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K to 12 Mathematics 8
FOURTH &UART
Table of Contents
ACKNOWLEDGMENT..................................................................................................ii
Illustrates theorems on triangle inequalities (Exterior Angle Inequality Theorem,

Triangle Inequality Theorem, Hinge Theorem) (M8GE-IVa-1)..........................1
Applies theorems on triangle inequalities (M8GE-IVb-1)............................................24
Proves inequalities in a triangle (M8GE-IVc-1)...........................................................38
Proves properties of parallel lines cut by a transversal (M8GE-IVd-1).......................57
Determines the conditions under which lines and segments are parallel or
perpendicular (M8GE-IVe-1).......................................................................................72
Illustrates an experiment, outcome, sample space and event (M8SP-IVf-1)..............87
Counts the number of occurrences of an outcome in an experiment:

(a)table; (b)tree diagram; (c)systematic listing; and (d)fundamental counting
principle
(MSP-IVf-g-1)..............................................................................................................93
Finds the probability of a simple event (M8SP-IVh-1)..............................................110
Illustrates an experimental probability and a theoretical probability (M8SP-IVi-1). . .123
Solves problems involving probabilities of simple events (M8SP-IVi-j-1).................137
Pre-Test and Post –Test...........................................................................................149
i
ACKNOWLEDGMENT
With deep appreciation and gratitude for the expertise and collaborative
efforts of various individuals as members of the Development Team on the writing,
editing, validating, and printing of the Contextualized Prototype Daily Lesson Plans in
Mathematics 8 (Fourth Quarter).
WRITERS
Flocerpida B. Barias Regine B. Bueno Rowena B. Benoyo

Vicky B. Bermillo Ruben B. Boncocan Jr. Rigor B. Bueno I
Sylvia B. Sariola Maria Elvira R. Estevez Nancy A. Montealegre
Charlie B. Maduro Aladino B. Bonavente Melecio B. Bayola Jr.
Reynaldo C. Cañezo Jr.
EDITORS AND VALIDATORS
Dioleta B. Borais Efleda C. Dolz

Clemencia B. Borais Rosa R. Barbadillo
DEMONSTRATION TEACHERS
Aladino B. Bonavente Reynaldo B. Cañezo Jr. Christian B.

Barrameda Jennylyn B. Cid Emmalyn B. Manuel Carlos B. Borlagdan
LAY-OUT ARTIST
Marisol B. Boseo Ruel Brondo
DIOLETA B. BORAIS
Education Program Supervisor, Mathematics
JILY ROCES
OIC - Chief, Curriculum Implementation Division
BERNIE C. DESPABILADERO
Asst. Schools Division Superintendent
SOCORRO V. DE LA ROSA
Schools Division Superintendent
ii
(M8GE-IVa-1) - Illustrates Theorems on Triangle Inequalities
School: Grade Level: 8
Teacher: Learning Area: MATHEMATICS
Time and Quarter: Fourth
Date: Week 1 Day 1
I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key concepts
of inequalities in a triangle.
B. Performance The learner is able to communicate mathematical thinking
Standards: with coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving triangle
inequalities.
C. Learning Competency: The learner illustrates theorems on triangle inequalities.
LC Code: M8GE-IVa-1
II. CONTENT: Illustrating Exterior Angle Inequality Theorem
III. LEARNING
RESOURCES:
A. References
1. Teacher’s Guide pp. 434 - 436
Pages
2. Learner’s Guide pp. 400 - 402
Pages
3. Textbook Pages
4. Additional Material
from Learning
Resource Material
B. Other Learning Math Builders pp. 329 - 331
Resources
IV. PROCEDURES: Advanced Learners Average Learners
A. Motivation/
Preliminary Activity: Activity 1
(Review)
“MY EXTERIOR OR INTERIOR ANGLE?”
Direction: Consider the figures below and answer the

following questions.
Figure 1 By extending ̅𝑀̅𝑁̅ of ∆𝐿𝑀𝑁 to a point
P, ̅𝑀̅𝑃̅ is formed. ∠𝐿𝑁𝑃 forms a
L linear pair with ∠𝐿𝑁𝑀.
a) What do you call ∠𝐿𝑁𝑃?
b) What is an exterior angle of
a triangle?
M N P
c) What do you call the angles non-
adjacent to ∠𝐿𝑁𝑃?
a)
1
In the triangle shown, ∠4, ∠5, and
Figure 2
∠6 are exterior angles.
b) What is the relation of ∠4 to ∠1?
4 ∠4 to ∠2? ∠4 to ∠3?
1
c) 𝑚∠1 + 𝑚∠2 + 𝑚∠3 = °. Why?
2 3 d) 𝑚∠1 + 𝑚∠4 = °. Why?
5 6 e) 𝑚∠4 = 𝑚∠2 + 𝑚∠3. Why?
f) What are the remote interior
angles of ∠4? of ∠5? of ∠6?
B. Presentation
of the Lesson ADVANCED LEARNERS
1. Problem Activity 2
Opener/ Group
Activity “MEASURE MANIA: EXTERIOR OR REMOTE INTERIOR?”
Direction: Divide the class into five groups. Each group will
be given a task to do within 2 minutes. Output
presentation followed.
Given the figure below, answer the following questions.
2 Y
J 4 6 3
5
1
O
Group 1: What are the exterior angles of ∆𝐽𝑂𝑌?

Group 2: What are the remote interior angles of ∠1? of ∠2?
of ∠3?
Group 3: Measure angles 1, 2, and 3.
Group 4: Measure angles 4, 5, and 6.
Group 5: Complete the table below.
Name of 1st Remote 2nd Remote 3rd Remote

triangle Exterior Interior Exterior Interior Exterior Interior
angle angles angle angles angle angles
∆𝐽𝑂𝑌
AVERAGE LEARNERS
Activity 2
Direction: Measure the numbered angles of ∆𝐽𝑂𝑌. Indicate

the measures on the table below.
2
2
J 4 3
6 O
5
1
Y
Name of 1st Remote 2nd Remote 3rd Remote

triangle Exterior Interior Exterior Interior Exterior Interior
angle angles angle angles angle angles
∆𝐷𝐴𝑌
2. Processing the Questions:

answer
1. How did you find the activity?
2. What is the sum of angles 4, 5, and 6 in ∆𝐽𝑂𝑌?
3. What is the sum of angles 2 and 4? of 3 and 6? of 1
and 5?
4. Compare the measure of exterior ∠1 with either
remote interior ∠4 or ∠6 using the relation symbols
>, <, 𝑜𝑟 =.
𝑚∠1 is______𝑚∠4
𝑚∠1 is______𝑚∠6

remote interior ∠5 or ∠6 using the relation symbols
>, <, 𝑜𝑟 =.
𝑚∠2 is______𝑚∠5
𝑚∠2 is______𝑚∠6

remote interior ∠4 or ∠5 using the relation symbols >
, <, 𝑜𝑟 =.
𝑚∠3 is______𝑚∠4
𝑚∠3 is______𝑚∠5
7. Comparison between the measure of an exterior

angle of a triangle and either remote interior angle
describes the Exterior Angle Inequality Theorem.
State the Exterior Angle Inequality Theorem.
(The teacher will emphasize the Exterior Angle Inequality

Theorem.)
“The measure of an exterior angle of a triangle is greater than

the measure of either remote interior angle.”
3
3. Reinforcing the skills Use the Exterior Angle Inequality Theorem to write inequalities that
can be observed in the figure shown. Use >, <, 𝑜𝑟 = to compare
the measures of angles.
6
A 1
2 3 4
B 5 C
a) 𝑚∠6____𝑚∠2
b) 𝑚∠4____𝑚∠1
c) 𝑚∠5____𝑚∠3
d) 𝑚∠3____𝑚∠6
e) 𝑚∠1____𝑚∠5
4. Summarizing the How do you illustrate Exterior Angle Inequality Theorem?

