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A Detailed Lesson Plan in Mathematics-M. Bucad

Mathematics (Bicol University)

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A Detailed Lesson Plan in Mathematics

Most Essential Learning Competency: Illustrates theorems on triangle inequalities (Exterior
Angle Theorem, Triangle Inequality Theorem, Hinge Theorem) M8GE-IVa-1
I. Learning Objectives
At the end of the session, the learners are expected to:
A. determine the relationship of the sides of a triangle;
B. illustrate triangle Inequality: Triangle Inequality Theorem; and
C. recognize the importance of triangle inequality theorem in solving real-life
problem.
II. Learning Content
A. Subject Matter: Illustrating Triangle Inequality: Triangle Inequality Theorem
B. Pre-requisite Skills: Identifying and Naming the parts of a triangle
Basic Skills on the Four Fundamental Operations and
Relationship Symbols
C. References: Learning Activity Sheet in Mathematics 8, Quarter 4 pages 9-12
Geogebra Suite: https://www.geogebra.org/m/zc3fyv5c
https://www.geogebra.org/m/JT5UmZ8w
D. Materials: Slideshow presentation with illustrations and paragraphs, Audio
background, pictures, Match Sticks, Tape, Paper, Pen, Straight-edge/ruler, Illustrations
of triangles with labels and measurements
E. Values to be developed: Self-esteem, Independence and Enthusiasm

III. Procedure
Teacher’s Tasks Learners’ Tasks
A. Preparation
a. Prayer
The student who is sitting in In the name of the Father and of the Son, and of
90ᵒ on the sitting arrangement on the the Holy Spirit, Amen. Dear Father in heaven,
left front portion of the room will be we are here before Thee. Help us to study well.
the one to lead the prayer. Help us to be obedient and honest. Help us to
love one another. Bless our teacher, bless our
school, bless our country, and bring us all to
heaven, Amen.
b. Greetings
Good day class! I am glad to Good Morning ma’am!
see you in this New Episode of
Learning Mathematics 8. Teacher
Nhics is here to be your facilitator
and best buddy in learning
wonderful Math ideas, concepts and
applications.

Find your most convenient

place, prepare your paper and pen
and let us learn together. Please

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observe the classroom etiquette

throughout the session. If you have
questions or suggestions raise your
hand for you to be recognized.

In the early stage of your Math

Journey you have learned about
polygons. What do you call the
polygon with three sides? The polygon with three sides is called triangle.

You got it right!

Why do you think bridges and

buildings are build using triangles?”

“Today you will discover

and understand the Triangle
Inequality theorem.
Here are our learning targets:
a) determine the relationship
among the sides of a
triangle;
b) illustrate triangle
Inequality: Triangle
Inequality Theorem; and
c) recognize the importance
of triangle inequality
theorem in solving real-
life problem.
B. Motivation (Extrinsic Motivation)
Let’s have first a review on parts
of a triangle. Let us identify the parts of
⊿ BET.

“The parts of a triangle are angles and sides.

What are the parts of a triangle? Specifically, there are three sides angles and
three sides”

Exactly! You are on the right track!

Can you name the sides of ⊿ BET? ̅̅̅̅ , 𝐸𝑇
The three sides of ⊿ BET are namely𝐵𝐸 ̅̅̅̅ ,and
̅̅̅̅
𝑇𝐵.
Absolutely correct!

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How do we represent the lengths of In representing the lengths of the sides, we can
the sides of this triangle? use a small letter of the angle to its opposite side.
For example, 𝐵𝐸 ̅̅̅̅ can be represented by small
letter t.
You are absolutely correct!
I’m glad that you have a prior
knowledge about triangle and skills
needed to achieve the objectives for
today’s discussion.
C. Activity
Let us discover the Triangle Inequality
Theorem by an activity entitled: Mind
Puzzling Legos.
The materials that you need for this
activity are paper, pen and ruler. Are you
ready?
Consider the triangle and the three lego
parts: a, b and c.
Procedure:
1. Draw Lego a which measures 30
cm.
2. Draw a joint Lego b and Lego c,
measuring 40 cm and 50 cm
respectively. Joint legos should
look like a straight line.
3. Using the same lego lengths,
draw lego B.
4. Draw a joint Lego a and Lego c.
Joint legos should look like a
straight line.
5. Using the same lego lengths,
draw lego c.
6. Draw a joint Lego a and Lego b.
Joint legos should look like a
straight line.
D. Discussion
Let us complete this table to
record our measurements.

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Guide Questions:
1. What is the sum of the lengths of
lego b & c?
2. Which is longer, Lego a or the
sum of the lengths of lego b & c?
3. What is the sum of the lengths of
lego a & c? Which is longer,
Lego B or the sum of the lengths
of lego a & c?
4. What is the sum of the lengths of
lego a & b?
5. Which is longer, Lego C or the
sum of the lengths of lego a & b?

After completing the table, compare

the data from the first column to the data
from the third column of the table.

What do you think the Triangle Inequality Triangle Inequality Theorem tells us that the sum
Theorem tells us? of any two sides of a triangle is greater than the
third side.
Great! That was the exact answer. I am glad
that you are learning math easily.

So, Triangle Inequality Theorem tells us that

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

Does your conclusion apply for other Yes. Trying out different lengths of sides of a
triangles? triangle which satisfy the Triangle Inequality
Theorem will form a triangle. However, having
three different lengths of a side which is contrary
to the theorem will not form a triangle. It could
form a triangle but with an eccess length of
triagle and two endpoints may not meet or it will
remain as an open figure.

