Department of Education

REGION III – CENTRAL LUZON

SCHOOLS DIVISION OFFICE OF OLONGAPO CITY
Cooperating School
in partnership with
Gordon College
COLLEGE of EDUCATION, ARTS, and SCIENCES

A Detailed Lesson Plan in

STATISTICS AND PROBABILITY
2022-2023 | Grade 10 | 2ND Quarter |DECEMBER 06, 2022

I. OBJECTIVES
Content Standard
The learner demonstrates understanding of key concepts of inequalities in a
triangle, and parallel and perpendicular lines.
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 perpendicularity of lines sing appropriate and accurate
representations.
Learning Competency
Illustrates Theorems on Triangle Inequalities. (M8GE-Iva-1)
Objectives
At the end of a 60-minute session, students from Grade 8 are expected to achieved
80% proficiency on:
1. recalling all theorems on tringles through a game;
2. illustrating Triangle Inequality Theorems through drawings and examples; and
3. applying and solving problems involving Triangle Inequality Theorem.

II. CONTENT
Topic: Triangle Inequality Theorems

III. LEARNING RESOURCES

Teacher’s Guide Pages:
Learner’s Material Pages: 357 – 366

Based on DepEd Order No. 42 series of 2016

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Textbook Pages:
Additional Materials (Portal):
Other Resources:
Bond, C., Chen, J., et. al. (n.d.). Triangle Inequalities. Retrieved from
https://brilliant.org/wiki/triangle-inequality/
Ridner, A. (n.d.). Theorems of Inequality. Retrieved from
https://study.com/academy/lesson/theorems-of-inequality.html
Materials: Projector Laptop Worksheets Chalk
Jigsaw Puzzle Small boxes Triangle Making Sticks
Strategies: Cooperative Learning (Interactive Instruction), Model Building and Drawing
(Experiential Instruction), Problem Solving and Guided Discovery
Valuing: Teamwork
IV. PROCEDURES
A. Before the Lesson

Teacher’s Activity Student’s Activity / Responses

Good Morning Class. Good morning Sir / Ma’am

Who is the prayer leader today? Please come in front (One student will lead the prayer)
and lead the prayer.
(The students will arrange their
Before you sit down, kindly arrange your chairs properly chairs and pick up the pieces of
and pick up the pieces of trash around you. trash)

Class Secretary, who is absent today? (The secretary will tell to the
teacher who are the absentees)
Yes sir / ma’am.
Can you go to your respective groups according to the
4th Quarter’s groupings?

I have here several questions regarding our previous

topics. I created a simple game for it. It’s called “Na-
Tha-The” (Name that Theorem). The mechanics are as
follows:
1. Choose one member among your groupmates that (students will listen)
will answer 1 question every round. Different
rounds different member.
2. The chosen member will select one question on
every round and will try to answer in a limited
time.
3. If the answer is correct, a corresponding point/s
will be given to the group. If not, the next group
can steal to answer using half the original time but
still gets to earn the complete points if correct.
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4. There will be three rounds: Very Easy (1 pt. each),

Easy (2 pts. each), and Not Difficult Round (3 pts.
each).
5. Scores will be listed on our score board.
6. The manner of answering will depend on the
number picked or designated to your group and
you will answer in succession.

Any clarification about the mechanics of the game?

None Sir/ Mam.
Let’s us start. Yes sir / ma’am.
(Problems are in the PowerPoint presentation and (1st member the first group then in
attached herewith.) succession)
I will be answering the first question for every round to
give you hint of the possible situations.

Very Easy Round (1pt each, 5 sec.) Answers:

Sounds Like. Read the following word or set of
words properly.
Very Easy Round
1. \ˈlāg\ \ˈaŋ-gəl\
1. Leg Angle
2. \ˌkȯr-ə-ˈspän-diŋg\ \ˈsīd\ 2. Corresponding Side
3. \ˈkäŋ-grü-ənt\ \ˈtrī-ˌaŋ-gəls\ 3. Congruent Triangles
\ī- ˈsä-sə -ˌlēz\ 4. Isosceles Triangle
4. 5. Side-Side-Side Congruence
5. \ˈsīd\-\ˈsīd\-\ˈsīd\ \ˈkäŋ-grü-ən(t)s\ \
ˈthē-ə-rəm\

Easy Round (2pts each, 10 sec.)

Identify Me. On the pair of triangles given, identify
the theorem it represents if congruent and if Not say Not
Easy Round
Congruent.
1. Side-Angle-Side (SAS)
Theorem
1.

2. Not Congruent
2.
3. Hypotenuse Angle
3. Theorem or (SAS)

4. Hypotenuse-Leg Theorem
4.
5. Not Congruent

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5.