Lesson
C. Assessment: Use the Exterior Angle Inequality Theorem in writing inequalities
that can be observed in the figure shown. Use >, <, 𝑜𝑟 = to
compare the measures of angles.
D T
83°
51°
B E C A M H
a) 𝑚∠𝐴𝐸𝐷 𝑚∠𝐶𝐸𝐷 a) Find 𝑚∠𝐻.
b) 𝑚∠𝐷𝐸𝐵 𝑚∠𝐷𝐶𝐸 b) 𝑚∠𝐻𝐴𝑇 𝑚∠𝑀
c) 𝑚∠𝐷𝐸𝐵 𝑚∠𝐷𝐵𝐸 c) 𝑚∠𝐻 𝑚∠𝐻𝐴𝑇
d) 𝑚∠𝐶𝐷𝐸 𝑚∠𝐷𝐸𝐵 d) Find 𝑚∠𝐻𝐴𝑇.
e) 𝑚∠𝐷𝐸𝐶 𝑚∠𝐴𝐶𝐷
D. Agreement/ Answer problem #3 on page 402 of Learner’s Module 8

Assignment:
V. REMARKS:
VI. REFLECTION:
4
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
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
use/discover
which I wish to
share with other
teachers?
5
Date: Week 1, Day 2
I. OBJECTIVES:
inequalities.
LC Code: M8GE-IVa-1
II. CONTENT: Illustrating Triangle Inequality Theorem 1 (𝑆𝑠 → 𝐴𝑎)/
“Unequal Sides Theorem”
III. LEARNING
RESOURCES:
A. References
1. Teacher’s Guide pp. 424 – 426
Pages
2. Learner’s Guide pp. 390 – 392
Pages
3. Textbook Pages
from Learning
Resource Material
B. Other Learning Math Builders pp. 334 – 335
Resources
A. Motivation/ Activity 1
Preliminary Activity:
(Review) “WHAT IS MY OPPOSITE ANGLE?”
Direction: Without drawing, Direction: Given ∆𝐹𝑈𝑁

name the angles opposite F
each side of ∆𝐹𝑈𝑁.
U N
Angle opposite
Side the side Identify the angles opposite
̅𝑃̅̅𝑈̅ each side of ∆𝐹𝑈𝑁.
̅𝐹̅̅𝑁̅ Angle opposite
Side
the side
̅𝑈̅̅𝑁̅ ̅𝑃̅̅𝑈̅
̅𝐹̅̅𝑁̅
̅𝑈̅̅𝑁̅
6
B. Presentation of the
ADVANCED LEARNER
Lesson
1. Problem Opener/ Activity 2
Group Activity
“WHAT IF IT’S LONGER?”
Direction: Divide the class into five groups. Each group

will be given a task to do within 2 minutes. Output
presentation followed.
Given the figures below, complete the table by measuring

the angles opposite the sides with given lengths. Use a
protractor to measure the angle. T
F
T
10
3.5 5
U N Y 6 P 5
4.5 R Y
Measures of
Triangle Length of Sides Angles
Opposite
the sides
𝐹𝑁 = 3.5 𝑚∠𝑈 = 40
∆𝐹𝑈𝑁 𝑈𝑁 = 4.5
𝑇𝑃 = 5
∆𝑃𝑇𝑌 𝑃𝑌 = 6
𝑅𝑌 = 5
∆𝑅𝑌𝑇 𝑇𝑌 = 10
G1: What is the 𝑚∠𝐹?

G2: What is the 𝑚∠𝑌?
G3: What is the 𝑚∠𝑇 in ∆𝑃𝑇𝑌?
G4: What is the 𝑚∠𝑇 in ∆𝑅𝑌𝑇?
G5: What is the 𝑚∠𝑅?
AVERAGE LEARNER
Activity 2
“WHAT IF IT’S LONGER?”
Direction: Divide the class into five groups. Each group will
be given a task to do within 2 minutes. Output presentation
followed.
7
Consider ∆𝐹𝑈𝑁 below. Given the lengths of the sides of
∆𝐹𝑈𝑁. Measure the angles opposite the sides using
a protractor. Write your answer by completing the
table below. F
10
8
U 5 N
Measures of
Triangle Length of Sides Angles
Opposite the
sides
𝐹𝑈 = 8 𝑚∠𝑁 =
∆𝐹𝑈𝑁 𝐹𝑁 = 10 𝑚∠𝑈 =
𝑈𝑁 = 5 𝑚∠𝐹 =
answer
1. Is there a relationship between the length of a side of
a triangle and the measure of the angle opposite it?
2. What is the relationship between the longest side of
3. What is the relationship between the shortest side of
4. Complete the statement below:
“When one side of a triangle is longer than a second
the angle opposite the .”
5. Write your statement number 4 in if-then form.
3. Reinforcing the skills Advanced Average
A. Name the smallest A. Arrange the angles
angle and the largest from smallest to
angle of the following largest.
triangles.
8
1. 12 I
A I A
7 6
11 13
M M
E E
X+2 X+1
X+2 D X D
X X
N N
8
4. Summarizing the How do you illustrate Triangle Inequality Theorem 1?
Lesson
C. Assessment: Advanced Learners Average Learners
Illustrate Triangle Inequality Illustrate Triangle Inequality
Theorem 1 by listing the Theorem 1 by completing
angles of ∆𝐿𝑇𝑂 from the table below.
smallest to largest. G
𝐴) ̅𝐿̅𝑂̅ = 17 1.
̅𝑇̅̅𝑂̅ = 21 10
̅𝐿̅̅𝑇̅ = 15 8
O D
𝐵) ̅𝑂̅̅𝑇̅ = 19 5
̅𝐿̅̅𝑇̅ = 13 N
2.
̅𝐿̅0̅ = 15
9 4
A
M 11
Triangle Largest Smallest
Angle Angle
∆𝐺𝑂𝐷
∆𝑀𝐴𝑁
D. Assignment: Answer letter C on page 392 of your LM.

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 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 use/discover which I
wish to share with
other teachers?
9
Date: Week 1 Day 3
I. OBJECTIVES:
inequalities.
LC Code: M8GE-IVa-1
II. CONTENT: Illustrating Triangle Inequality Theorem 2 (𝐴𝑎 → 𝑆𝑠)
III. LEARNING
RESOURCES:
A. References
Pages
Pages
3. Textbook Pages
from Learning
Resource Material
B. Other Learning Math Builders pp. 303 - 333
Resources
A. Motivation/ Activity 1
Preliminary
Activity: “WHAT IS MY OPPOSITE SIDE?”
(Review)
Direction: Without Direction: Given ∆𝑇𝑅𝑌
drawing, Identify the sides T
opposite each angle of
∆𝑇𝑅𝑌. Y
R
Side
Angle opposite the Angle
T
R Angle Side opposite
the Angle
Y T
R
Y
10
ADVANCED LEARNERS
Lesson
Group Activity
“WHAT IF IT’S LARGER??”
Direction: Divide the class into five groups. Each group

will be given a task to do within 2 minutes. Output
presentation follows.
Given the figure below, complete the table by naming the

triangles, writing the measures of the angles, and by
measuring the lengths of sides opposite the angles. Use
a ruler to measure the side and indicate the lengths in
millimeter (mm).
L
54° Q
81°
36° 38° 61°

T U
F Y
O
48°
103° 29°
G M
Triangle Measures of Lengths of Sides

Angle Opposite the
Angles(mm)
Group 1: Name the three triangles.

Group 2: Name the sides opposite the angles of ∆𝐿𝑌𝐹,
∆𝑄𝑈𝑇, ∆𝑂𝑀𝐺.
Group 3: Give the measures of the angle of ∆𝐿𝑌𝐹 and
measure the lengths of sides opposite the
angles.
Group 4: Give the measures of the angles of ∆𝑄𝑈𝑇 and
measure the lengths of side opposite the angles.
Group 5: Find the measure of the angles of ∆𝑂𝑀𝐺 and
measure the lengths of sides opposite the
angles.
11
AVERAGE LEARNERS
Activity 2
“WHAT IF IT IS LARGER?”
Direction: Complete the table below and use a ruler to

measure the sides opposite the angles with given sizes/
measure. Indicate the lengths in millimeter(mm).
L
55 44 ° Q
81°
3636° 38° 61°

F T U
Y
O
48°
103° 29°
G M
Triangle Measures of the Lengths of
Angle Sides Opposite
the Angles (mm)
∆𝐿𝑌𝐹 𝑚∠𝐿 YF
𝑚∠𝑌 LF
𝑚∠𝐹 LY
∆𝑄𝑈𝑇 𝑚∠𝑄 UT
𝑚∠𝑈 QT
𝑚∠𝑇 QU
∆𝑂𝑀𝐺 𝑚∠𝑂 MG
𝑚∠𝑀 OG
𝑚∠𝐺 OM
answer 1. Is there a relationship between size and measure
of an angle and the length of the side opposite it?
2. What is the relationship between the largest angle
of a triangle and the side opposite it?
3. What is the relationship between the smallest
angle of a triangle and the side opposite it?
4. Complete the statement below.
“When one angle of a triangle is larger than a second

angle, the side opposite the .”
Write your statement in #4 in if-then form.
Your findings describe the Triangle Inequality Theorem

2. (The teacher will emphasize the Triangle Inequality
Theorem 2).
12
”If one angle of a triangle is larger than a second
angle, then the side opposite the first angle is larger than
the side opposite the second angle.
3. Reinforcing the skills A. Name the shortest side and the longest side of the
following triangles.
T Y A
55° 64°
35°
61°
115° 30°
T
R P
B. List down the side from longest to shortest.