Give a triangle with different lengths to test “ The given lengths of a triangle are 5, 6, and 8
your conclusion. will satisfy the Triangle Inequality Theorem
because
5+6=11>8
5+8=13>6
6+8=14>5
And the illusatration of these length into form of
a triangle is

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using a geogebra software.

On the other hand, lengths of a triangle such as
1, 2,and 3 will not form a triangle given that this
lengths will not satisfy the Triangle Inequality
Theorem because
1+2=3=3
1+3=4<2
2+3=5<1
The two end points of the sides do not meet.

Very good! You are really on the right track!

How are you able to identify the lengths of By considering the Triangle Inequality Theorem
the triangle? we can identify the lengths of the sides will form
a triangle or not.
We can also use a software
“Geogebra” to test if given lengths of the
sides form a triangle. Here’s link to explore
the Triangle Inequality Theorem.
https://www.geogebra.org/m/zc3fyv
5c
E. Abstraction
1. What conjecture can you make based on Considering the Triangle Inequality Theory we
the activity? can make a triangle where the sum of any two
sides of a triangle must be greater than to the
third sides.
Very good!
2. What generalization can you make about The relationship of the sides of a triangle is that
the relationship of the sides of the the sum of any two sides of a triangle must be
triangle? greater than to the third sides.

Exactly!

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3. State the Triangle Inequality Theorem. Triangle Inequality Theorem tells us that the sum
of any two sides of a triangle is greater than the
third side.
Great!

F. Application
Let’s look beyond the Triangle
Inequality Theorem by performing another
task. The title of the task is WHAT IF
EQUALITY? WILL IT FORM A
TRIANGLE?
You will work in groups. We have 3 groups
having 5 members. Be able to discuss the
activity and be ready in 5 mins. One
representative from the group will present
their answers to the questions.
Please prepare the following
materials and follow the step-by-step
procedure to do the task. Then answer the
questions that follow.
https://www.geogebra.org/m/JT5
UmZ8w
You may access the link if you can.
If not, they can use the materials that they
prepared.
Materials Needed: Barbeque
sticks/“Walis- Tingting”, Ruler, Paper,
Tape, Pen
Procedure:
1. Get 2 pieces of BBQ sticks
measuring 5 inches each.
2. Cut the first stick in the ratio 2:3
inches.
3. Make a triangle out of the sticks that
you have.
CONDITION: DO NOT
CUT/ADD length to any of the
sticks. The triangle you will make
should not form an exterior angle.
We can also use a software named
Geogebra to perform the task. The
link is posted in our google
classroom, you can simply click it to
do the task.

Questions:

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1) Are you able to make a triangle out of a. No

the 3 sticks by strictly following the
conditions?
2) Is it possible to make a triangle b. No
(WITHOUT AN EXTERIOR ANGLE)
if the sum of the lengths of its two sides
is equal to the third side? Why?
3) Is it possible to make a triangle
(WITHOUT AN EXTERIOR ANGLE) c. No
if the third side is longer than the sum of
its two sides? Why?

What conditions guarantee that the given The condition that guarantee that the lengths of
lengths of sides of a polygon form a the sides of a polygon form a triangle is that if all
triangle? the sum of any two sides is greater than the third
side.

When a set of lengths does not form a A set of lengths does not form a triangle if it does
triangle? not satisfy the Triangle Inequality Theorem.

G. Generalization
Again, who can now restate the concept of The concept of the Triangle Inequality Theorem
Triangle Inequality Theorem? is that the sum of any two sides of a triangle is
greater than the third side.”

IV. Evaluation
Directions: Read the word problem, sketch, and solve it. Show your complete solution.
Jaime will make a small triangular frame as a project in Mathematics. Their teacher gave
the length of the two sides of the triangle, 4 inches and 5 inches. What is the shortest possible
length (whole number) of the third side to make a triangular frame?
Rubric for Scoring
4 3 2 1 0
Thoroughly Meets Approaching Not yet No attempt
meets standards Standards Standards approaching
standards
Sketch/ The learner The learner The learner The learner The learner
Illustration completely and illustrates the illustrates the illustrates the does not
precisely problem but problem but there problem but failed illustrate the
illustrates the insufficiently are inaccurate to label and give problem.
problem and labels and gives measurements in measurements in
accurately labels measurements in the sketch. the sketch.
and gives the sketch.
measurements in
the sketch.

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Accuracy of The learner The learner

The learner The learner The learner
the solution correctly finds the correctly finds the
correctly finds the attempts to find does not
shortest possible shortest possible shortest possible the shortest present any
length, with length, with not so
length, with not so possible length, solution to the
organized work organized work organized work vague working problem.
that clearly shows that shows his that shows his solution, with
his thinking, no thinking, no
thinking, with minor calculation
calculation errors calculation errorsminor calculation errors and
and correct and correct
errors and incorrect
relationship is relationship is
incorrect relationship is
determined. determined. relationship is determined.
determined.
Conclusion The learner gives a The learner gives The learner gives The learner The learner
clear, precise, and a correct but a correct answer attempts to give does not give
correct conclusion incomplete but doubtful about an incorrect any
about the problem. conclusion about the problem. conclusion. conclusion.
the problem.
V. Assignment
Determine if the given set of lengths will form a triangle. Show a complete solution
and make a conclusion about the given lengths.
1) 1 inch, 2 inches, 4 inches
2) 2 inches, 2inches, 5 inches
3) 3 inches, 4 inches, 6 inches
4) 4 inches, 4 inches, 8 inches
5) 3 inches, 3 inches, 3 inches

Prepared by:
Monica T. Bucad
BSEd Mathematics 3

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