Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal

LAS
(Learner’s Activity Sheet)

MATHEMATICS 8

Fourth Quarter
SY 2021 – 2022
WEEK 1
Content:
I. Illustrate theorems on triangle inequality (exterior angle inequality theorem, triangle inequality
theorem, hinge theorem) (M8GE-IVa-1)
II. Applies theorem on triangle inequalities to determine possible measures for the angles and
sides of triangles. (M8GE-IVb-1)
III. Proves inequalities in a triangle. (M8GE-IVc-1)

The concepts and skills that you will learn in this LeaP is on Triangle inequalities, which will improve your
attention to details, shape your deductive thinking, developing, verifying, and proving the theorems on
inequalities in triangles.
You will be guided by this chart in learning this LeaP.

Inequalities in One Triangle

Recall the definition of an exterior angle of a triangle.

*Exterior Angle Theorem

By extending 𝑀𝑁̅̅̅̅̅of ∆𝑀𝑂𝑁 to a point 𝑃, 𝑀𝑃

̅̅̅̅̅is formed. As a result, ∠𝑂𝑁𝑃
forms a linear pair with ∠𝑂𝑁𝑀. Because it forms a linear pair with one of
the angles of ∆𝑂𝑀𝑁, ∠𝑂𝑁𝑃 is referred to as an exterior angle of ∆𝑂𝑀𝑁.
The angles non-adjacent to ∠𝑂𝑁𝑃, ∠𝑂 and ∠𝑀, are called remote interior
angles of exterior ∠𝑶𝑵𝑷.

In the triangle shown, ∠1, ∠2, and ∠3 are exterior angles. The remote
interior angles of ∠1 are ∠5 and ∠6; of ∠2, ∠4 and ∠6; of ∠3, ∠4 and ∠5.

*Exterior Angle Inequality Theorem - The measure of an exterior angle of a triangle is greater than the measure
of either of the two remote interior angles.

Example 1: Consider the figure below, fill in each space to complete true inequality statement:
a. If 𝑚 < 𝑐 = 40° 𝑎𝑛𝑑 𝑚 < 𝑑 = 29°, b. If 𝑚 < 𝑏 = 54° 𝑎𝑛𝑑 𝑚 < 𝑑 = 38°,
then 𝑚 < 𝑎________. then 𝑚 < 𝑎_______
d b

c b a c d a
Solution:
< a is the exterior angle and <c and <d are its remote interior angle, and m<c + m<d = m<a. Moreover m<a >
m<c or m< a > m<d.
a. If 𝑚 < 𝑐 = 40 and 𝑚 < 𝑑 = 29, then 𝑚 < 𝑎 > 40.
b. If 𝑚 < 𝑏 = 54 and 𝑚 < 𝑑 = 38, then 𝑚 < 𝑎 > 92.

Example 2:
O
Given: ∆𝑂𝑀𝑁 with the exterior angle < 𝑂𝑁𝑃
Q
Prove: 𝑚 < 𝑂𝑁𝑃 > 𝑚 < 𝑀𝑂𝑁
Proof:
Construct the following:
1. Midpoint Q on ̅̅̅̅
𝑂𝑁 on such that ̅̅̅̅
𝑂𝑄 ≅ ̅̅̅̅
𝑁𝑄 .
̅̅̅̅̅ ̅̅̅̅̅ ̅̅̅̅
2. 𝑀𝑅 through Q such that 𝑀𝑄 ≅ 𝑄𝑅 .
STATEMENTS REASONS
1. 𝑂𝑄 ≅ 𝑁𝑄 ; ̅̅̅̅̅
̅̅̅̅̅̅̅̅̅̅̅̅ 𝑀𝑄 ≅ ̅̅̅̅
𝑄𝑅 1. By construction
2. < 3 ≅< 4 2. Vertical angles are congruent
3. ∆𝑂𝑄𝑀 ≅ ∆𝑁𝑄𝑅 3. SAS Congruence Theorem
4. < 𝑀𝑂𝑁 ≅< 1 4. CPCTC
5. < 𝑂𝑁𝑃 ≅< 1+< 2 5. Angle Addition Postulate
6. 𝑚 < 𝑂𝑁𝑃 > 𝑚 < 1 6. Property of inequality
7. 𝑚 < 𝑂𝑁𝑃 > 𝑚 < 𝑀𝑂𝑁 7. Substitution Property

* Triangle Inequality Theorem 1 (Ss → Aa) or Side Angle Theorem

- 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.

∆𝐹𝑈𝑁 has the three angles (< 𝐹, < 𝑈 and < 𝑁)and three sides (𝐹𝑈 ̅̅̅̅, 𝑈𝑁
̅̅̅̅ and 𝐹𝑁
̅̅̅̅
̅̅̅̅
The opposite angle of 𝐹𝑈 is < 𝑁.
The opposite angle of 𝑈𝑁̅̅̅̅ is < 𝐹.
The opposite angle of ̅̅̅̅
𝑁𝐹 is < 𝑈.
̅̅̅̅ = 7𝑐𝑚 and 𝑈𝑁
Using ∆𝐹𝑈𝑁, if 𝐹𝑁 ̅̅̅̅ = 5𝑐𝑚, which is the larger than < F or <U?
Why? Since ̅̅̅̅
𝐹𝑁 is longer than ̅̅̅̅
𝑈𝑁 , therefore <U is larger than <F, because
̅̅̅̅
opposite the longer side (𝐹𝑁) of a triangle is the larger angle (<U).