T
A.
59°
62° 59°
R Y
B. F
42°
R E
Lesson
C. Assessment: Advanced Average
Illustrate the Triangle Illustrate Triangle Inequality
Inequality Theorem 2 by Theorem 2 by completing
listing the side of ∆AIM the table below.
from the shortest to
longest. Shortest Longest
a) 𝑚∠𝐴 = 35° Triangle
Side Side
𝑚∠𝐼 = 55°
𝑚∠𝑀 = 90° ∆𝐴𝐼𝑀
b) 𝑚∠𝐴 = 105°
∆𝑇𝑂𝑃
𝑚∠𝐼 = 25°
𝑚∠𝑀 = 50°
D. Agreement/ Answer letters B and C on page 395 of your LM

Assignment: (Learner’s Module)
V. REMARKS:
VI. REFLECTION:
earned 80% in the
evaluation
require additional
13
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
14
(M8GE-IVa-1) - Illustrates Triangle Inequality Theorem
Date: Week 1 Day 4
I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key concepts of
inequalities in a triangle.
inequalities.
LC Code: M8GE-IVa-1
II. CONTENT: Illustrating Triangle Inequality Theorem 3 (𝑆1 + 𝑆2 > 𝑆3)
III. LEARNING
RESOURCES:
A. References
Pages
Pages
3. Textbook Pages
from Learning
Resource Material
B. Other Learning Math Builders pp. 333- 336*
Resources
A. Motivation/
Preliminary Activity 1
Activity:
(Review)
“WHAT TRIANGLE INEQUALITY THEOREM AM I?”
Direction: Answer the following question and state the

triangle inequality theorem.
1. In ∆𝐽𝑂𝑌, 𝑚∠𝐽 = 25° and the 𝑚∠𝑂 = 90°.What is the
shortest side? Why?
2. In ∆𝐿𝑈𝑉, ̅𝐿̅𝑈̅ = 6, ̅𝑈̅̅𝑉̅ = 8, ̅𝐿̅̅𝑉̅ = 10. What is the smallest
angle? Why?
3. It is an angle that forms a linear pair with one of the
interior angles of the triangle.
4. It is a theorem which states that exterior angle is
greater than any of the two remote interior angles.
15
Lesson
Group Activity
WHEN CAN YOU SAY “ENOUGH?”
Direction: Divide the class into 10 groups. Each group will be
given three cut pieces of straw with the indicated measures
in centimeters. With each set of straw, they should try to form
triangle LMN. Output presentation follow.
Group 1: 3, 3, 7 Group 6: 5, 5, 8
Group 2: 3, 3, 5 Group 7: 6, 7, 11
Group 3: 4, 6, 10 Group 8: 6, 7, 9
Group 4: 4, 6, 9 Group 9: 4, 7, 12
Group 5: 5, 5, 10 Group 10: 4, 7, 10
Let the students complete the table in order to observe the
relationships of the three sides of ∆𝐿𝑀𝑁.
AVERAGE/ADVANCED LEARNERS
Direction: Given the following measure of drinking straws: 1in,
2in, 3in, 4in, 5in, 6in, let the students form a triangle
using a 1in ,2 in and 3in. Let another two students
form a triangle using 4in, 5in, and 6in.
Pair 1: 1in, 2in, 3in Pair 2: 4in, 5in, 6fcin
Complete the table below in order to show the relationship
the three sides of a triangle.
Sets of Do the straw Compare the sum of the lengths of any two
Straw form a straws from the third length of straw (Use <, >
triangle? , =)
Yes /No
S1 S2 S3 S1+S2?S3 S1+S3?S2 S2+S3?S1
1 2 3
4 5 6
16
answer
1. What patterns did you observe when you compare the
sum of the lengths of the first two straws with the
length of the third straw? Write you findings by
completing the phrases below:
“If the sum of the lengths of the first two shorter straw is
equal to the length of the third straw, then a triangle .
“If the sum of the lengths of the first two shorter straw is
less than the length of the third straw, then a triangle .”
“If the sum of the lengths of the two shorter straw is
greater than the length of the longest straw, then a
triangle .”
2. What do you observe with the sets of straws that form

and do not form a triangle?
Do the
Compare the
Complete
straw the
Sumphrases below
of the lengths of to explain
Compa your findings:
Compare
Sets of form a re
Straw “When the
triangle straws do
shorter straw not
(l+m) form a triangle,
(m+n) the sum of the
(l+n) and
Tally
with that of the m
lengths ? of any two straws
longest length(n)
.”and l
Yes/ No
l m n <, >, =
l+m n
(The teacher will emphasize the Triangle Inequality
G1 3 3 7
Theorem 3 (𝑆1 + 𝑆2 > 𝑆3). “The sum of the lengths of any
G2
two sides of a triangle is greater than the length of the
G3
G4
third side.”
G5
3. ReinforcingG6
the A. For each of the following, tell whether it is possible to
skills G7 form a triangle with sides of given lengths. Justify your
G8 answer.
G9
1. 7, 9, 13 3. 3, 5, 9
G10
2. 14, 15, 20 4. 11, 12, 15
B. If two sides of a triangle have lengths 7cm, and 10 cm,

what are the possible integral lengths of the third side?
Between what two numbers is the third side?

Lesson
C. Assessment: A. Illustrate triangle inequality by telling whether it is
possible to form a triangle with sides of given length. Write
YES if it can form a triangle and NO if it can’t form a
triangle.
1. 15, 17, 19 1. 7, 7, 7
2. 10, 24, 26 2. 6, 8, 14
3. 18, 18, 18 3. 13, 15, 17
B. If two sides of a triangle are given and the third side is
𝑥, give the range of 𝑥 so that a triangle can be formed.
1. 6, 12, 𝑥 1. 4, 4, 𝑥
17
2. 15, 18, 𝑥 2. 9, 16, 𝑥
D. Agreement/ Answer problems 1-5 on pp. 397-398 of your LM

Assignment: Learner’s Module
V. REMARKS:
VI. REFLECTION:

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
caught up with the lesson
continue to require
remediation.
strategies worked well?
Why did these work?
encounter which my
principal or supervisor can
help me solve?
localized materials did I
use/discover which I wish
to share with other
teachers?
18
(M8GE-IVa-1) - Illustrates a Triangle Inequality Theorem
Date: Week 1 Day 5
I. OBJECTIVES:
inequalities.
LC Code: M8-GE-IVa-1
II. CONTENT: Illustrating theorems on triangle inequalities (Hinge
Theorem)
III. LEARNING
RESOURCES:
C. References
1. Teacher’s Guide pp. 437 – 440
Pages
2. Learner’s Guide pp. 403 – 408
Pages
3. Textbook Pages
from Learning
Resource Material
D. Other Learning Math Builders pp. 340- 344*
Resources
A. Motivation/
Preliminary Activity 1
Activity:
(Review)
“MY INCLUDED SIDE AND INCLUDED ANGLE”
Direction: Without drawing Given: ∆𝐿𝑌𝐹 L

∆𝐿𝑌𝐹,
a) Name the angles
included between F
two side. Y
b) Name the sides included Complete the table below.
between two angles
Angles Included
Angles Included
Side
Side
∠𝑌 𝑎𝑛𝑑 ∠𝐿
∠𝑌 𝑎𝑛𝑑 ∠𝐿
∠𝐹 𝑎𝑛𝑑 ∠𝐿
∠𝐹 𝑎𝑛𝑑 ∠𝐿
∠𝑌 𝑎𝑛𝑑 ∠𝐹
∠𝑌 𝑎𝑛𝑑 ∠𝐹
19
Lesson Activity 2
“CLOCK WISDOM, PRETTY ONE!”
Direction: Divide the class into five groups.
Each group study the faces of the clock and

compute for the measure of the angle formed by the hands
of the clock given that one revolution for each hand is
equivalent to 360°, and measure the distance between the
tips of the hour hand and minute hand in millimeters (mm).
G1: G2:
G3: G4:
G5:
Write the answers in the table below.

