DAILY School Grade Level Grade 8

LESSON Teacher JESSIE BURCE Learning Area Mathematics

LOG Teaching Dates and Time Quarter 4th

I. Objectives
A. Content Standard Demonstrates understanding of key concepts of
inequalities in a triangle, and parallel and perpendicular
lines.
B. Performance Standard Is able to communicate mathematical thinking with
coherence and clarity in formulating, investigating,
analysing, and solving real-life problems involving
triangle inequalities, and parallelism and perpendicularity
of lines using appropriate and accurate representations.
C. Learning Competency Illustrates theorems on triangle inequalities.
M8GE-IVa-1
II. Content Illustrating Theorems on Triangle Inequalities.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages LM, Pages 343 old, LM, Pages 392 -396 new
3. Text book pages
4. Additional Material from Learning Visual Aids, Sticks, Pictures
Resources
B. Other Learning Resources Internet
IV. Procedures
A. Reviewing previous lesson or presenting
the new lesson
Direction: Study the artworks below and
answer the questions that follow.

Questions:
1. What features prevail in the artworks shown?
2. Have you observed inequalities in triangles in the
designs? Explain.
3. What is the significance of their triangular designs? Answer may vary.
B. Establishing a Purpose for the Lesson
Group Activity:
The Class will be divided into four (4)
groups. Each group will be given 3 sticks
with corresponding length and they will
determine if it can form a triangle or not.
The group will select 1 representatives
and provide the information on the
table, and tell if their group form a
triangle or not.
 Group 1
a=5, b=7, c=10

Group 2
a=10, b=2, c=12

Group 3
a=4, b=5, c=11

Group 4
a=7, b=7, c=7
Length of Compare. Use <, >, =. Thus
Sticks triangle Length of Compare. Use <, >, =. Thus
Group

formed? Sticks triangle

Group
a b c a+b__c b+c __a a+c___b formed?
1 5 7 10 a b c a+b__c b+c __a a+c___b
2 10 2 12 1 5 7 10 > > > Yes
3 4 5 11 2 10 2 12 = > > Yes
4 7 7 7 3 4 5 11 < > > No
4 7 7 7 = = = Yes

C. Presenting Examples/Instances of new

Lesson
Guide questions:
Group 1 has given the sides (5, 7, and 10).
Using the given measures what did you
observe to the sum of the lengths of two The sum of the lengths of any two sides is greater than
sides compared to the length of the third the length of the third side.
side?(look to the table for reference)
Do they formed a triangle? Yes

In group 2, what did you observe to the The sum of the lengths of any two sides is equal or
sum of the lengths of two sides compared greater than the length of the third side.
to the length of the third side
Do they formed a triangle? Yes

In group 3, what did you
observe to the sum of the lengths of two
sides compared to the length of the third
side
Do they formed a triangle?
The sum of the lengths of any two sides is less than the
length of the third side.
No.

In group 4, what did you
observe to the sum of the lengths of two
sides compared to the length of the third
side
Do they formed a triangle?
Since the lengths of all sides are equal then the sum of
the lengths of any two sides is greater than the length of
the third side.
Yes.

Since we find out that the sum of the two

sides is greater than the length of the
third side, so what do you think the
theorem being illustrated?
So, what is Triangle Inequality Theorem?
Triangle Inequality Theorem.
Triangle Inequality Theorem states that the sum of the
lengths of any two sides of a triangle is greater than the
third side.

D. Discussing new concept and practicing

new skills
Have you wonder if what is the color of
 the sun? Yellow
Did you know class the color of the sun
is not only yellow but many and its color
tells how hot or cold they are, anyone
who can guess what those colors are? White, blue-white, yellow, orange, and red

This is the color of the stars from hottest

to coldest.

Stars are compose of 92 % of hydrogen

and 8 % of helium, then if the hydrogen
decreases or runs out it will explode
(super nova) and that explosion results
to a formation of new white draft suns
or a block hole.
The teacher will show 3 starts forming a
triangle from the explosion of died start.

B
What did you observed from the
An explosion of a star and has 3 new dwarf start.
picture?

