Lesson Plan in Mathematics 8

I. Learning Competency

The learner illustrates theorems on triangle inequalities.

II. Learning Objectives

At the end of the lesson, the learners will be able to:
 Determine if the given measurements will be able to make a triangle
 Apply theorems on triangle inequalities

III. Subject Matter

a. Topic: Triangle Inequality Theorem
b. References: Grade 8 Math Quarter IV Self Learning Module 1 Grade 8
Learner’s Material page 395-397
c. Materials: PowerPoint Presentation, set of straws and sticks
d. Value focus: Teamwork and Participation
IV. Process
Time Teachers Activity Students
Allotmen Activity
t
Routines

1. Prayer
The teacher will ask one student to lead the prayer. (One student
will lead the
prayer)
2. Greetings
The teacher will greet the students. (Students
greeted back
in unison)
3 minutes
3. Classroom Management
The teacher will tell the students to pick up some
pieces of garbage’s or paper under their chair. Tell the
students to arrange their chairs properly.

4. Checking of Attendance
The teacher will tell the students to raise their right
hand and say present if their name is called.

5. Classroom rules
The teacher will remind the students about the
classroom rules

Pre-Activities

A. Drill

“GALAW STUDENTS”
(Science Integration- Using body parts; PE
Integration-Exercising)

5 minutes Direction: The class will watch the video on

GALAW PILIPINAS. They will follow and execute
the steps. After the exercise, the teacher will ask if
the learners observe some triangle formation using
their arms, legs, or other parts of their body.
 Process Questions:
(Students
1. How will you describe the exercise or the answer may
video? vary)

2.) Did you observe some triangle formation Yes, Ma’am’

using your arms, legs or other parts of your
body?

A. Review
“Okay class, before we proceed to our next topic. Let
us review on what you have learned in our previous
lesson”

“Class, what was our topic last meeting?” “Our topic last
meeting was
all about
illustrating
theorems on
triangle
inequalities,
Ma’am”

“Very good, thank you!”

“Are there any clarifications regarding our previous “None,

topic? Ma’am
B. Motivation

“STICK with me!”

The teacher will show five different measurements of
sticks (3 inches, 7 inches, 8 inches, 4 inches and 2
inches).

“Now, I will pick three sticks measures (2 inches, 3 “The triangle

inches and 8 inches) when I form it into triangle. is not totally
What have you observed, class?” formed,
Ma’am”
5 minutes
“Yes, that’s right. How about when I pick these sticks
that measures, 8 inches, 7 inches and 4 inches and “The triangle
also form it into triangle. What have you observed is already
class?” formed,
Ma’am”

Process Question:
“I think
Compare the two illustrations. Observe their lengths. Ma’am, if the
What do you think is the reason why the first sum of two
illustration can’t make a triangle compared to the sides of
second illustration? triangle is less
than the other
side, it can’t
make a
 triangle.”
“The sum of
the two sides
“Yes, you have point. Who has another idea?” of a triangle is
greater than
the other side,
Ma’am.”

“Very good, thank you”

Proper Lesson

A. Presentation
“For this morning we’re going to tackle about
triangle inequality theorem”

At the end of the lesson, you are expected to:

 Determine if the given measurements will
be able to make a triangle.
 Apply theorems on triangle inequalities
Activity
“Justify Me!”
10 The teacher will divide the class into two groups.
minutes Each group must form a circle as instructed by the
teacher. Each group will be given a set of straws with
different lengths and an answer sheet provided by the
teacher. Each group will select a leader, a
representative to present their work and a secretary to
write the members of the group. The direction of the
activity is indicated at the activity sheets
given. After 5 minutes, the output will be
presented in front of the class.
S
Here are the rubrics of the activity: (Each group
chooses a
leader, and a
secretary.
Each member
participated to
the activity
and recorded
the results to
the given
Activity Instruction: table)

Use the given sets of straws cut into the following

length, 1 in., 2 in., 3 in., and 4 in., try to make a
triangle as indicated. Note that straws must touch
only the ends to make a triangle. After making a
triangle, refer to the table below and record the
results. The first group who can finish the task will
need to raise their triangular flag indicating that they
already completed the task and they will receive
additional point.

This is a triangle
 This is not a triangle

Refer to the table below and record the results

Analysis
After the activity, the teacher will ask the students
the following:

1. How did you find the activity? (Students

answers
may vary)

2. Did you find the activity difficult? If it’s (Students

difficult, what have you done to overcome the answers
1-3 difficulty in the activity? may vary)
minutes
3. Did you help your groupmates and “Yes. Ma’am”
participated while making the activity?

