School LALA NATIONAL HIGH Grade & Section 8-B

SCHOOL
Teacher RODEL M. CALINIAHAN Learning Area MATHEMATICS
Teaching Dates and Time QUARTER 4

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives (Write the code
for each LC)
II. CONTENT
The learner demonstrates understanding of key concepts of inequalities in a
triangle, and parallel and perpendicular lines.
The learner is able to communicate mathematical coherence and clarity in
formulating, investigating, analyzing, and solving real-life problems
involving triangle inequalities, and parallelism and perpendicularity
The learner illustrates theorems on triangle inequalities (Triangle Inequality
Theorem). M8GE-IVa-1
GEOMETRY

A. Subject Matter TRIANGLE INEQUALITY THEOREM

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Self-learning Modules
3. Textbook page Math Ideas and Life Application pp. 371
4. Additional Materials
from LR Portal
B. Other Learning Video Lesson
Resources https://www.youtube.com/watch?v=Vb0JQvwlNCA&t=185s
IV. PROCEDURES Teacher’s Activity/ies

Before we discuss our new lesson for this day, let us have first a little review
A. Reviewing previous lesson in Exterior Angle Inequality Theorem and Remote Interior Angles.
or Presenting 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.
 Remote Interior Angles are two interior angles not adjacent to the exterior
angles.

Exterior Angle Inequality Theorem

For any triangle, the measure of an exterior angle is equal to the sum of
the measures of its two remote interior angles.

m∠4 = m∠1 + m∠2

The measure of an exterior angle of a triangle is greater than the measure of

either of its two remote
interior angles.

m∠4 > m∠1, m∠4 >

m∠2

Find the measure of

the angle indicated.

1. Find m∠U

B. Establishing a purpose for Now, let’s move on to our new topic which is the Triangle Inequality
the lesson Theorem

I have here ∆ABC, with sides a, b and c. I want you to complete the table. I
want you to give me any pair of two sides of the given triangle.

C. Presenting
examples/instances of the
new lesson

Any two sides Third side

 a b c
a c b
b c a
Let’s say that a = 6, b = 9 and c = 11.
If we will try to get the sum of the 2 sides of the triangle.

15 > 11 a+b>c
17 > 9 a+c>b
20 > 6 b+c>a

Triangle Inequality Theorem

The sum of any two side lengths of a triangle is greater than the third side
length.

 a+b>c
 a+c>b
 b+c>a

Examples:

Determine which segments of the given lengths can or cannot be the sides of
a triangle?

A. 10cm, 9cm, 5cm B. 9cm, 6cm, 2cm

Solution:

A.
10cm + 9cm > 5cm
19cm > 5cm
10cm + 5cm > 9cm
15cm > 9cm
D. Discussing new concepts 9cm + 5cm >10cm
and practicing new skills 14cm > 10cm
#1
Therefore, 10cm, 9cm, and 5cm can be the length of the sides of a triangle.

B.
9cm + 6cm > 2cm
15cm > 2cm
9cm + 2cm > 6cm
11cm > 9cm
6cm + 2cm > 9cm
8cm < 10cm

Therefore, 9cm, 6cm, and 2cm cannot be the length of the sides of a triangle.

Let’s try!
Determine which segments of the given lengths can or cannot be the sides of
 a triangle?
A. 7m, 4m, 5m B. 9m, 11m, 2m
The blueprints for a bridge label the triangles within the design as having
side lengths of 20 ft, 20 ft and 30 ft. Are these possible or impossible side
lengths? (TLE/ARTS INTEGRATION)

Solution:
E. Discussing new concepts
and practicing new skills 20 + 20 > 30 = 40 > 30
#2 20 + 30 > 20 = 50 > 20
20 + 30 > 20 = 50 > 20
Therefore, 20 ft, 20 ft and 30 ft are possible side lengths of a bridge.

Triangle inequality is an imperfection of size of a triangle. But it is

considered as important in our life; because imperfection makes us stronger.
It will help us to learn our value in this world. (Integrating ESP)

In the construction of a building, it is proven that a triangle is sturdier than

a rectangle or square. A rectangle/square that is tightly fixed will still easy
to deform. Unlike triangle that is used for bridges, towers, and other
infrastructure.

Instruction: Determine which segments of the given lengths can or cannot

F. Developing Mastery be the sides of a triangle. Write your answer in a ½ crosswise
(Leads to Formative
Assessments) 1. 28cm, 41cm, and 13cm
2. 5cm, 10cm, and 15cm

Zayd wants to make a triangular garden. Which of the following are possible
dimensions? (TLE INTEGRATION)

a. 4 ft by 5 ft by 10 ft

b. 6 ft by 6 ft by 12 ft
G. Finding practical
applications of concepts
c. 6 ft by 8 ft by 10 ft
and skills in daily living
d. 8 ft by 12 ft by 20 ft

H. Making generalizations 1. What is Triangular Inequality Theorem?

and abstractions about 2. How can you relate the Triangle Inequality in our daily life?
the lesson
 In real life scenario, triangular inequality is important. For example, if you
are about to make a roof of the house, you can see that the roof is shaped like
triangles. If the roof did not follow triangular inequality, it would be very
hard for the roof to support the house from the external incidents e.g., heavy
rain, strong winds, etc.  
Instruction: Determine which segments of the given lengths can or cannot
be the sides of a triangle. Write your answer in a ½ crosswise.
1. 23, 16, 7
I. Evaluating Learning 2. 8.5, 6.5, 13.5
3. 47, 28, 70
4. 28, 41, 13

Additional activity for learners who earned 75% below on the formative
assessment.
Instruction: Determine if the given side lengths can form a triangle. Write
your answer in ½ crosswise.
1. 4, 6, and 8.
2. 3, 5, and 7
3. 47, 28, and 70
J. Additional activities for
application or Additional activity for learners who earned 75% and above on the formative
remediation assessment.
Instruction: In a ½ half sheet of paper answer the questions below.
1. In a triangle with two sides of lengths 14 in. and 11 in., what are the
possible lengths of the third side?
2. Do the lengths 8m, 3m, 5m make up a triangle? Why or why not?

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up the lesson
D. No. of learners who
continue to requie
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which is my
principal or supervisor can
help me solve?
G. What innovation of localized
materials did I use/discover
which is I wish to share with
other teachers?
Prepared by:

RODEL M. CALINIAHAN
TEACHER I

Checked by:

DOMICIANO L. LANTICSE
MASTER TEACHER II