Clock Time Measure of Distance between
Face (Exact angle formed by the tips of the hour
hours) the hour hand hand and minute
and minute hand hand (mm)
A
B
C
D
E
1. Problem Opener/ Direction: Given the faces of the clock below, ask the
Group Activity students to complete the table below.
20
AVERAGE/ADVANCED LEARNERS
A. B.
Note: One revolution for each hand is equivalent to 360°

Clock Time Measure of the Distance between
face (Exact angle formed by the tips of the hour
PM the hours hand hand and minute
hours) and minute hand(mm)
hand.
A
B
2. Processing the
answer Questions:
1. Describe the lengths of the hour hands of the clock
faces using a relation symbol.
2. Describe the lengths of the minute hands of the
clock faces using a relation symbol.
3. What do you call the angles formed by the hand of
the clock?
4. What do you observe about the measures of the
angle formed by the hands of the clock at different
hours?
5. What affects the measure of the distance between
the tips of the hand of the clock? Explain.
6. How will you state this theorem if you consider the
clock of the hands of two faces as sides of two
triangles and the angles they make as the included
angles? State in if-then form.
7. What is the other name for Hinge Theorem?
8. Hinge theorem characterizes many objects around
us. Give examples of the objects.
3. Reinforcing the Using the Hinge Theorem write an if-then form statement
skills about the appropriate sides and angles of ∆CAT and
∆DOG.
Fill in the blanks with < 𝑜𝑟 >.
1. C D
A T O G
21
2.
M
12
40
O N
45
12
MN NP
P
4. Summarizing the How do you illustrate Hinge Theorem?

Lesson
C. Assessment: Advanced Average
Using the Hinge Theorem, Make necessary marking
write a conclusion about on the illustration based on
each figure. the given. What conclusions
can you make?
1. 1. R N
F A
B B A
D Y T
E
C
AC 𝐷𝐹 Given:
BY=AT
BR=AN
2. I 𝑚∠B > 𝑚∠𝐴
M
RY NT
G 75
88 2.
R N
J
IG IM
B A
Y T
Given Facts:
BR=AN
RY=NT
𝑚∠R > 𝑚∠N
BY NT
D. Agreement/ Answer letter D on page 407 of your LM.

Assignment:
V. REMARKS:
22
VI. REFLECTION:

earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
23
(M8GE-IVb-1) - Applies Theorems on Triangle Inequalities
School Grade Level GRADE 8

Learning
Teacher Area MATHEMATICS
Time & FOURTH
Date Quarter Week 2, Day 1
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts
Standard with coherence and clarity in formulating, investigating,
analyzing and solving real-life problems involving triangle
inequalities.
C. Learning
The learner applies Theorems on Triangle Inequalities
Competencies/
(M8GE – IVb-1)
Objectives
II. CONTENT Applying Theorems on Triangle Inequalities
(Exterior Angles Inequality)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 434-436
pages
2. Learner’s pp. 400-402
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)
portal
B. Other Learning Grade 8 Mathematics p. 350
Resources
IV. PROCEDURE Advanced Learners Average Learners)
A. Preliminary Activities/ Direction:
Motivation 1. The teacher may use a flashcard for these questions.
2. Questions may be written on strips of paper. A student
picks a strip of paper and reads the question, to be
answered by another student.
Questions:
1. What is an exterior angle of a triangle?
2. What are remote interior angles of a triangle?
3. What can you say about the sum of the remote interior
angles of a triangle and the exterior angle?
4. How do you describe the measure of the exterior
angle and one of its remote interior angles?
5. What is the sum of the exterior angle of a triangle and
the adjacent interior angle?
24
Given the figure;
 Name each of the exterior

R angles in the figure
 Name also the interior angles
N in the same figure
 Which are the remote
interior angles of the exterior
angle PMO? of exterior
angle QON? of exterior
angle RNM?
M
O Q
P
B. Presentation of the “Compare Me”
Lesson Direction: In your illustration board, be able to show or come
1. Problem Opener up with your comparison within 2 minutes. Be guided by the
given task.
c d 3
b
a 1 2 4
GROUP 1: If 𝑚∠1 = 132 ,

Fill in the blanks to 𝑚∠3 = 85, find 𝑚∠4
complete true inequality
statements. GROUP 2: If 𝑚∠3 = 95 ,
𝑚∠4 = 35, find 𝑚∠1
GROUP 1: If 𝑚∠𝑐 = 57 and
𝑚∠𝑑 = 29, then 𝑚∠𝑎 =
GROUP 2: If 𝑚∠𝑐 = 38 and

𝑚∠𝑑 = 46, then 𝑚∠𝑎 =
GROUP 3: If 𝑚∠𝑏 = 50
and 𝑚∠𝑑 = 45, then 𝑚∠𝑎 =
GROUP 4: If 𝑚∠𝑏 = 43
and 𝑚∠𝑐 = 34, then 𝑚∠𝑎 =
2. Processing the 1. In the figure, what is∠𝑎? 1. In the figure, what are the
Answer 2. In groups 1-4, what is interior angles of a
𝑚∠𝑎? triangle?
3. How do you compare 2. What do you call∠1?
𝑚∠𝑎 𝑚∠𝑐 3. In group 1, what is
𝑚∠𝑎 𝑚∠𝑑 𝑚∠4? In group 2, what
𝑚∠𝑎 85 is 𝑚∠1?
𝑚∠𝑎 103 4. Compare 𝑚∠1______𝑚∠3
𝑚∠1 𝑚∠4
25
3. Reinforcing the In the figure, find 𝑚∠𝑅𝐴𝐶 In the figure, find 𝑚∠𝐻𝐴𝑇
Skills E
T
118° A
83°
R 35° A
C
M 51°
H
4.Summarizing the How do you apply exterior angle inequality theorems?
Lesson
C. Assessment Apply the theorems in finding the value of x of the
following figures.
1. 68°
126° x
2. x
112°
3.
3x
x 140°
D. Agreement/ Form an equation to find x and solve the equation.

Assignment
1. x
(3x + 6)° 30°
2.
2x
x
3x 120°
V. REMARKS
VI. REFLECTION
26
VII. OTHERS
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
lessons 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 it work?
did I encounter
which my principal
or supervisor can
help me solve?
localized
material/s did I
use/discover
which I wish to
share with
other teachers?
27
(M8GE – IVb-1) - Applies Theorems on Triangle Inequalities

Learning
Time & FOURTH
I.OBJECTIVES
inequalities.
C. Learning
Competencies/
Objectives (M8GE – IVb-1)
(𝑆𝑠 → 𝐴𝑎 ) – Unequal Sides Theorem
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide pp. 424-429
pages
2. Learner’s Materials pp. 390-395
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Math Builders pp. 334-335
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Preliminary Activities/ Direction: Write your answer on a separate sheet for this
Motivation problem.
Your parents support you in your studies. One day,
they found out that your topic in Grade 8 Mathematics is
on Inequalities in Triangles. To assist you, they attached a
triangular dart board on the wall with lengths on the sides
given.
They say they will grant you three wishes if you can
hit with an arrow the corner with smallest region and two
wishes if you can hit the corner with the largest region.
M Grant 3 Grant 2
wishes wishes
G Region
O to hit
18 with an
arrow
28
 In the figure, what can you say about the 3 sides?
If three sides of a triangle are unequal, then what
can you say about the 3 angles?
 If you got the 3 wishes, then you hit the smallest
angle. What is the opposite side of the smallest
angle?
 Which side of the figure is opposite the largest
angle?
B. Presentation of the With your partner, name the largest angle and the smallest
Lesson angle in the following triangles.
1. Problem Opener
1. In ∆ 𝐴𝐵𝐶, AB = 12, 1.
AC =16, BC = 9 B
2. In ∆ 𝐷𝐸𝐹, DE = 40,
DF =35, FE = 55
A
C 16
2. 55
F E
D
2. Processing the 1. What is the largest and smallest angle in the given
Answer activity?
2. Using the sides in the activity, arrange the angles in
increasing order.
The teacher will emphasize the triangle inequality