Example 3:
Given: ∆𝑀𝐴𝑁
̅̅̅̅
𝐴𝑁 > ̅̅̅̅̅
𝐴𝑀

Prove: 𝑚 < 𝐴𝑀𝑁 > 𝑚 < 𝐴𝑁𝑀

Proof:

STATEMENTS REASONS
1. ̅̅̅̅̅
𝐴𝑀 ≅ ̅̅̅
𝐴𝐼 1. by construction
2. ∆𝐴𝐼𝑀 is isosceles 2. Definition of isosceles triangle
3. < 1 ≅< 2 3. Base angles of an isosceles triangle are
congruent
4. , 1+< 3 =< 𝐴𝑀𝑁 4. Angle Addition Postulate
5. < 𝐴𝑀𝑁 > < 1 5. Property of equality
6. < 𝐴𝑀𝑁 > < 2 6. Substitution Property
7. 𝑚 < 𝑀𝐼𝑁 + 𝑚 < 𝑁 + 𝑚 < 3 = 180° 7. the sum of the measure of the interior angles
of a triangle is 180°.
8. 𝑚 < 2 + 𝑚 < 𝑀𝐼𝑁 = 180° 8. Linear Pair Theorem
9. 𝑚 < 𝑀𝐼𝑁 + 𝑚 < 𝑁 + 𝑚 < 3 = 𝑚 < 2 + 𝑚 < 𝑀𝐼𝑁 9. Transitive Property
10. 𝑚 < 2 = 𝑚 < 𝑁 + 𝑚 < 3 10. Subtraction Property
11. 𝑚 < 2 > 𝑚 < 𝐴𝑁𝑀 11. Property of equality
12. 𝑚 < 𝐴𝑀𝑁 > 𝑚 < 𝐴𝑁𝑀 12. Substitution property of Inequality
(from statement 6 and 11)

*Triangle Inequality Theorem 2 (Aa→ 𝑺𝒔) or angle Side Theorem

- 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.
Consider the given figure, what could be its possible name?
Can you name the three angles and the three sides?
In ∆𝐽𝑂𝑌, the opposite side of < 𝐽 is 𝑂𝑌 ̅̅̅̅ ,
̅̅̅
the opposite side of < 𝑂 is 𝐽𝑌 and
the opposite side of < 𝑌 is 𝐽𝑂̅̅̅.
Using ∆𝐽𝑂𝑌, if 𝑚 < 𝐽 = 55° 𝑎𝑛𝑑 < 𝑌 = 105°, which is larger ̅̅̅̅ 𝑂𝑌 or ̅̅̅
𝐽𝑂? Why?
̅̅̅ ̅̅̅̅̅
Since < Y is larger than < J, then 𝐽𝑂 is longer than 𝑂𝑌, because opposite the
̅̅̅).
larger angle (<Y) of a triangle is the longer side (𝐽𝑂
Example 4:

Given: < 𝐴 > < 𝑇

Prove: ̅̅̅̅
𝐹𝑇 > ̅̅̅̅
𝐴𝐹

̅̅̅̅ = 𝐴𝐹
Either 𝐹𝑇 ̅̅̅̅ , 𝐹𝑇
̅̅̅̅ > 𝐴𝐹
̅̅̅̅ or 𝐹𝑇
̅̅̅̅ < 𝐴𝐹
̅̅̅̅

a) Suppose ̅̅̅̅
𝐹𝑇 = ̅̅̅̅
𝐴𝐹 , then by the isosceles Triangle Theorem, < A ≅ < 𝑇. This contradicts the given
information, then < 𝐴 < < 𝑇;
b) Suppose 𝐹𝑇̅̅̅̅ < 𝐴𝐹
̅̅̅̅ , then <T > <A by the Side Angle Inequality Theorem. This also contradicts the given
information.
c) Therefore, ̅̅̅̅
𝐹𝑇 > ̅̅̅̅
𝐴𝐹

*Triangle Inequality Theorem 3 ( 𝑺𝟏 + 𝑺𝟐 > 𝑺𝟑 )

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

In ∆𝑅𝐼𝐷, the measures of its sides are as follows:

RI = 4cm, ID = 5cm and RD = 7cm. Try to add the lengths of the two
sides and compare it to the third side, what have you noticed?

RI + ID ? RD RI + RD ? ID ID + RD ? RI
4+5 ? 7 4+7 ? 5 5+7 ? 4
9 > 7 11 > 5 12 > 4
Based on the given illustration, we can then conclude that the sum of the lengths of any two sides of a triangle
is greater than the length of the third side.

Example 5:
A triangle has two sides that are 6 cm and 15 cm in lengths, respectively. Unoh says that the third side could
be 9 cm. Vhinz says that it could not be 9 cm but it could be 7 cm. Who is correct and why?

Solution:
a. 6 + 15 = 21 > 9
6 + 9 = 15 > 15 Hence, 6cm,9cm,15cm can be the length of the sides of
9 + 15 = 24 > 6 triangle.

b. 6 + 15 = 21 > 7 Hence, 6cm,7cm,15cm cannot be the length of the sides of

6 + 7 = 13 > 15 a triangle.
15 + 7 = 22 > 6

Example 6:
Given the triangle ABC 𝐴𝐵̅̅̅̅ = 12𝑐𝑚 and 𝐵𝐶
̅̅̅̅ = 17𝑐𝑚. What is the range values of 𝐴𝐶 ̅̅̅̅ ?
Solution:
Step 1: 12 + 17 = 29, Thus ̅̅̅̅
𝐴𝐶 must be less than 29cm or 29cm must be greater than ̅̅̅̅ 𝐴𝐶 .
Step 2: By triangle Inequality Theorem, 12 + 𝐴𝐶 ̅̅̅̅ >17. This implies that 𝐴𝐶
̅̅̅̅ > 5.
Step 3: Moreover, 17 + ̅̅̅̅
𝐴𝐶 > 12. This implies that ̅̅̅̅
𝐴𝐶 > 5. This is not possible.
Step 4: From step 1 and 2, 29 > ̅̅̅̅
𝐴𝐶 , and ̅̅̅̅
𝐴𝐶 > 5 implies that 29 > ̅̅̅̅
𝐴𝐶 > 5

̅̅̅̅ < 29, the range of values of 𝐴𝐶

The statement can be written in reverse order: 5 < 𝐴𝐶 ̅̅̅̅ . Notice that 5 is the
difference of 17 and 12, and 29 is the sum of 12 and 17. The procedure can be shortened as follows:

17 – 12 < ̅̅̅̅
𝐴𝐶 < 12 +17
̅̅̅̅ < 29
5 < 𝐴𝐶
This means that any real number greater than 5 but less than 29 can be the lengths of the triangle’s third side.