If you connect the 3 dwarf star it forms

Triangle
a?
So we will name it triangle ABC if we will
The students will give the measure of each side.
measure the angle
Who can measure the side BC, Side AB,
side AC?
Who can measure angle A, angle B, and
The students will give the measure of each angle.
angle C?
Triangle Measures of the Lengths of Sides
Opposite Triangle Measures of the Lengths of Sides
Angle Opposite
the Angles Angle
the Angles
∆ABC m∠A BC
∆ABC m∠A 90 BC 15 inches
m∠B AC m∠B 40 AC 9.1 inches
m∠C AB m∠C 50 AB 11.1 inches
What have you noticed to the opposite
angles of each sides?
If the side of the triangle are longer its opposite angle is

Then that is the Unequal Sides Theorem
that states?
Another Theorem is the Unequal Angle
Theorem that states?
larger, and if the side of the triangle is shorter its
opposite angle is smaller.
If one side of the triangle is longer than the second, then
the angle opposite the longer side is larger than the
angle opposite the shorter side
If one angle of a triangle is larger than the second angle,
then the side opposite the larger angle is longer than the
side opposite the second angle.

E. Developing mastery (Leads to Formative

Assessment)
Activity:
1. In ∆BOS, BO=8, OS=10, and BS=X. We will used the Triangle Inequality Theorem.
What is the range of the possible
values for BS? 8+10 > X X+8 > 10 x+10 > 8
X < 18 X>2 X > -2
What theorem we need to used, to write Taking the intersection of these three inequalities, x
three inequalities that express the must be greater than 2 and less than 18 or 2 < x < 18.
relationships among the sides in terms of Since BS=X, 2 < BS < 18.
X?

2. In ∆SET, SE = 16, ET= 20, and ST=X. 16+20 > X X +16 > 20 X + 20 > 16
What is the range of possible values for X < 36 X>4 X >-4
ST? X must be greater 4 and less than 36 or 4 < X < 36.
F. Finding practical application of concepts
and skills
Activity:
A. Given the 3 sides of the triangle say/
write KAGURA if it is formed a triangle,
and HANABI if it is not formed a triangle Answer:
1. 9, 12, 19 A.
2. 6, 7, 14 1. KAGURA
3. 12, 15, 20 2. HANABI
4. 25, 30, 45 3. KAGURA
5. 12, 26, 56 4. KAGURA
B. Give the longest side in 1 -3 and biggest 5. HANABI
angle in 4 - 5 given the following B.
triangle. 1. TP
C. 2. FE
1. 3. 3. NZ
4. ∠N
5. ∠F

2. 4.

5.

G. Making generalizations and abstractions

 about the lesson
1. When can we formed a triangle?
2. If that so what is the theorem that
support the statement?
We can formed a triangle if the sum of the lengths of 2
sides is always greater than to the length of the third
side.
Triangle Inequality theorem.

3. What states in Unequal Sides
Theorem?
4. How about Unequal Angle Theorem?
If one side of the triangle is longer than the second, then
the angle opposite the longer side is larger than the
angle opposite the shorter side
If one angle of a triangle is larger than the second angle,
then the side opposite the larger angle is longer than the
side opposite the second angle.

H. Evaluating Learning
Game: Paper Ball Game
Game Mechanics
1. Have the students sit in a circle or their
permanent seat.
2. The objective of the game is to play
catch or pass the paper ball.
3. When the students catches the ball, and
the music stops, he/she has to answer
the question written on the first layer of
the paper ball.
4. If he/she drops the ball, then you get to
throw it back at the circle.
5. Continue the game until all the
questions have been answered.
A. Write the word JOY if it satisfy triangle
inequality theorem and NANA if not. A.
1. 7, 12, 18 1. JOY
2. 10, 3, 12 2. JOY
3. 9, 25, 15 3. NANA
4. 12, 11, 19 4. JOY
5. 11, 21, 20 5. JOY
B. Use the given information to arrange the
angles from the Biggest to smallest. B.
1. 1. ∠A, ∠M, ∠I
2. ∠N, ∠E, ∠D
3. ∠Y, ∠T, ∠R

C.
4. Side YR, Side YT, Side TR
5. Side AP, Side PT, Side AT
2.

3.
 C. Use the given information to arrange the
Sides from shortest to longest.
4.

5.

I. Additional activities for application or

remediation/ Assignment
You will draw a representation of your home, school,
Answer :
and dream job using triangle inequalities like
in the example. You can do whatever you HS=9m, SP=12m, HP=x
want. Use the following side and answer the 9+12 > X X+9 > 12 X + 12 > 9
question: Home to School 9 meters, school to X < 21m X > 3m X > -3m
police Station 12 meters, and Home to Police
station is X. What is the range of possible X must be greater 3m and less than 21m or 3m < X <
values for X? 21m.
School to police station
=12m

Home to police station

= 3m< X <21m.

Home to school =9m

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

Prepared by:

JESSIE B. BURCE
Teacher I Applicant