DAILY SCHOOL: ECHAGUE NATIONAL HIGH SCHOOL GRADE LEVEL: GRADE 8

LESSO TEACHER: JANE G. OSALLA LEARNING AREA: MATHEMATICS

N
DATE/TIME:
Plan April 26, 2023 QUARTER: 4th QUARTER

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
Write the LC code for each
D. Learning Objectives
The learner demonstrates understanding of key concept of inequalities
in a triangle, and parallel and perpendicular lines.
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 parallelism
and perpendicularity of lines using appropriate and accurate
representations.
Illustrates theorems on triangle inequalities (Exterior Angle Inequality
theorem)
M8GE-IVa-1
The learner is expected to:
a. State Exterior Angle Inequality Theorem;
b. Identify the exterior angles of a triangle
c. Solve for the measure of the exterior angles.

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resources PowerPoint Presentation
IV. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preliminaries 1. Drills
1. Drills a) Prayer (Presume to be done
a) Prayer (Presume to be done at the start of the at the start of the lesson)
lesson) b) Greetings
b) Greetings Good Morning class! How are you Very great ma’am
feeling today?
2. Motivation and review
2. Motivation and Review a) Review

Let's divide the class into three groups. Each

group will be given triangle, all you need to do is
to find the missing angles. After solving, with, one
member will explain in front of the group on what
strategy they used to solve for the unknwn.

Finding Missing Angles of Triangles

Remember: in any triangle, the sum of the measure of
its angle is 180°

1.
 a
a = 180° - b – c
= 180° - 75° - 35°
X = 180° - 110°
= 70°

a + b + c = 180°
a + 75° + 35° = 180
75° 35°
a + 110 = 180
b c
a = 180 – 110
a = 70
2.
b
b = 180° - a – c
x = 180° - 50° - 100°
= 180° - 150°
= 30°

50° a + b + c = 180°
a 100° a 50° + b + 100° = 180
a + 150 = 180
a = 180 – 150
c a = 30

3.
b

c = 180° - a – b
= 180° - 37° - 24°
= 119°
24°
a + b + c = 180°
37° + 24° + c = 180°
c = 119°

37°
c
a
B. Establishing a To formally discuss our lesson, we’re going to have an
purpose for the individual activity.
lesson
Investigate Me!
Direction: Use the figure below to answer the question
that follow. Write your answer on a separate sheet of
paper.

1. What is the included angle in ∠ B ≅ ∠ E , and 1. BC , EF

 BC ? In DF and EF ?
2. What is the included angle in AC and BC in 2. ∠C, ∠F
DF and EF
3. What is the sum of the interior angles of 3. 180° , 180°
∆ ABC ? ∆≝¿ ?
4. If ∠ B ≅ ∠ E , and ∠ C ≅ ∠ F , what additional
information is required to tell that the triangles 4. BC ≅ EF
are congruent using SAS Congruence?
5. If AC ≅ DF and BC ≅ EF , what additional
information is required to tell that the triangles
5. AB ≅ DE
are congruent using SSS Congruence?

This activity Investigate Me is a recall of your

understanding on the different angles and sides of
triangle.

EXTERIOR ANGLE OF A TRIANGLE

A triangle has three interior angles.

∠ 1 ,∠ 2 , and ∠ 3.

C. Presenting
examples/ instances
of the new lesson

An Exterior angle of a triangle is an angle which forms

a linear pair (adjacent) with one of the triangle’s
interior angles.
∠1: ∠ 4 , and ∠ 5
∠ 2: ∠ 6 , and ∠ 7
∠ 3 :∠ 8 , and ∠9
Remote interior angles are two interior angles not
adjacent to the exterior angles.
∠ 5 :∠ 2 , and ∠ 3
∠ 9 :∠ 1 , and ∠ 2
∠ 7 :∠ 1 , and ∠3

D. Discussing new Fill in the blank with a correct angle or measure.

concepts and
practicing new skills
#1

∠ 12:∠1∧∠ 2
125 °=68 ° +57 °

1. Name all the exterior angles. ∠ 5 , ∠7 ,∠6 ,∠ 8 , ∠ 4 ,∧∠12

 2. Name all the interior angles. ∠1 ,∠2 ,∧∠3
3. What are the remote interior of ∠ 5? ∠2 ,∧∠3
4. What is the adjacent interior angle of ∠ 4 ? ∠3
5. m∠ 3= 55
6. m∠ 2= 57
7. m∠ 7 = 112
8. m∠ 4 = 125
9. m∠ 8= 123
10. m∠ 9= 68

The measure of an exterior angle of a triangle is equal

to the sum of the measures of the two remote interior
angles.