Example 7:
Given: ∆𝐿𝑀𝐸 where ̅̅̅̅
𝐿𝑀 < ̅̅̅̅
𝐿𝐸 < ̅̅̅̅̅
𝑀𝐸

̅̅̅̅̅ + ̅̅̅̅
Prove: 𝑀𝐸 ̅̅̅̅
𝐿𝐸 > 𝐿𝑀
̅̅̅̅̅
𝑀𝐸 + 𝐿𝑀 > ̅̅̅̅
̅̅̅̅ 𝐿𝐸
̅̅̅̅
𝐿𝑀 + ̅̅̅̅
𝐿𝐸 > ̅̅̅̅̅
𝑀𝐸

Proof:
 STATEMENTS REASONS
̅̅̅̅
1. 𝑃𝐿 ≅ 𝐿𝐸 ̅̅̅̅ 1. By construction
2. ∆𝐿𝐸𝑃 is isosceles 2. Definition of isosceles triangle
3. < 1 ≅< 2 3. Base angles of an isosceles triangle are congruent
4. < 𝐿𝑃𝐸 ≅< 𝑀𝑃𝐸 4. Reflexive Property
5. < 1 ≅< 𝑀𝑃𝐸 5. Transitive Property
6. 𝑚 < 𝑀𝐸𝑃 ≅ 𝑚 < 𝐿𝐸𝑀 + 𝑚 < 𝐿𝐸𝑃 6. Angle Addition Postulate
7. 𝑚 < 𝑀𝐸𝑃 ≅ 𝑚 < 𝐿𝐸𝑀 + 𝑚 < 𝑀𝑃𝐸 7. Transitive Property
8. 𝑚 < 𝑀𝐸𝑃 > 𝑚 < 𝑀𝑃𝐸 8. Property of Inequality
̅̅̅̅̅ > 𝑀𝐸
9. 𝑀𝑃 ̅̅̅̅̅ 9. Property of Inequality
10. 𝑀𝑃 = ̅̅̅̅
̅̅̅̅̅ 𝑃𝐿 + ̅̅̅̅
𝐿𝑀 10. Segment additional Postulate
̅̅̅̅̅ = ̅̅̅̅
11. 𝑀𝑃 ̅̅̅̅ (from statement 1 and 10)
𝐿𝐸 + 𝐿𝑀 11. Substitution Property
12. 𝐿𝐸 + 𝐿𝑀 > ̅̅̅̅̅
̅̅̅̅ ̅̅̅̅ 𝑀𝐸 (from statement 9 and 11) 12. Substitution Property of Inequality

Inequalities in Two Triangles

* Hinge Theorem or SAS Triangle Inequality Theorem

- If two sides of one triangle are congruent to two sides of another triangle, but the included angle of the first
triangle is greater than the included angle of the second, then the third side of the first triangle is longer than
the third side of the second.

Since < 𝑯 < < 𝑵, therefore ̅̅̅̅

𝑨𝑩 < ̅̅̅̅
𝑫𝑬 Since < 𝑯 =< 𝑵 therefore ̅̅̅̅
𝑭𝑮 < ̅̅̅̅̅
𝑳𝑴

Example 8:
̅̅̅̅̅ ≅ 𝐴𝐷
Given: 𝑂𝑀 ̅̅̅̅
̅̅̅̅
𝑂𝑁 ≅ 𝐴𝑌̅̅̅̅
< 𝑂 ><𝐴
Prove: ̅̅̅̅̅
𝑀𝑁 > ̅̅̅̅
𝐷𝑌

Proof:
STATEMENTS REASONS1.
1. ̅̅̅̅̅
𝑂𝑀 ≅ ̅̅̅̅
𝐴𝐷 ; ̅̅̅̅
𝑂𝑁 ≅ ̅̅̅̅
𝐴𝑌; < 𝑂 > < 𝐴 1. Given
̅̅̅̅̅ > ̅̅̅̅
2. 𝑀𝑁 𝐷𝑌 2. The opposite the larger angle is longer than the
side opposite the smaller angle

* Converse of Hinge Theorem states that if two triangles have two congruet sides, then the traingle with the
longer third side will have a larger angle opposite that third side.

Since 𝑨𝑩 > 𝑫𝑬, therefore 𝒎 < 𝑨𝑪𝑩 > 𝒎 < 𝑫𝑭𝑬 Since 𝑩𝑪 > 𝑬𝑭, therefore 𝒎 < 𝑩𝑨𝑪 > 𝒎 < 𝑬𝑫𝑭
I. Written Work No. 1

A. Directions: Using the figure on the right, choose correct relation symbol in the box given the following
situations.Write the letter of the correct relation symbol in your answer sheet.

A. > B. < C. =

In ∆𝐿𝑅𝑁, 𝑚 < 𝐿 = 61° 𝑎𝑛𝑑 𝑚 < 𝑅 = 48°. In ∆𝐿𝑅𝑁, 𝐿𝑁 = 8𝑐𝑚, 𝑅𝑁 = 12𝑐𝑚 𝑎𝑛𝑑 𝐿𝑅 = 15𝑐𝑚.

1. LN_____RN 4. 𝑚 < 𝐿_______ 𝑚 < 𝑁

2. LR_____ LN 5. 𝑚 < 𝑁______ 𝑚 < 𝑅

3. RN_____LN

B. Directions: Choose the letter of the correct answer below and write your answer in your answer sheet.

A B C D

_____6. Which of the following illustrates Hinge Theorem?

_____7. Which of the following illustrates Converse of Hinge Theorem?

For Nos. 8-9. Using the figure at the right, choose the correct statement in the box to supply what is being
asked to illustrate the hinge theorem.