theorem.
“In a triangle, if two sides are not congruent, then the
angles opposite these two sides are not congruent, and
the largest angle is opposite the longest side. The
smallest angle is opposite the shortest side.”
3. Reinforcing the Name the smallest and largest angle of each figure and
Skills arrange the angle in increasing order.
K
1.
A 7
B
29
A 7 E T
5
9 15
11
B
9
G
U
4.Summarizing the How do you apply theorem on side-angle relation in a
Lesson triangle?
C. Assessment Apply the theorems in filling the blanks with the correct
relation symbol (<,>) to show the relationships
between
segmen t nd angles in the figure.
S
a In ∆𝑆𝑂𝑁
1. 𝑚∠𝑆 𝑚∠𝑂
2. 𝑚∠𝑆 𝑚∠𝑁
3. 𝑚∠𝑂 𝑚∠𝑁
4. 𝑚∠𝑁 𝑚∠𝑂
O 5. 𝑚∠𝑂 𝑚∠𝑆
5
N
2. Name the largest angle and the smallest angle in the

following triangles.
a. In ∆𝐺𝐻𝐼, GI =32, GH = 50, HI = 35
b. In ∆𝐽𝐾𝐿, JK = 28, KL = 40, JL = 20
c. In ∆𝑀𝑁𝑂, MN = 22, MO = 38, NO = 50
D. Agreement/ Answer the following:

Assignment 1. In ∆𝐷𝐸𝐹, DE=5, EF = 6, DF = 8, what is the smallest
angle?
2. In ∆𝑅𝑆𝑃, RS =35, RP =31, PS =52
a. Which is the largest angle?
b. Which is the smallest angle?
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative assessment
require additional
activities for remediation.
30
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
localized material/s did I
use/discover which I wish
to share with other
teachers?
31
(M8GE-IVb-1) - Applies Theorems on Triangle Inequalities

Learning
Time & FOURTH
I. OBJECTIVES
inequalities.
C. Learning
Competencies/
( 𝐴𝑎 → 𝑆𝑠 – Unequal Angle Theorem)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Geometry Textbook for Third Year p.75
Resources Next Century Mathematics pp. 538-543
IV. PROCEDURE Advanced Learners Average Learners)
A. Preliminary Activities/ Direction: Read and analyze the problem.
Motivation Skye buys a triangular scarf with angle measures as
in the figure shown. She wishes to put a lace around the
edges.
N Z
 Which edge requires the shortest length of

lace? The longest length of lace?
32
B. Presentation of the With your partner, name the longest and shortest side in
Lesson the following triangles.
1. Problem Opener 1. In ∆ 𝑅𝐸𝐷, 𝑚∠𝑅 = 45, 1.
𝑚∠𝐸 = 50, 𝑚∠𝐷 = 85 E
2. In ∆ 𝑋𝑌𝑍, 𝑚∠𝑅 = 45, 50°
𝑚∠𝑌 = 35, 𝑚∠𝑍 = 105
85°
R D
Z
2.
35°
40°
X
Y
2. Processing the 1. What is the longest side and the shortest side of each
Answer triangle in the activity?
2. Using the angles in each triangle, arrange the sides in
increasing order.
3. Reinforcing the Given the figures with angle measures marked, name the
Skills longest and shortest side and arrange the sides in order of
increasing size.
1. 1.
J E
J
E 63° 32°
32°
63°
A
85° 85° E
A D 2.
100°
E
2.
52°
F 48°
Y
52° 48° Y
F
E
F
3.
3.
150°
R
136°
T
S
D
33
4.Summarizing the How do you apply theorems on unequal angles of a
Lesson triangle or angle-side relation in a triangle?
C. Assessment Apply the theorem on triangle to fill the blanks with correct
relation symbol ( >,< ) to show the relationships between
segment and angles in the corresponding figure.
In ∆𝐷𝐵𝑀
1. 𝐷𝐵 𝐷𝑀
2. 𝐷𝐵 𝐵𝑀
3. 𝐷𝑀 𝐵𝑀
4. 𝐷𝑀 𝐵𝑀 𝐷𝐵
B. Name the longest side and the shortest side of the

following triangle.
1. In ∆𝐺𝐼𝐻, 𝑚∠𝐺 = 62, 𝑚∠𝐼 = 75, 𝑚∠𝐻 = 43
2. In ∆𝐽𝐴𝐿, 𝑚∠𝐽 = 90, 𝑚∠𝐴 = 63, 𝑚∠𝐿 = 27
3. In ∆𝑃𝑂𝑌, 𝑚∠𝑃 = 42, 𝑚∠𝑂 = 110, 𝑚∠𝑌 = 28
D. Agreement/ List the sides of each triangle from the shortest to longest.
Assignment 1. In ∆𝑃𝐿𝑀, 𝑚∠𝑃 = 75, 𝑚∠𝐿 = 60, 𝑚∠𝑀 = 45
2. In ∆𝑈𝑆𝑇, 𝑚∠𝑈 = 52, 𝑚∠𝑆 = 100, 𝑚∠𝑇 = 28
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
use/discover which I
wish to share with other
teachers?
34
(M8GE – IVb-1) - Applies Theorems on Triangle Inequalities

Teacher Learning Area MATHEMATICS
Time & FOURTH
Quarter Week 2, Day 4
Date
I. OBJECTIVES
inequalities.
C. Learning
Competencies/
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Geometry Textbook for Third Year p.75
Resources Next Century Mathematics pp. 538-543
A. Preliminary Activities/ “Can three segments always form a triangle?”
Motivation
Direction: Read and study the situation below and be able
to tell if the given measures can be sides of a triangle.
Junie lives in Legaspi City. He has two friends, Naima

and Chrisbet. Naima lives in Tabaco City and Chrisbet in
Ligao City. In the map of Albay, the direct distances of the
house of Naima from Junie’s house is 25 km, Chrisbet’s
house from Junie’s house is 24.3 km, and Chrisbet’s
house from Naima’s house is 24.3 km. Can the distances
of the
three houses be sides of a triangle? Why?
B. Presentation of the The measure of two sides Determine which segments
Lesson of a triangle are given. of the given lengths can or
1. Problem Opener Between what two numbers cannot be the sides of a
must be the third side fall? triangle.
1. 9 and 15 1. 10 cm, 9 cm, 5 cm
2. 10 and 12 2. 9 cm, 6 cm, 2 cm
3. 4 and 9
35
2. Processing the 1. How do you find the third 1. Is the sum of 10 cm and
Answer side of the triangle? 9 cm greater than 5 cm? Is
2. What is the sum and the sum of 9 cm and 5 cm
difference of the given greater 10 cm? What about
two sides? the sum of 10 cm and 5 cm
3. What are the possible greater than 9 cm?
third sides of the given 2. What about in number 2?
problems? 3. Which of the two sets can
4. The length of AC and BC be sides of a triangle?
in the triangle are 8 cm and 4. If the measures of the
11 cm respectively. What is two sides of a triangle are
the range of the values of 6 and 7 respectively, what
AB? is the measure of the third
side?
The teacher will explain the triangle inequality theorem.
𝑆1 + 𝑆2 > 𝑆3 ; 𝑆1 + 𝑆3 > 𝑆2 ; 𝑆2 + 𝑆3 > 𝑆1
3. Reinforcing the The lengths of the two sides of a triangle are 9 and 5.
Skills Suppose the length of the third side is an integer. Give all
the possible lengths for the third side. Explain your
answer.
4.Summarizing the How do you determine the possible lengths of segments
Lesson that can form a triangle applying the theorems on triangle
inequality?
C. Assessment A. Determine if each set of segments having these lengths
can form a triangle.
1. 8 cm, 11 cm, 3 cm 4. 14 mm, 17 mm, 20 mm
2. 10 in, 11 in, 21 in 5. 3 in, 5 in, 5 in
2 2 2
3. 4 dm, 9 dm, 12 dm
D. Agreement/ Using the letters a, b and c as sides of the triangle;
Assignment 1. Show the relation between the sum of the measures of
the two sides and the measure of the third side.
2. Show the relation between the measure of one side of a
triangle and the difference between the measures of the
other two sides.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
36
E. Which of my
teaching strategies
worked well? Why did
it work?
F. What difficulties did
I encounter which my
can help me solve?
localized material/s
did I use/discover
which I wish to share
with other teachers?
37
(M8GE-IVc-1) - Proves Inequalities in a Triangle