E. Discussing new
concepts and
practicing new Exterior Angle Remote Interior Angles Exterior Angle Remote Interior
skills#2 ∠ 4=¿ ∠2= ∠ 3= Angles
∠ 5= ∠ 2= ∠3= ∠4=105 ° ∠ 2= 60 ° ∠3= 45 °
∠6 = ∠ 1= ∠3= ∠5= 105 ° ∠2= 60 ∠ 3= 45 °
∠ 7= ∠ 1= ∠ 3= ∠ 6 = 120 ° ∠ 1= 75 ° ∠ 3= 45 °
∠ 8= ∠1= ∠2= ∠7 = 120 ° ∠ 1= 75 ° ∠3= 45 °
∠ 9= ∠ 1= ∠ 2= ∠8 = 135 ° ∠1= 75 ° ∠ 2= 60 °
∠9 = 135 ° ∠1= 75 ° ∠2= 60 °
Exterior angle ¿ one of remote interior angles any
remote interior angle ¿ exterior angle

Find m∠U.
By Exterior Angle Inequality Theorem

F. Developing
U
mastery
?
(Leads to Formative
Assessment 3)
m∠ U + m∠R = m∠UST
50° m∠ U + 50° = 120°
R 120° T m∠ U + 120° - 50°
S m∠U = 70

G. Finding practical
applications of Direction: Read the problem below and answer the
 question that follow.

In the map below, the location form triangle. Dina. A

student, is at home while Alvin, her classmate is at
school. In this situation, answer the questions that
follow.

concepts and skills

in daily living

Questions:
1. Given the same time started and same rate of
walking, who among the two can arrive at the
market first? Alvin
2. If a new road will be constructed connecting
the School and the Market, is the constructed
road longer than the road between Home and
Church? No
3. What triangle inequality theorem is applied in Exterior Angle inequality Theorem
this situation?

Find the value of x.

X
∠X + ∠Y = ∠YWX
H. Making 30° 30 + 4x+2 = 8+6x
generalizations and 32 + 4x = 8+6x
abstractions about 32 – 8 = 6x – 4x
the lesson 24 = 2x
W 4x+2 Y 2 2
8+6x
x = 12
Z

Find m∠DBC
By Exterior Angle Inequality Theorem

A B C
I. Evaluating
learning 49°
∠A + ∠D = ∠DBC
49° + 68°
117° = ∠DBC
∠DBC = 117
68°

J. Additional
activities for List all the angles.
application or 1. angles greater than m∠2. –––––– ∠4 and ∠6
remediation 2. angles greater than m∠3. –––––– ∠1, ∠9 and ∠6
3. angles less than m∠6. –––––– ∠2 and ∠3
4. angles less than m∠1. –––––– ∠3 and ∠7
5. angles less than m∠9. –––––– ∠6, ∠8 and ∠3
6. angles greater than m∠8. –––––– ∠9 and ∠5
7. angles greater than m∠5. –––––– ∠4
8. angles greater than m∠7. –––––– ∠5, ∠1 and ∠4
9. angles greater than m∠6. –––––– ∠9
10. angles less than m∠4. –––––– ∠2, ∠5 and ∠7

V. REMARKS

VI. REFLECTION
A. No. of learners ______ of Learners who earned 80% above
who earned 80% on
the formative
assessment
B. No. of learners _______ of Learners who require additional activities for remediation
who require
additional activities
for remediation.
C. Did the remedial ___Yes ___No
lessons work? No. of ____ of Learners who caught up the lesson
learners who have
caught up with the
lesson.
D. No. of learners ___ No. of Learners who continue to require remediation
who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary activities/exercises
___ Carousel
___ Dyads
___ Think-Pair-Share (TPS)
E. Which of my
___ Rereading of Paragraphs/ Poems/ Stories
teaching strategies
___ Differentiated Instruction
worked well? Why
___ Role Playing/Drama
did this work?
___ Discovery Method
___ Lecture Method

Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
 __ Bullying among students
F. What difficulties
__ Students’ behavior/attitude
did I encounter
__ Colorful IMs
which my principal
__ Unavailable Technology Equipment (AVR/LCD)
or supervisor can
__ Science/ Computer/ Internet Lab
help me solve?
__ Additional Clerical works
G. What innovation
or localized
materials did I
use/discover which I
wish to share with
other teachers?

Prepared by:
Checked by:
MARIEL G. CORDERO
Practice Teacher
JANE G. OSALLA
Critic Teacher