangle inequalities, and parallelism and perpendicularity.
DAY OBJECTIVES
2 I. II. Unequal Sides
1. illustrate theorems on Theorem
triangle inequalities
(Triangle Inequality
Theorems,
Exterior Angle Inequality
Theorem, Hinge Theorem);
and
2. apply theorems on
triangle inequalities
How much ribbon is required for the third side.
3.
QUARTER: 4TH QUARTER
LEARNING AREA: Math
TOPIC/S CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES
Begin with classroom routine: The students will perform the following
a. Prayer activities found in the module
b. Reminder of the Classroom health protocols A.
c. Checking of Attendance 1. you have learned triangle congruency.
Now you will learn inequalities in
d. Quick Kumustahan triangles.
III. A. Preparation You will use straws, scissors, and ruler.
Review 2. For each activity below, choose the
Identify if the following segments form triangle three straws indicated in the table. With
1. 5, 5, 8 the straws touching at the ends, try to
2. 5, 3, 5 make a triangle.
3. 1, 6, 12 4. Complete the last three columns of
the table.
B. Presentation
5. Complete the statement by using less
B. The Teacher will present the following topic with illustrative examples. than, greater than, or the same as.
1. Unequal Sides Theorem If one side of a triangle is longer than the second, Statement: The sum of the lengths of any
then the angle opposite the longer sides is larger than the angle opposite two sides of a triangle must be
the second side. _____________ the length of the third
C. Application (What’s more) side.
Activity 1-B. Given the lengths of the sides, identify the largest and the
smallest angle in each triangle. B. Read : What Is It
6. ∆ABC : AB = 15 , BC = 8 and AC = 12 Read Unequal Sides Theorem If one side
7. ∆DEF : DE = 5 , EF = 8 , and DF = 12 of a triangle is longer than the second,
8. ∆GHI : GH = 4 , HI = 6 , GI = 3 then the angle opposite the longer sides
is larger than the angle opposite the
9. ∆JKL : JK = 4.9, KL = 4.5, and JL = 5.2
second side.
Given the measures of two angles, identify the longest and shortest side in
C. Answer (What’s More)
each triangle. Activity 1-B.
10. ∆ABC : m∠A = 200 , and m∠B = 1030 IV. Evaluation
11. ∆DEF : m∠D = 170 , and m∠F = 530 The student will solve the following
12. ∆GHI : m∠H = 300 , and m∠I = 1000 Which of the following choices is a
13. ∆JKL : m∠J = 300 , and m∠K = 950 possible length for the segment from A
IV. Evaluation to B?
Which of the following choices is a possible length for the segment
from A to B?