4. How a triangle can be constructed? “Connecting

the ends of
each straw,
Ma’am”

5. Will you able to make a triangle in all “No, Ma’am”

measurements given?

Abstraction

B. Discussion
Triangle Inequality Theorem states that the sum of
any two sides of a triangle is greater than the third
side, and if the sum of any two sides of a triangle is
not greater than the third side it means the triangle
does not exist. This theorem helps us to identify
whether it is possible to draw a triangle with the
given measurements or not without actually doing the
construction.

Suppose a, b and c are the lengths of the sides of a

triangle, then, the sum of lengths of a and b is greater
than the length c. Similarly, b + c > a, and a+ c > b.
If, in any case, the given side lengths are not able to
satisfy these conditions, it means it is not possible to
draw a triangle with those measurements.
Let's understand this with the help of an example.
Triangle ABC has side lengths of 6 units, 8 units, and
12 units.
Here, AB = 6 units, BC = 8 units and CA = 12
units.
 The sum of sides AB and BC is 6 + 8 = 14
units and 14 is greater than side CA (12
units).
 The sum of sides BC and CA is 8 + 12 = 20
units and 20 is greater than side AB (6 units).
 The sum of sides CA and AB that is 12 + 6 =
18 units and 18 is greater than side BC (8
units).

Thus, the lengths of all the sides satisfy the triangle

inequality theorem. In this, not only one, but all 3
cases should satisfy the triangle inequality theorem.
C. Generalization

“Now, let’s check what have you attained in our

lesson today”

“Based on the discussion, what is Triangle Inequality (Raising their

Theorem?” right hand to
answer)

‘How can you apply theorems on triangle inequalities (Answers may

in real life situation?” vary)
Application
“Think-Pair-Share”
Each student will select his/her partner to do the task.
The teacher will present a sketch of the map of the
barangay to the class. Each pair will observe the map
and answer the questions given to them. The teacher
will select four pairs randomly to share their answers
to the class.

Direction: Given the sketch map of Barangay Aurora,

it indicates that there are three pathways where
Teacher Trina will walk, from her house to her co-
teacher’s house. From her co-teacher’s house to
school and from school going back again to her
house. Determine if Teacher Trina’s pathways were
able to make a triangle. Answer the following
questions directly.

Path 1: Teacher Trina’s house to Teacher Pathy’s

house then School
Path 2: Teacher Pathy’s house to School
Path 3: School to Teacher Trina’s house
 Questions:
1. Supposed that the distance from
Teacher Trina’s house to Teacher
Pathy’s house is 120 meters and the
distance from Teacher Pathy’s house
to school is 80 meters. Teacher Trina
estimates that the distance from the
school going back to her house is 180
meters. Do teacher Trina pathways
form a triangle? Justify your answer.

Answer:
 Teacher Trina’s house to Teacher Pathy’s
house is 120 meters
 the distance from Teacher Pathy’s house to
school is 80 meters.
 the distance from the school going bac her
house is 180 meters
(Answers may
a+b>c
vary)
120 meters + 80 meters >180 meters

1. What do you think is the importance

of Triangle Inequality Theorem in
real-life situation based on our
activity?

IV. Assessment/Evaluation (5 minutes)

Direction: By applying the Triangle Inequality Theorem, determine if the given measurement
will be able to make a triangle. Show solutions.
a. 10 cm, 9 cm, and 5 cm
b. 9 cm, 6 cm, and 2 cm
c. 5 cm, 6 cm, and 14 cm
d. Liza is happy doing some craftwork for the upcoming Nutrition Month. She wants to make a
banner with a triangular frame. She has three sticks of length 4 cm, 8 cm and 2 cm. Can she form
a triangle using these sticks?
V. Assignment
Direction: By applying the Triangle Inequality Theorem, determine if the given measurement
will be able to make a triangle. Answer the given problem below and justify your answer.
Shaira, Angelica and Yumi was given an 18 cm. piece of stick. They were instructed to create a
triangle. Each cut the stick in their own chosen lengths as follows; Shaira – 6 cm, 4 cm, and 3
cm; Angelica – 7 cm, 5 cm, and 6 cm; and Yumi – 3 cm, 4 cm, and 8 cm. Who among them was
not able to make a triangle? And who were able to make a triangle?

Prepared By:
Reynchel C. Biwang
BSED MATH 4 A