Teacher Learning MATHEMATICS
Area
Time & Date Quarter FOURTH
Week 3 Day 1
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the key
concepts of inequalities in a triangle.
B. Performance The learner is able to communicate mathematical
Standard thinking with coherence and clarity in formulating,
investigating, analyzing, and solving real-life problems
involving inequalities in triangles using appropriate and
accurate representation.
C. Learning The learner proves inequalities in a triangle.
Competencies/ (M8GE-IVc -1)
Objectives
II. CONTENT Proving inequalities in a triangle (Triangle Inequality
Theorem 1 (𝑆𝑠 → 𝐴𝑎) and Triangle Inequality Theorem
2 (𝐴𝑎 → 𝑆𝑠 ))
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s pp 408 - 410
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)
portal
B. Other Learning Ruler, pencil, prepared exercises, compass, visual aids.
Resources
A. Preliminary Activities/ The teacher gives a cut-out of scalene triangle to. each
Motivation group.
B. Presentation of the How do you describe a scalene triangle?
Lesson  By inspection, compare the measure of an
angle and its opposite side against the
measures of the other angles and sides, and
vice versa.
(Write your answers on the board.)
1. Problem Opener How will you write a proof on your given
observations/answers in the preliminary activities?
38
2. Group Activity A. INSTRUCTIONS: Follow the steps for additional
constructions in your triangles.
Given: ∆𝑆𝑉𝑊, 𝑆𝑊 > 𝑆𝑉

Prove: 𝑚  𝑆𝑉𝑊 > 𝑚  𝑆𝑊𝑉
Illustrations:
S
V W
S
2
1
V 3 W
With the compass point on S, and with radius SV, mark a point
P on SW and connect VP with a segment to form a triangle.
(Please use the separate worksheet to complete the two-

column proof.)
B. Study and analyze the given indirect proof for Triangle

Inequality Theorem 2.
39
3. Processing the 1. What are the different mathematical definitions,
answers principles or properties did you use to prove the
Triangle Inequality Theorems?
2. What strategies were used to arrange the
statements in the proof?
4. Reinforcing the Follow the procedure in the class activity, but this time
skills you will use the triangle assigned to your group. Follow
the procedure in the group activity. Pattern your proof
in the sample problem.
1. Given: ∆𝑅𝑆𝑇, 𝑅𝑇 > 𝑅𝑆
Prove: 𝑚 𝑅𝑆𝑇 > 𝑚 𝑅𝑇𝑆
2. Given: ∆𝑅𝑆𝑇, 𝑚  𝑅 > 𝑚  𝑇

Prove: 𝑆𝑇 > 𝑅𝑇
S T
5.Summarizing the What is Triangle Inequality Theorem 1? Theorem 2?

Lesson
C. Assessment
Given : ∆𝐶𝐴𝑅, CR > CA
Prove : m CAR > m CRA
A R
D. Agreement/ What is Triangle Inequality Theorem 3 ? Research on

Assignment the proof of this theorem.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative
assessment
40
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
well? Why did it
work?
encounter which my
principal or
supervisor can help
me solve?
did I use/discover
41
Name : Yr & Sec. : Score :
WORKSHEET
Proving Inequalities in One Triangle (M8GE-IVc-1)
Triangle Inequality Theorem 1 (𝑺𝒔 → 𝑨𝒂)

If one side of a triangle is longer than a second side, then the angle opposite the first side is larger
than the side opposite the second angle.
Statements Reasons
1. How do you describe the relationships between SV
and SP? By construction.
2. Based on statement 1, what kind of a triangle is

∆ 𝑆𝑉𝑃? Definition of isosceles triangle.
3. Based on statement 1, how do you describe

1 and  2? Base angles of isosceles
triangles are congruent.
4. Study the illustration and write a statement about 
SVW if the reason is the one given. Angle Addition Postulate.
5. Basing on statement 4, write an inequality

statement focusing on  1 . Property of inequality
6. Using statement 3 and statement 5,

𝑚  𝑆𝑉𝑊 > 𝑚  2 . Substitution Property.
7. Study the illustration and write an operation The sum of the measures of
statement involving VPW, W, and 3. the interior angles of a triangle
is 180 0.
8. Study the illustration and write an operation

statement involving 2 and VPW. Linear Pair Theorem.
9. m 2 + m  VPW = m VPW + m W + m 2 What property supports the

step wherein we replace the
right side of statement 8 with
its equivalent in statement 7?
10. What will be the result if m  VPW is subtracted

from both sides of statement 9 ?
11. Basing on statement 10, write an inequality

statement focusing on W. Property of Inequality.
12. Based on statements 6 and 11 :

if m  SVW >  2 and m 2 > mW, then Property of Inequality.
42
(M8GE-IVc-1) - Proves Inequalities in Triangles

Area
Time & Quarter FOURTH
Date Week 3, Day 2
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the
key concepts of triangle inequalities.
B. Performance The learner is able to communicate
Standard mathematical thinking with coherence and clarity
in formulating, investigating, analyzing, and
solving real-life problems involving triangle
inequality using
appropriate and accurate representation.
C. Learning The learner proves triangle inequalities theorem.
Competencies/ (M8GE-IVc -1)
Objectives
II. CONTENT Proving triangle inequalities theorem (Triangle
Inequality Theorem 3 (𝑆1 + 𝑆2 > 𝑆3)
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s pp. 412 – 413
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Prepared exercises, visual aids, pentel pen,
Resources manila paper.
A. Preliminary Activities/ Review: Which of the following measures can be
Motivation sides of a triangle?
a. 3, 7, 9 d. 13, 13, 13
b. 6, 12, 12 e. 10, 6, 9
c. 8, 4, 5 f. 5, 10, 8
B. Presentation of the State your generalizations on the relationships of

Lesson the measures of sides to have a triangle.
1. Problem Opener How will you prove this conclusion?
43
2. Group Activity Let us study how the proof of this third theorem in
Triangle Inequalities is done.
6.Fom the illustration : m  MNP

, =
m  LNM + m  LNP.
3. Processing the 1. What mathematical principles, definition,

Answer properties and theorems were used to prove
Theorem 3?
2. Study the sequencing of the statements and
the strategy in giving the reason in each
statement.
44
4. Reinforcing the Skills Given: ∆𝐽𝑂𝑌
Prove: JY + JO > OY
J
O J
Y O
Y
Complete the table.
Proof
Statements Reasons
1.Let point M a point on 𝑗̅𝑦 such that J
is between M and Y and MJ = OJ
2.MY = MJ + JY
3.MY = OJ + JY
4.  MOJ +  JOY =  MOY
5.  MJO <  MOY
6..  M =  MOJ
7.  M <  MOY
5.Summarizing the What is Triangle Inequality Theorem 3?
Lesson
C. Assessment Make a two-column proof for the
given. Given: ∆𝐹𝐴𝑅 F
A
D. Agreement/ What is Exterior Inequality Theorem? Illustrate.
Assignment
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
45
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
teachers?
46
School Grade GRADE 8

Level
Area
Week 3, Day 3
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
investigating, analyzing, and solving real-life
problems involving triangle inequalities using
appropriate and accurate representations.
Competencies/ M8GE-IVc-1
Objectives
II. CONTENT Proving inequalities in a triangle
(Exterior Angle Inequality Theorem)
III. LEARNING
RESOURCES
H. References
5. Teacher’s Guide 447-448
pages
6. Learner’s Materials 413-415
pages
7. Textbook pages
8. Additional
Materials from
Learning Resource
(LR)
I. Other Learning
Resources
A. Preliminary Activities/ Recall the following:
Motivation 1. Exterior angle
2. Remote interior angle
3. Midpoint
Lesson
1. Opener From the figure, which of the following statement/s

is/are correct?
a. ∠LNP = ∠L + ∠M
b. ∠LNP > ∠L + ∠M
c. ∠LNP > ∠L
d. ∠LNP > ∠M
47
L
M
N
P
2. Presentation The teacher will present and discuss the proof of the
Exterior Angle Inequality Theorem.
3. Processing the  What is the exterior angle of the ∆LMN?