A) 𝐴𝐵 ≅ 𝐷𝐸 B) 𝐴𝐶 > 𝐷𝐹 C) 𝐴𝐶 ≅ 𝐷𝐹 D) 𝐵𝐶 ≅ 𝐸𝐹

____8. Congruent sides of the triangles.

____9. Compare AC with DF.

___10. Using the figure on the right, which statement below DOES NOT
illustrate the hinge theorem?

A) 𝐽𝐺 ≅ 𝑃𝐿 B) 𝐻𝐺 ≅ 𝐾𝐿 C) 𝐻𝐽 > 𝐾𝑃 D) 𝐵𝐶 ≅ 𝐾𝑃

C. Directions: Choose the letter of the correct answer and write your answer in your answer sheet.

11. Which of the following combinations could be three sides of a triangle?

A. 5, 6, 11 B. 1, 3, 5 C. 5, 16, 20 D. 7, 7, 10

12. Two sides of a triangle are 15 and 8. Which of the following cannot be the third side?
A. 9 B. 13 C. 21 D. 25

13. Suppose two sides of a triangle both measure 4 units, which following cannot be the third side?
A. 0 B. 1 C. 2 D. 3

14. Two sides of the triangle are 13 and 51. What is the range of the length of the 3 rd side?
A. 13 < 3rd side < 51 B. 13 > 3rd side > 51 C. 38 < 3rd side < 64 D. 3rd side < 64

15. Two legs of a triangle are 7.3 and 17.2 respectively. Given that the length of the third side is an integer,
what is the largest possible length for the third side.
A. 18 B. 20 C. 22 D. 24
II. Performance Task No. 1

Triangle Inequality Theorem

Directions: Complete the table by supplying the needed information. Do this task in your answer sheet.

Try this example: Lengths of 3 m, 4 m and 1 m, can be form a triangle?

Is the first plus second length greater than the third length? Is 3 + 4 > 1? Yes or No ____________
Is the second plus third length greater than the first length? Is 4 + 1 > 3 ? Yes or No ____________
Is the third plus first length greater than the second length? Is 3 + 1 > 4 ? Yes or No ___________

Three YES‘s means it CAN be form a triangle.

Will it Form a Triangle?

Lengths st nd rd
1 +2 >3 2 + 3rd > 1st
nd
1st + 3rd >2nd YES or NO
3 m, 4 m ,1 m 3 + 4 > 1 (Yes) 4 + 1 > 3 (Yes) 3 + 1 > 4 (No) No
1. 5 in, 5 in, 8 in
2. 6 cm, 7cm, 9 cm
3. 2 ft, 11 ft, 12 ft

Scoring Rubrics

Criteria 10 8 5 Score
Table contain Table contains all Table contain Table contain no
necessary data necessary data incomplete data necessary data
Correct answer All answers are Some answers are No answer
correct. correct.

TOTAL = _____________
WEEK 2
Content:
I. Proves properties of parallel lines cut by a transversal
II. Determines the conditions under which lines and segments are parallel or perpendicular (M8GE-
IVe-1)

Writing proof is an important skill that you will learn from Geometry. It will develop your observation skills,
deductive thinking, logical reasoning and mathematical communication.
In writing proofs, you have to determine the appropriate statements and give reasons for these statements.
There are cases were you only have to complete a statement or a reason.
Guide questions and hints will help you succeed in this LeaP’s learning tasks.

Line l and m are parallel (//) cut by a transversal line p, forming the
following angles: ∠1, ∠2, ∠3, ∠4, ∠5, ∠6, ∠7 & ∠8.

Using a protractor, measure the eight angles formed. This

will help you understand the properties of parallel line cut by
a transversal.

THEOREMS ON PAIR OF ANGLES

1. Vertical Angles Theorem – vertical angles formed by

intersecting lines are congruent.
2. Linear Pair Theorem – two angles that form linear pair are
supplementary.

PROPERTIES OF PARALLEL LINES CUT BY A TRANSVERSAL

Postulate
1. Corresponding Angles Postulate – If two parallel lines are cut by a transversal then corresponding angles
are congruent. {using the same figure above: ∠1≅∠5, ∠2≅∠6, ∠3≅∠7, ∠4≅∠8}.

Theorem
1. Alternate Interior Angles Theorem - If two parallel lines are intersected by a transversal, then
alternate interior angles are congruent. {using the same figure above: ∠3 ≅ ∠6, ∠4 ≅ ∠5}
Converse Alternate Interior Angle Theorem – If two lines are cut by a transversal and the alternate
interior angles are congruent, then the lines being cut by the transversal are parallel.

2. Same-Side Interior of Angles Theorem – If two parallel lines are intersected by a transversal, then
same side interior angles are supplementary. {using the same figure above: m∠3+ m∠5 =180; m∠4+
m∠6 =180}.

3. Alternate Exterior Angles Theorem - If two parallel lines are intersected by a transversal, then
alternate exterior angles are congruent. {using the same figure above:∠1≅∠8, ∠2≅∠7}

4. Same-Side Exterior of Angles Theorem – If two parallel lines are intersected by a transversal, then
same side exterior angles are supplementary. {using the same figure above: m∠1 + m∠7 = 180; m∠2 +
m∠8 = 180}

5. Perpendicular Transversal Theorem – If a parallel line is perpendicular to one line that is parallel to
another, then the line is perpendicular to the second parallel line

Example 1:
DIRECTIONS: Complete the two-column proof.

1. Given: line t intersects l and m such that ∠1 ≅ ∠2

Prove: l // m
Proof:
 We see parallel and perpendicular lines everywhere. Lines on a pad paper, pedestrian lane, fence, etc.
suggest parallel line; while electrical post, window pane and crucifix are just few examples of perpendicular
lines.
Can you name more examples showing parallel and perpendicular lines?

There are certain conditions to prove that two or more lines to be parallel lines or perpendicular lines.

PARALLEL LINES are a set of lines that are at the same distance with each other and never intersect.

Two lines are parallel if:

a) They are coplanar and do not intersects

The quadrilateral formed the plane MATH.

Segment MA lies on plane MATH; segment HT lies on plane MATH
Therefore, MA is coplanar with HT and Segment MA ∥ HT

b) Parallel lines by Transversal line

PERPENDICULAR LINES are set of lines that intersect to form right angles.

Two lines are perpendicular if;

Example 2.
Find the value of x so that the lines are parallel.