Not Difficult Round

Not Difficult Round (3 pts. each, 15 sec.)
Tell Me. Tell me whether the statement is Always,
Sometimes or Never True
1. Always True
1. If the corresponding three Sides of 10 triangles
respectively. Are those triangles congruent?
2. All equiangular triangles are equilateral. 2. Always True
3. If two sides and one opposite angle of one 3. Sometimes True
triangle is respectively congruent to two sides
and one opposite angles of another triangle, the
two triangles are congruent.
4. If the three angles of one triangle is congruent 4. Sometimes True
respectively to three angles of another triangle,
then the two triangles are congruent.
5. One angle and one side of one triangle is
congruent respectively to one angle and one side 5. Never True
of another triangle, the two triangles are
congruent.
Did you enjoy the game? Yes Sir / Ma’am.

What is the game all about? Triangle Congruence Theorems.

Very good and Congratulations to the group with the

highest points. Let us give them a salute clap. 1 – 2 , 1 –
2, Salute.

B. Activity Proper (Lesson Proper)

Teacher’s Activity Student’s Activity / Responses
I have here activity sets which will be given to each of
the groups. I want you to read and follow the directions
very carefully. The leader should assign a particular task
to each of the members. But the task should be clear to
all members. Our rubric for this activity is also inside
the set. You will be given 15 minutes to do the activity
and post your work on the board or may use the laptop
and projector for presentation. During presentation all
are encourage to listen because every set varies from one
another. You will be given 3 minutes for presentation
and 1 more minute if there are questions from your
classmates. If you have any question, feel free to ask.
Understood?
Yes Sir/Ma’am.
Circle your chairs per group and work quietly.
(Distribution of materials.)

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(Attached herewith are the rubrics and activity sheets.)

(Students will work for 15
Time is over. Let us proceed to the presentation of minutes.)
output per group. Arrange your chair so that all will be
facing the board.
(Call each group, one after the other.)
Group 1 (Activity 4, pg. 357)
Group 2 (Activity 5, pg. 360)
Very good. Group 3 (Activity 6, pg. 362)
(Record scores and give/present to students.) Group 4 (Activity 6, pg. 362)

C. After the Lesson (generalization)

Teacher’s Activity Student’s Activity / Responses

What have we learned today? We learned that:
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.
(Ss  Aa)
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. (As  Ss)
The sum of the lengths of any
two sides of a triangle is greater
than the length of the third side.
(Flashes/Posts on board the Triangle Inequality ( s1 + s2 > s3 )
Theorems)
None Sir / Ma’am
Do you have any question?

D. Evaluation

Teacher’s Activity Student’s Activity / Responses

Please arrange your chairs so that you are facing the
board.

With the concepts learned today, I would like you to (Students will answer the

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answer 5 simple questions regarding it. Leaders please assessment sheet.)

distribute the last sheet of paper among your
groupmates. You will be given 5 minutes to answer.
You may start now. Answers:

1. What is the largest and smallest angle in the 1 Largest ∠ Smallest ∠

triangle: ∠T ∠T
a
a.
b ∠T ∠T

Longest Shortest
2
side Side

b. a TH HR
W
b AB BL
Z-1 Z+1 3
a Yes
B D b No
z
2. What is the longest 4
and shortest side on the following triangles:
a 9<k <15
a. b k =13∧14

b. B

700
a l

730 370
L
b A
3. Identify whether the
given sides yield a triangle:
a. 37 – 47 – 53
b. 8 – 29 – 93

4. Find all the possible values of k, such that the 12

– 3 – k forms a triangle and for which values of
k will make its opposite angle be the largest.

Exchange papers in circles like we usually do, on the

count of 1 – 2 – 3. Answers are already flashed on the
board. Check the papers.

After checking return it to the owner in 1 – 2 – 3. Then

pass it forward in 1 – 2 – 3.

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E. Assignment

Teacher’s Activity Student’s Activity / Responses

Please have a copy of the following instructions for your
assignment.

Instructions: Students will copy or have a photo

Create one scenario or situation that will of the instructions.
illustrate Triangle Inequality Theorem. Look for
a place in your house to illustrate and solve for
any of the three mentioned theorems.

Please return the chairs on its proper place and clean the
room.

Good bye class and God Bless You always. Good bye Sir / Ma’am and God
Bless You too.

V. REMARKS

VI. REFLECTION

Section and Time Reflections

Prepared:

Kal El
Student- Teacher

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Checked:

Lois Lane, Ph. D.

Cooperating Teacher

Recommending Approval:

Bruce Wayne, Ph. D.

Head, Mathematics

Approved:

Diana Prince, Ph. D.

Principal

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