Answer  What are the remote interior angles?
 By constructing midpoint Q on ̅L̅̅N̅ , what are
congruent angles formed?
 From the figure, what can you say with ̅M̅Q̅ and
̅Q̅̅R̅?
 How do you call ∠3 and ∠4? What can you say
with the two angles?
 Can you say that ∆LQM ≅ ∆NQR? Why or why not?
 Since ∆LQM ≅ ∆NQR, is ∠MLN ≅ ∠1? Why?
 What postulate will show that ∠LNP ≅ ∠1 + ∠2?
 Is ∠LNP > ∠1 ? Why?
 Since ∠LNP > ∠1, then ∠LNP > ∠MLN? Why?
48
4. Reinforcing the
Skills
Given: ∆ATH with exterior angle ∠MAT

Prove: ∠MAT > ∠HTA
Construct a midpoint S on ̅A̅̅T̅ such that ̅A̅̅S̅ ≅ ̅T̅S̅

Construct ̅H̅̅V̅ through S such that ̅H̅̅S̅ ≅ ̅V̅̅S̅
Complete the given two-column proof:
Statements Reasons
1. ̅A̅̅S̅ ≅ ̅T̅S̅; ̅H̅̅S̅ ≅ ̅V̅̅S̅ 1.
2. 2. Vertical Angles are
congruent
3. ∆VSA ≅ ∆HST 3.
4. ∠VAT ≅ ∠HTA 4.
5. ∠MAT = ∠VAT + 5.
∠MAV
6. 6. Property of Inequality
7. 7.
5.Summarizing the  What is Exterior Angle Inequality Theorem?

Lesson  How do you prove the Exterior Angle Inequality
Theorem?
C. Assessment Make a two – column proof.
Given: ∆PQR with exterior angle ∠RQS

Prove: ∠RQS > ∠R
D. Assignment 1. What is a hinge?

2. Give examples of hinged devices?
V. REMARKS
VI. REFLECTION
VII. OTHERS
49
earned 80% on the
require additional
who have caught up with
the lesson.
continue to require
remediation.
encounter which my
principal can help me
solve?
use which I wish to
share
Answer Key to the Reinforcing the Skills
50

Area
Week 3, Day 4
I. OBJECTIVES
investigating, analyzing, and solving real-life
problems involving triangle inequalities using
Competencies/ M8GE-IVc-1
Objectives
II. CONTENT Proving inequalities in a triangle
1. Hinge Theorem
2. Converse of Hinge Theorem
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
B. Other Learning
Resources
A. Preliminary Activities/ Recall the following:
Motivation 1. Angle Bisector
2. Segment Addition Postulate
Lesson
1. Opener HINGES are used to fasten two things together and
allow adjustments, rotation, twisting, or pivoting.
The following are hinged devices. Explain how
each works.
51
1. Presentation
2. Processing the  In ∆CAN and ∆LYT, what are the corresponding

3. congruent parts?
4. Answer
 How will you compare the m∠A to m∠𝑌?
 From the figure, ∠CAW ≅ ∠LYT, what can you say with
∆CAN and ∆LYT?
 What triangle congruence postulate will prove the two
triangles are congruent?
 Since ∆CAN ≅ ∆LYT, what can you say with ̅C̅W̅ and ̅L̅̅T̅
? Why?
 After constructing bisector ̅A̅̅H̅ of ∠NAW, what are
the congruent angles formed?
52
 Is ∆NAH ≅ ∆WAH ? Why?
 Since ∆NAH ≅ ∆WAH, is ̅A̅W̅ ≅ ̅A̅̅N̅ ? Why?
 From the illustration, what postulate shows that
CN = CH + HN?
 Is CN = CH + WH? Why?
 What inequality theorem shows that in ∆CHW,
CHW, CH + WH > CW?
 Can you say that CN > CW? Why?
 Since CN > CW, can you now say that CN > LT?
Why?
5. Reinforcing the
Skills
(The teacher will guide the students in completing the

indirect proof of the converse of Hinge Theorem).
5.Summarizing the  What is Hinge Theorem?

Lesson  What is the converse of Hinge Theorem?
 How do you prove inequalities in two triangles?
C. Assessment
53
C. Assignment
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
54
continue to require
remediation.
encounter which my
can help me solve?
localized material/s did
teachers?
Answer Key to the Reinforcing the Skills
55
Answer Key to the Assessment
Answer Key to the Assignment
56
(M8GE-IVd-1) - Proves Properties of Parallel Lines Cut by a
Transversal
Teacher: Learning MATHEMATICS
Area:
Time and Quarter: FOURTH,
Date: Week4, DAY 1
I. OBJECTIVES:
A. Content The learner demonstrates understanding of key concepts of
Standards: inequalities in a triangle, and parallel and perpendicular lines.
B. Performance The learners shall be able to communicate mathematical
Standards: thinking with coherence and clarity in formulating,
involving triangle inequalities, and parallelism and
perpendicularity of lines using appropriate and accurate
representations.
C. Learning The learner proves properties of parallel lines cut by a

Competency: transversal.
LC Code: (M8GE-IVd-1)
II. CONTENT: Proving properties of parallel lines cut by a transversal
(Corresponding angles of parallel lines cut by a transversal)
III. LEARNING
RESOURCES:
C. References
1. Teacher’s
480-486
Guide Pages
2. Learner’s
448-452
Guide Pages
3. Textbook
Pages
4. Additional
Material from
Learning
Resource
Material
D. Other Grade 8 Mathematics Patterns and Practicalities by Gladys C.
Learning Nivera, Ph.D. pp.401-406
Resources
A. Motivation/ OPTICAL ILLUSION
Preliminary Consider the pictures below and answer the succeeding
Activity questions.
57
B. Presentation  Can you see straight lines in the pictures above?
of the  Do these lines meet/intersect?
Lesson  Are these lines parallel? Why?
1. Problem Opener:  Can you describe what parallel lines are?

 Can you draw parallel lines with a line that intersects
them?
 What do you call a line that intersects two or more lines at
two different points?
2. Group Activity Draw two parallel lines and a transversal through two lines
using a ruler.
 Measure the angles with a protractor.
3.Processing the  What are the angles formed by two parallel lines cut by
answer the transversal?
 Identify interior angles, exterior angles,
corresponding angles.
 Can you list the angles that are congruent?
 Can you list the angles that are supplementary?
 What conjectures can you give?
4.Reinforcement of
the skill
5.Summarizing the  What are corresponding angles?

Lesson  When can you say that the corresponding angles of
parallel lines cut by a transversal are congruent?
C. Assessment:
1-4. What are the 4 pairs of

corresponding angles?
5-8. Find the measure of each pair of corresponding angles.
9. Do they have equal measures?
58
10. What conclusion can you give about corresponding
angles?
D. Agreement/ Draw parallel lines, ⃡𝐴 𝐵 and ⃡𝐶 𝐷 . Then

Assignment: draw a transversal t cutting ⃡𝐴 𝐵 and ⃡𝐶 𝐷 .
 Name the 4 pairs of corresponding angles.

 With a protractor, measure each pair of the
corresponding angles.
 Are the measures of each pair of corresponding
angles the same?
V. REMARKS:
VI. REFLECTION:
A. No. of learners
who earned 80%
in
the evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who
caught up with the
lesson
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
59
(M8GE-IVd-1) - Proves Properties of Parallel Lines Cut by a
Transversal
Time and Quarter: FOURTH
Date: WEEK4 DAY2
I. OBJECTIVES:
A. Content The learner demonstrates understanding of key
Standards: concepts of inequalities in a triangle, and parallel and
perpendicular lines.
B. Performance The learners shall be able to communicate
Standards: mathematical thinking with coherence and clarity in
formulating, investigating, analyzing, and solving real-
life problems involving triangle inequalities, and
parallelism and perpendicularity of lines using
C. Learning The learner proves that alternate interior angles of

Competency: parallel lines cut by a transversal are congruent.
LC Code: (M8GE-IVd-1)
II. CONTENT: Proving properties of parallel lines cut by a transversal
(Alternate interior angles of parallel lines cut by a
transversal)
III. LEARNING
RESOURCES:
E. References
1. Teacher’s
480-486
Guide Pages
2. Learner’s
448-452
Guide Pages
3. Textbook
Pages
4. Additional
Material from
Learning
Resource
Material
F. Other Grade 8 Mathematics Patterns and Practicalities by
Learning Gladys C. Nivera, Ph.D. pp.402-406
Resources
A. Motivation/ Consider the figure below:

Preliminary
Activity
60
B. Presentation
of the Lesson
3. Problem Opener: Identify the alternate-interior angles?