I. Written Work No. 2

A. DIRECTIONS: Complete the two-column proofs using the figure on the right. Choose and write only the
letter of the correct answer. t

Given: l // m cut by a transversal t l

1
Prove: ∠1 ≅ ∠2
Proof: 2 m
3

A. ∠1 ≅ ∠3
B. Vertical Angles are
Congruent
C. Given
∠1 ≅ ∠2 D. Transitive Property of
Congruence
 5.
CHOICES
6. A. ∠1 ≅ ∠5
B. Linear Pair Theorem
C. Same-Side Interior
7. Angles Theorem
D. LO and VE are
m∠3 + m∠5 = 180 ° 8. perpendicular to IM

B. Directions: Use the figure at the right. Given: CE || AB, find the measurement of the following angles:
Choose and write only the letter of the correct answer.

9. m∠ACD = ______ A. 54°

10. m∠CAB = ______ B. 126°
11. m∠CDB = ______ C. 90°
12. m∠EDB = ______ D. 180°
13. m∠CDE = ______ E. 360°

C. Directions: Solve for x:

A. 102° B. 98° C. 65° D. 115°

14. ________ 15. ________

II. Performance Task No. 2

Parallel and Perpendicular Lines

Directions: Observe your surroundings, draw 3 - 5 things that show parallel lines and put markings on
the parallel lines. Label the lines using script small letters. And another 3 – 5 things that show
perpendicular line label it and put on the corner of perpendicular lines.
a

a
b b
Scoring Rubrics

Criteria 10 8 5 Score
Correctness per illustration Correct Correct Incorrect
illustrations of illustrations of illustrations of
parallel and parallel and parallel and
perpendicular perpendicular perpendicular
lines lines lines
Completeness of All labels and Some labels and No labels and markings
labels and markings are markings are
markings correct. correct

TOTAL = _________

Week 3
Content: EXPERIMENT, OUTCOME, SAMPLE SPACE AND EVENT

Good day! For this week, we will study the basic terms in Probability such as experiment, outcome, sample
space and event. Let us start our discussion with the activity below

EXPERIMENT, OUTCOME, SAMPLE SPACE, AND EVENT

Probability is a measure or estimation of how likely it is that an event will occur. It can be expressed as a
fraction, a decimal, or a percent.
Experiment is a process that has a number of distinct possible outcomes in which the result cannot be
predicted with certainty. It can be in the form of making observations or taking measurements. It is also a
process of repeating an activity whose outcomes are limited to well-defined choices.
Outcome any possible result of an experiment

Example: Flipping a coin, Rolling a die

Experiment Outcome

Flipping a coin Head(H) or Tail(T)

Rolling a die Any number from 1 to 6

Sample space is the set of all the possible outcomes or sample points. It is denoted by “S.” While the
“number of sample space” is denoted by n(S). Using the table above:
The sample space (S) in flipping a coin is The sample space (S) in rolling a die is
S = {head, tail}, then n(S) = 2. S = {1, 2, 3, 4, 5, 6}, then n(S) = 6.
Sample point is just one of the possible outcomes.
Illustrative examples:

Sample Point
Experiment Sample Space (Any element in
sample space)
Flipping two coins HH, HT, TH, TT HH
Rolling a die 1,2,3,4,5,6 5
Rolling a coin and a die H1, H2, H3, H5, H5, H6, T1, T2, T3, T4, T5, T3
simultaneously T6
Drawing a card from a deck of 52 13 Diamonds, 13 Hearts, 13 Spade, 13 Clubs King of Hearts
cards (Ace, 2,3,4,5,6,7,8,9,10, Jack, Queen, King)
Note: “King” is not a sample point because there are four different Kings in a deck of cards, as
shown in the figure at the right, which is also considered as four different sample points. A sample
point can be chosen in any element of the sample space. Event is any set of one or more
outcomes satisfying some given conditions or simply a subset of sample space.

Examples:
a. Getting a TTT (3 Tails) when flipping a coin thrice.
b. Choosing a “King” from a deck of cards (any of the 4 Kings)
c. Getting an “odd number” (1, 3, 5) when rolling a die

II. Counts the number of occurrences of an outcome in an experiment: (a) table; b) tree
diagram; (c) systematic listing; and (d) fundamental counting principle
(M8GE-IVf-g-1)

Now, you will learn how to count the number of occurrences of an outcome in an experiment
using tabular form, tree diagram, systematic listing and fundamental counting principle.

A. Tabular Form is a way of organizing the sample points of an experiment using a table.
B. Tree Diagram is a diagram that helps calculate the number of possible outcomes of an event
or experiment in an organized way.
C. Systematic Listing is a way of writing all the possible outcomes of a particular event or
experiment.
D. Fundamental Counting Principle states that if one event can occur in m ways and a second
event can occur in n ways, and a third thing can occur in p ways and so on, then the sequence
of things can be occurred in m x n x p…ways
Example 1. Tossing a coin and rolling a die
List all the possible outcomes and determine the total number of outcomes when a die is rolled
and a coin is tossed using the tabular form, tree diagram, systematics listing, and
fundamental counting principle

Using Tree Diagram

Die

Coin 1 2 3 4 5 6

Head(H) (H,1) (H, 2) (H, 3) (H, 4) (H, 5) (H, 6)

Tail(T) (T, 1) (T, 2) (T, 3) (T, 4) (T, 5) (T, 6)

Based on the table, the total number of outcomes is 12.

Using Systematic Listing
The possible outcomes of tossing a
coin and rolling a die using
systematic listing are as follows:
S = {(H, 1), (H, 2), (H, 3), (H, 4), (H,
5), (H, 6), (T, 1), (T, 2), (T, 3), (T, 4),
(T, 5), (T, 6)}
The total number of outcomes is 12
or n(S) = 12.

Using Fundamental Counting

Principle
Note: A coin has 2 possible
outcomes, the head (H) and the tail
(T), while a die has 6 possible
outcomes (1, 2, 3, 4, 5, 6).
Using the fundamental principle of
counting, multiply the number of all
possible outcomes of tossing a coin
and the number of all possible
outcomes of rolling a die, that is, 2 x
6 = 12. Therefore, there are 12
possible outcomes in tossing a coin
and rolling a die.

