MAY 30, 2022

A LESSON PLAN IN MATHEMATICS GRADE 8

Time Frame: 1 session

I. OBJECTIVES:
At the end of the session, the students are expected to:

1. identify the theorem used is the Hinge Theorem or its converse;

2. compare two triangles using the Hinge Theorem or its converse; and
3. display active participation during the class discussion.

II. SUBJECT MATTER:

TOPIC: Hinge Theorem and its Converse

REFERENCES: Student Learning Module in Grade 8
Quarter 4, Modules 1-4
Pages 11-17
Code: M8GE-IIId-1
Materials needed:
chalk, chalkboard, POWERPOINT PRESENTATION

III. PROCEDURE:
A. PRELIMINARY ACTIVITY
1. Routinely Activities
1.1 Prayer
1.2 Checking of Attendance
1.3 Collecting/Checking of Assignments
1.4 Review
Ask volunteers to recall the past lesson.
1.5 Preview
State the day’s objectives.
1.6 Integration:
Across the curriculum: architecture and science, English

B. Structure Of the lesson

B.1 ACTIVITY 1: PICTURE ANALYSIS

 The teacher will show two pictures of triangle with different lengths of opening. The
teacher will ask the students questions relating triangle inequality to architecture and
science.

1. What can you say about the two triangles formed when you and Mark entered?
2. What can you say about the opening of the mouth of the alligator when it eats
the red fish and when it eats the orange fish?

B.2 LESSON PROPER

The teacher will discuss about Triangle Inequalities in Two Triangles the Hinge
Theorem and its Converse and the importance of congruent triangles in architecture and
science.

There are ways to find if two triangles are congruent: SAS, ASA, SSS, AAS

This theorem is also called the SAS Triangle Inequality Theorem.

Example 1.

AB = DE and BC = EF

∠E = 82º ¿∠B = 63º

DF ¿ AC

This theorem is also called the SAS Triangle Inequality Theorem.

Example 2.

AB = DE and BC = EF and

AC ¿ DF

∠B ¿ ∠E
 C. ANALYSIS
1. What can you say about the measurement of the two sides of each triangle?
2. How is the measurement of two given angles related to the sides of each
triangle?
3. Based on the Hinge Theorem, what can we conclude?
4. Based on the Converse of the Hinge Theorem, what can we conclude?

D. ABSTRACTION:
The teacher will let the students to generalize the lesson and ask the following
questions:

1. What are the two theorems that we discussed?

2. How would you define SAS Inequality Theorem?
3. How about the SSS Inequality Theorem?

E. APPLICATION ( by pair )
Use the SAS Inequality Theorem and SSS Inequality Theorem.

1. AB = _____

CB = _____

∠ B=¿ ¿ ____ ∠ E=¿ ¿

AC _____ DF

2. AB = _____

AC = _____

BC _____ EF

∠ A¿ ∠ D
IV. EVALUATION: ( quiz )
EXERCISES 1
DIRECTION/S: Compare the sides or angles using the Hinge Theorem and its converse
and identify which Theorem is used (SAS Inequality Theorem or SSS Inequality Theorem)

1.
AB _____ DE

Theorem:___________________________

2.
∠ A¿ ∠ D

Theorem:___________________________
 3.
FG _____ LM

Theorem:___________________________

4.
∠C¿ ∠ F

Theorem:___________________________

V. ASSIGNMENT:
DIRECTION/S: Compare the sides or angles using the Hinge Theorem and its converse
and identify which Theorem is used (SAS Inequality Theorem or SSS Inequality Theorem)

AB = _____

BD = _____

∠ ABD=¿ ¿ & ∠ CBD=¿ ¿

AD _____ CD

WZ = _____

XZ = _____

WX _____ YX

∠ WZX ¿ ∠ YZX

Prepared by:

JESSA G. AÑANA
TEACHER I

OBSERVED BY:

RAMEL M. ABAY
Master Teacher I