Systematic Listing
S = {(red, violet), (red, green),
(red, orange), (blue, violet),
(blue, green), (blue, orange),
(yellow, violet), (yellow, green),
(yellow, orange)} Therefore,
n(S) = 9.
Fundamental Counting
Principle
Note: Primary colors (red, blue,
yellow) have 3 possible
outcomes, while secondary
colors (red, blue, yellow) also
have 3 possible outcomes, that
is, 3 x 3 = 9.
Based on the 4 different solutions (tabular form, tree diagram, systematic listing, fundamental
counting principle), the number of possible two-toned colors that can be made using the primary
and secondary colors is

Remember: The number of occurrences of an outcome in an experiment can be

organized and determined by using any of the table, tree diagram, systematic counting
and fundamental counting principle
Written Works No. 3
A. Direction: Choose the letter of the correct answer

1. ______, is a measure or estimation of how likely it is that an event will occur. It can be expressed as a
fraction, a decimal, or a percent.
2. ______, is a diagram that helps calculate the number of possible outcomes of an event or experiment in an
organized way.
3. ______, is a way of writing all the possible outcomes of a particular event or experiment
4. ______, any possible result of an experiment.
5. ______, is a way of organizing the sample points of an experiment using a table.
Choices:
A. FRACTION
B. SYSTEMATIC LISTING
C. TREE DIAGRAM
D. OUTCOME
E. TABULAR FORM
F. PROBABILITY

B. Direction: Choose the letter of the correct answer

6. It is the set of all possible outcomes in an experiment.

A. Event B. Experiment C. Sample Point D. Sample Space
7. It is a process that has a number of possible outcomes by which an observation is obtained?
A. Event B. Experiment C. Sample Point D. Sample Space
8. A set whose elements are obtained depending on the given conditions.
A. Event B. Experiment C. Outcomes D. Sample Space

9&10. Complete the table:

Experiment Outcomes Sample Point

Drawing a card from a deck of 4. 5.
spade cards only.

C. Direction: Choose the letter of the correct answer

1. Irine invited Cherielyn to her birthday party that will be held in Auravel Grande Hotel, San Pablo City.
Cherielyn has 4 new blouses (stripes, with ruffles, long-sleeved, and sleeveless) and 3 skirts (red, pink, and
black) in her closet reserved for such occasions. In how many ways can Cherielyn selects her outfit?
A. 7 B. 9 C. 12 D. 16
2. Azela is ordering milk tea at Gotcha-a Milk tea House. She could have a small, medium or large milk tea and
she can choose from winter melon, Okinawa or salted caramel. How many different choices of milk tea can she
have?
A. 3 B. 6 C. 9 D. 12
3. Mr. Cornista, a Head Teacher of San Pablo City Integrated High School will be having his breakfast at the
school canteen. He can choose from the menu for day such as fried chicken, pork Ticino, or beef tapa which
can be paired by a plain rice or a garlic rice. How many different choices of rice and dish does Mr. Cornista
has?
A. 3 B. 4 C. 5 D. 6
4. During the Mathematics class, Mr. Laluz asks his students if how many 2 digit-number can be made from
the numbers 1, 2, 3, and 4, when repetition is not allowed?
A. 8 B. 12 C. 16 D. 24
5. Ms. Rapsing wants to eat salad where she can choose one from each of the following ingredients: two types
of lettuce, five types of vegetables, and seven types of dressings. How many possible combinations of salad
ingredients she can make?
A. 100 B. 70 C. 37 D. 35
Performance Task 3. “Me Time”

Suppose that you will have a short bicycle ride around Sampaloc Lake which is considered as the largest
among the 7 lakes in San Pablo City. After biking, you decided to buy an ice cream where you can choose
from the different flavors such as chocolate, vanilla, cheese, or mango. And for the toppings, you can select
from marshmallows, nips, or nuts.

Guide Questions:
a. How many flavors of ice cream do you have?
b. How many choices of toppings do you have?
c. What are your possible choices of ice cream and its toppings? Show them all in a tree diagram.
d. How many different choices of ice cream and toppings are there?

Scoring Rubric for table and tree diagram:

Criteria 10 8 5 Score
Table contain Show the correct Show Table/diagram Show incorrect
necessary data table/diagram contain incomplete table/diagram
data
Correct answer All answers are Some answers are No answer
correct. correct.

TOTAL = ___________

WEEK 4
Content: Probability
I. Finds the probability of a simple event (M8GE-IVh-1)
II. Illustrates an experimental probability and a theoretical probability (M8GE-IVi-1)
III. Solve problems involving probabilities of simple events (M8GE-Ivj-1)

PROBABILITY OF A SIMPLE EVENT

The Probability of an event, P(event), is a number from 0 to 1, which tells how
likely an event is to happen. The more likely an event is to occur, the higher
its probability. The less likely an event is to occur, the lower its probability.
Remember:
• The probability of any event is a number (either a fraction, a decimal or a
percent) from 0 to 1.
• The sum of the probabilities of all outcomes in the sample space is 1.
• If an event will never happen, then the probability is 0.
• If an event is sure to happen, then the probability is 1
One of the best examples of this is the weather today. By browsing your
weather app on your mobile phone, you may know if there is a chance of rain
today. Based on its given data, which is presented in either decimal, fraction,
or percent, you may conclude if it is likely to rain, unlikely to rain, surely to
rain, or it will not rain.

Probability of Simple Events

An event consisting of a single point of the sample space is known as a simple event. To solve the probability of
a simple event, we need to get the ratio of favorable outcomes to the total number of possible outcomes or
known as the Sample Space. It is being shown by the formula below:
 𝒏
P(event) = Number of favorable outcomes in symbols, P(E) =
𝑵
Number of all outcomes

EXAMPLES:
Find the probability of the following events:
1. When a fair die is thrown, what is the probability of getting
𝟏
a. the number 4 Answer: P (4) =
𝟐
𝟏
b. an odd number Answer: P (odd) =
𝟔
c. a number that is more than 6 Answer: P (more than 6) = 0
d. a number that is less than 7 Answer: P (less than 7) = 1

SOLUTIONS:
a. Event of getting a number 4.
4 occurs only once, that is why the number of favorable outcomes is 1. There are 6 possible outcomes in a die,
{1, 2, 3, 4, 5, 6}.

𝒏
P(event) = Number of favorable outcomes P(E) =
𝑵
Number of all outcomes
𝒏 𝟏
P(E) = 𝑵 , by substituting the values of n and N, we have P (4) =
𝟔

b. Event of getting an odd number.

The odd numbers from 1 to 6 are 1, 3, 5, so there are 3 favorable outcomes. There are 6 possible outcomes in
a fair die, {1, 2, 3, 4, 5, 6}.

𝒏
P(E) =
𝑵
3
P(odd) = (reduce the fraction in lowest term)
6
𝟏
P(odd) =
𝟐

c. Event of getting a number that is more than 6

There is no number more than 6 in a die, so 0 is the favorable outcome. Since a fair die has 6 possible outcomes
{1, 2, 3, 4, 5, 6}, then
0
P(more than 6) = Zero divided by any number is always zero.
6
P(more than 6) = 0 A probability of 0 means the event will never occur.

d. Event of getting a number that is less than 7

There are 6 numbers less than 7, these are {1, 2, 3, 4, 5, 6}, while there are 6 possible outcomes {1, 2, 3, 4, 5,
6}.
6
P(less than 7) = (simplify the answer)
6
P(less than 7) = 1. A probability of 1 means the event will always occur.

2. In a Grade 8 class in Prudencia D. Fule Memorial National High School, the math teacher writes each letter
of the word MATHEMATICS on a card. A card is chosen at random from the box. What is the probability of
getting the letter ‘M’?

SOLUTION:
Since the card is randomly selected, it means that each card has the same chance of being selected. There are
11 letters in the box {𝑀1 , A, T, H, E, 𝑀2 , A, T, I, C, S} and there are two cards with the letter ‘M’ {𝑀1 , 𝑀2 }.

𝒏
Using the formula, P(E) =
𝑵
𝟐 𝟐
P(M) = the probability of getting the letter M is or 0.18 or 18%.
𝟏𝟏 𝟏𝟏

(These are the 3 representations of answers; fraction, decimal and percent)

3. In the celebration of the International Day of Mathematics, Del Remedio
National High School conducted a Poster Making Contest among its students. If
there are 12 male participants and 18 female participants, what is the probability
that the winner is a:
a. male student?
b. female student?
SOLUTION:
• To get the probability of a male winner, get the ratio of the number of male
students to the total number of students. So, we have

Given: Solution and answer:

𝒏 𝟏𝟐 𝟐
n = 12 (number of occurrences) P(male winner) = = = = 0.4 = 40%
𝑵 𝟑𝟎 𝟓
N = 30 (total number of outcomes)

𝟐
Therefore, the probability of a male winner is which can also be expressed in decimal as 0.4, and in percentage
𝟓
as 40%.

• To solve for the probability of a female winner, we may use the same method in getting the probability of the
male winner.

Given: Solution and answer:

𝒏 𝟏𝟖 𝟑
n = 18 (number of occurrences) P(female winner) = = = = 0.6 = 60%
𝑵 𝟑𝟎 𝟓
N = 30 (total number of outcomes

𝟑
Therefore, the probability of a female winner is which can also be expressed in decimal as 0.6, and in
𝟓
percentage as 60%.

EXPERIMENTAL AND THEORETICAL PROBABILITY

In probability, an experiment is a process of repeating an activity whose outcomes are limited to well-defined
choices.
The set of well-defined possible outcomes or choices in a Statistical experiment is called a sample space.

Experimental Probability is found by repeating an The Theoretical Probability of an event is the

experiment and observing the outcomes. number of ways the event can occur (favorable
outcomes) divided by the number of total outcomes.

P(event) = Number of times occurred

P(event) = Number of favorable outcomes
total number of trials
total number of trials

A coin is tossed 10 times.

A coin is tossed once.

A head is recorded 7 times and a tail is 3 times.

𝟏 𝟏
P(head) = = ; and P(tail) =
𝟐 𝟐

𝟕 𝟑
Therefore, P(head) = = ; and P(tail) =
𝟏𝟎 𝟏𝟎
Examples:
1. Mark is preparing for the upcoming San Pablo City Division Meet Basketball tournament. During their practice,
he was able to do a 3-point shot 8 times out of 15 tries. What is the probability that Mark can be able to do a 3-
point shot?

This is an example of an experiment probability.

𝟖
P(3-point shot) = 8 times successfully ; therefore P(3-point shot) =
𝟏𝟓
15 trials

2. In an experiment made by Kayla, the die is rolled 20 times and a number “5” occurs 6 times. What is the
experimental and theoretical probability that “5” shows up on a die?

To find the experimental probability, P(“5” occurs) = 6 times

20 trials
𝟔 𝟑
therefore P(“5 occurs”) = =
𝟐𝟎 𝟏𝟎
Then, the theoretical probability that the number ‘5’ shows up on a die when rolled is 1/6. This is because of
the 6 possible outcomes (dice showing ‘1’, ‘2’, ‘3’, ‘4’, ‘5’, ‘6’), only 1 outcome (dice showing '5') is favorable.
𝟏
Therefore, P(“5” occur) =
𝟔
3. James listed the names of 7 lakes in San Pablo City and he plans to visit them. What is the probability that
he will choose Yambo lake to visit first?

This is an example of theoretical probability.

There is one option to select Yambo out of the 7 lakes listed.

𝟏
Therefore, P(Yambo) =
𝟕
4. You asked your 3 friends Marian, Leo, and Heart, to toss a fair coin 15 times each in a row and the outcome
of the experiment is shown below:

Coin tossed by: No. of heads No. of tails

Marian 6 9
Leo 7 8
Heart 8 7

Calculate the number of occurrences of head and tails.

Experimental Experimental
Coin tossed by: Number of heads No. of tails Probability for the Probability for the
occurrence of Head occurrence of Tails
Marian 6 9 6/15 or 2/5 9/15 or 3/5
Leo 7 8 7/15 8/15
Heart 8 7 8/15 7/15

5. Suppose you have a bag with 75 marbles: 15 red, 5 white, 25 green, 20 black and 10 blue. You draw a marble,
note its color, and then put it back. You do this 75 times with these results: 12 red, 9 white, 27 green, 17 black
and 10 blue. Find each probability as a fraction in simplest form:

P(red) P(white) P(green) P(black) P(blue)

12/75 or 4/25 27/75 or 9/25 17/75 10/75 or 2/15
9/75 or 3/25
Experimental In the experiment, There were 27 There were 17 There were 10
There were 9 white
Probability there were 12 red green marbles black marbles blue marbles
marbles drawn
marbles drawn drawn drawn drawn
15/75 or 3/25 20/75 or 4/15 10/75 or 2/15
5/75 or 1/15 25/75 or 5/15
Theoretical There are 15 red There are 20 There are 10
There are 5 white There are 25 green
Probability marbles in the black marbles in blue marbles
marbles in the bag marbles in the bag
bag the bag in the bag
 PROBLEMS INVOLVING PROBABILITY OF SIMPLE EVENTS

Again, the Probability of Simple Events is an event consisting of a single point of the sample space is known
as a simple event.
To solve the probability of a simple event, we need to get the ratio of a number of favorable outcomes to the
total number of possible outcomes known as the Sample Space. It is being shown by the formula below:

𝒏
P(event) = Number of favorable outcomes in symbols, P(E) =
𝑵
total number of all outcomes

Examples:
1. Each of the letters of the word “PRUDENCIA” is written on a card and all the cards are placed into a bag. Ms.
Cabral randomly selected a card from the bag. Find the probability that the card bears:

a. The letter “C”

The number of occurrences of letter “C” is 1 since there is only one (1) letter “C” in the word. Then, the total
number of possible outcomes in the event is 9 since there are 9 letters in the word “PRUDENCIA”. Therefore,
𝟏
P(letter “C”) =
𝟗
b. A vowel
The number of occurrences of the vowel in the word “PRUDENCIA” is 4 (u, e, i, a).
𝟒
Therefore, P(vowel) =
𝟗
2. Mr. Laluz put balls in a bag that contains 7 white balls, 3 red balls and 2 black balls. A ball is picked from the
bag at random. Find the probability of picking a ball that is (a) black (b) not a red.
𝟐 𝟏
a. Since there are 2 black balls in the selection out 12 balls in the bag, therefore P(a black) = =
𝟏𝟐 𝟔

𝟗 𝟑
b. P(not a red) means the possible selection has 7 White and 2 black, therefore P(not a red) = =
𝟏𝟐 𝟒

WRITTEN WORK NO. 4

I. Directions: Choose the letter of the correct answer inside the box

A box has 10 balls. Each ball is marked with single digit from 0 to 9. One ball is randomly selected. What is the
probability that the number is:

______1. greater than 6? CHOICES:

𝟑 𝟐 𝟏
______2. less than or equal to 3 A. B. C.
______3. odd? 𝟏𝟎 𝟓 𝟐
______4. not 0?
______5. 3 or 9? 𝟏 𝟗
D. E.
𝟓 𝟏𝟎

II. Directions: Choose the letter of the correct answer.

6. What is the probability of getting the number 5 when a fair die is thrown?
A. 0 B. 1/6 C. 1/2 D. 1
7. When a fair die is thrown, what is the probability of getting an even number?
A. 0 B. 1/6 C. 1/2 D. 1
8. In a standard deck of cards, what is the probability of getting a queen card?
A. 1/52 B. 1/25 C. 1/13 D. 0
9. Find the probability that the letter is “consonant” if a letter is to be selected from the word FILIPINO?
A. 1 B. 1/2 C. 3/8 D. 1/8
10. In a school-based virtual quiz bee at San Pablo City Integrated High School, the winner will receive smart
phone and mobile load as rewards that they can use for their online class. If there are 198 Grade 7 students,
200 Grade 8 students, 212 Grade 9 students, and 190 Grade 10 students in the school, what is the probability
that the winner will be a grade 8 student?
A. 1/8 B. 1/4 C. 1/2 D. 1
III. Directions: Solve the following word problems involving simple events

A.) Mrs. Formento, a grade 8 Math teacher, prepared a list of “Maginhawa Community Pantry” beneficiaries in
selected barangays in San Pablo City sponsored by PDFMNHS Alumni Association. There are 50 beneficiaries
from San Rafael, 25 in San Nicolas, 10 in Sta. Monica, 30 in San Roque and 45 in Sta. Veronica. What is the
probability that a beneficiary to be chosen is:

11. from San Nicolas?

A. 5/32 B. 4/32 C. 50/160 D. 30/160
12. from Sta. Veronica?
A. 9/32 B. 6/32 C. 10/160 D. 25/160
13.from San Rafael or Sta. Monica?
A. 3/8 B. 1/8 C. 45/160 D. 30/160

B.) Mr. Delas Alas wrote each letters of the word “SAMPALOK LAKE” in a card. If he flips a card, what is the
probability that a card chosen is:

14. a vowel?
A. 4/12 B. 5/12 C. 6/12 D. 7/12
15. letter “K”?
A. 2/6 B. 1/6 C. 5/6 D. 3/6

PERFORMANCE TASKS NO. 4

Tasks:
1. Read, analyze, and answer the following riddle below about probability.

“Four Balls In A Bowl”

Four balls are placed in a bowl. One is Green, one is Black and
the other two are Yellow. The bowl is shaken and someone
draws two balls from the bowl. He looks at the two balls and
announces that at least one of them is Yellow. What are the
chances that the other ball he has drawn out is also Yellow?

Scoring Rubrics:

Criteria 10 8 5 Score
The given The answer
answer is is correct The answer
Problem
correct with with no given is
Solving
provided given incorrect
solution solution