What can you say about the measures of alternate
interior angles?
2. Group Activity
3.Processing the  What are the alternate interior angles formed by the
answer transversal t with the two other lines?
 What are the measures of angle 2 and angle 3?
 Are they congruent?
 What conjecture can you give about alternate
interior angles theorem?
Alternate Interior Angles Theorem?

If two parallel lines are cut by a transversal, then
alternate interior angles are congruent.
4.Reinforcement of
the skill Using the figure below, which of the following guarantees
that m || n? Why?
5.Summarizing the  What are alternate interior angles?

Lesson  When can you say that the alternate interior angles
of parallel lines cut by a transversal are congruent?
61
C. Assessment: Given: Lines a and b are parallel cut by transversal m.
Prove:
∠2 ≅ ∠6
D. Agreement/
Assignment:
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
caught up with
the lesson
D. No. of learners
who continue to
require
remediation.
62
E. Which of my
teaching strategies
worked well? Why
did these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover which
I wish to share with
other teachers?
63
(M8GE-IVd-1) Proves Properties of Parallel Lines Cut by a
Transversal
Date: WEEK4 DAY3
I. OBJECTIVES:
A. Content The learner demonstrates understanding of key
Standards: concepts of inequalities in a triangle, and parallel and
B. Performance The learner shall be able to communicate mathematical
Standards: thinking with coherence and clarity in formulating,
involving triangle inequalities, and parallelism and
perpendicularity of lines using appropriate and accurate
representations.
C. Learning The learner proves properties of parallel lines cut by a

Competency: transversal.
LC Code: (M8GE-IVd-1 )
II. CONTENT: Proving Properties of Parallel lines Cut by a Transversal
(alternate exterior angles of parallel lines cut by a
transversal)
III. LEARNING
RESOURCES:
A. References
1. Teacher’s
480-486
Guide Pages
2. Learner’s
Guide Pages 448-452
3. Textbook
Pages
4. Additional
Material from
Learning
Resource
Material
B. Other Grade 8 Mathematics Patterns and Practicalities by
Learning Gladys C. Nivera, Ph.D. pp.403-406
Resources
A. Motivation/
Preliminary Consider the figure below:
Activity
64
B. Presentation of
the Lesson
1. Problem  Name the alternate exterior angles?

Opener:  How many pairs of alternate exterior angles are
formed?
 Measure the pairs of alternate exterior angles
using your protractor.
 What can you say about the measures of
alternate interior angles?
2. Group
Activity
3. Processing  What are the alternate exterior angles formed by

the answer the transversal t with the two other lines?
 What are the measures of angle 1 and angle 2?
 Are they congruent?
 What conjecture can you give about alternate
exterior angles theorem?
Alternate Exterior Angles Theorem?

If two parallel lines are cut by a transversal, then
alternate exterior angles are congruent.
4. Reinforcing
the skills
65
5.Summarizing the  What are alternate exterior angles?
Lesson  When can you say that the alternate exterior
angles of parallel lines cut by a transversal
are congruent?
1-2. Give the two pairs of alternate exterior angles.

3. If m∠2= 970, what is the measure of ∠6?
4. If m∠1 = 750, what is the measure of ∠5?
5. .If m∠2 = 8x + 8 and m∠6 = 5x + 3, find the value
of x to prove that m∠2 ≅ m∠6.
D. Agreement/
Assignment:
V. REMARKS:
VI. REFLECTION:
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
for remediation
who scored below
80%
C. Did the remedial
lesson work? No.
of learners who
caught up with
the lesson
D. No. of learners
who continue to
require
remediation.
66
E. Which of my
teaching strategies
worked well? Why
did these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover which
I wish to share with
other teachers?
67
(M8GE-IVd-1) Proves Properties of Parallel Lines Cut by a
Transversal
Date: WEEK4 DAY4
I. OBJECTIVES:
A. Content The learner demonstrates understanding of key concepts of inequalities
Standards: in a triangle, and parallel and perpendicular lines.
B. Performance The learners shall be able to communicate mathematical thinking with
Standards: coherence and clarity in formulating, investigating, analyzing, and
solving real-life problems involving triangle inequalities, and parallelism
and perpendicularity of lines using appropriate and accurate
representations.
C. Learning The learner proves properties of parallel lines cut by a transversal.

Competency: (M8GE-IVd-1)
LC Code:
II. CONTENT: Proving Properties of Parallel lines Cut by a Transversal (same – side
interior/exterior angles of parallel lines cut by a transversal)
III. LEARNING
RESOURCES:
C. References
1. Teacher’s
480-486
Guide Pages
2. Learner’s
448-452
Guide Pages
3. Textbook
Pages
4. Additional
Material from
Learning
Resource
Material
D. Other Grade 8 Mathematics Patterns and Practicalities by Gladys C. Nivera,
Learning Ph.D. pp.403-406
Resources
IV. PROCEDURES: Advanced Learners Averag
C. Motivation/ Consider the figure below:
Preliminary
Activity
C. Presentation
of the
Lesson
68
5. Problem Opener:  Can you name pairs of interior angles/exterior angles on
the same side of the transversal?
 How many pairs of interior/exterior angles on the same side of
the transversal are formed?
 Measure each pair of interior/exterior angles on the same side
of the transversal using your protractor.
 What can you say about the measures of the angles in
each pair?
2.Group Activity
3.Processing the  What are the interior angles formed by the transversal t with the
answer two other lines?
 What are the measures of angle 4 and angle 6? angle 3 and angle
5?
 How about the measures of angle 2 and angle 8? angle 1 and
angle 7?
 What can you say about their measures?
 What conjecture can you give about interior/exterior angles on
the same side of the transversal?
Same-side Interior/Exterior Theorem?

If two parallel lines are cut by a transversal, then same-side interior /
exterior angles are supplementary.
69
4.Reinforcement of
the skill
5.Summarizing the  What are interior / exterior angles on the same side of the
Lesson transversal?
 When can you say that same-side interior / exterior angles of
parallel lines cut by a transversal are supplementary?
1-2. Give the two pairs of interior angles on the same side of the
transversal.
3-4. Give the two pairs of exterior angles on the same side of the
transversal.
5. If m∠2= 1070, what is the measure of ∠5?
6. If m∠4 = 74 0, what is the measure of ∠7?
7-10. .If m∠3 = 4x - 31 and m∠8 = 2x + 7, find the value of x to
prove that m∠3 and m∠8 are supplementary.
Show your solution.
E. Agreement/
Assignment:
V. REMARKS:
VI. REFLECTION:
70
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
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?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
71
(M8GE-IVe-1) Determines the Conditions Under Which Lines
and Segments are Parallel or Perpendicular
Date: Week 5 Day 1
I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key
concepts of inequalities in a triangle, and parallel and
life problems parallelism and perpendicularity of lines
using appropriate and accurate representations.
C. Learning Competency: The learner determines the conditions under which
LC Code: lines and segments are parallel or perpendicular.
II. CONTENT: Determining the conditions under which lines and
segments are parallel
III. LEARNING
RESOURCES:
A. References
481-489
Pages
2. Learner’s Guide
449-461
Pages
3. Textbook Pages
from Learning
Resource Material
B. Other Learning Grade 8 Mathematics (Patterns and Practicalities)
Resources pp. 407-414
A. Motivation/
Preliminary Activity:
72
What are the angles made by a parallel line cut by a
transversal?
Are these angles also true to any lines that do not
intersect?
Lesson
1. Problem Opener: If two lines are parallel which angles are congruent?
2. Group Activity
Two parallel lines when cut by a transversal form
eight angles. This activity will lead you to investigate
the relationship between and among angles formed.
Measure the indicated required angles using your

protractor and list all inferences or observations in the
activity.
𝑚∠3 =
𝑚∠6 =
𝑚∠4 =
𝑚∠5 =
3. Processing the  What pairs of angles are formed when two

answer lines are cut by a transversal line?
 What pair of angles are indicated?
 Can the measure of any pair of angles
(congruent alternate exterior angles) guarantee
the parallelism of lines?
4. Reinforcement of Why line x is parallel to line y? Congruent angles are
the skill marked
73
5. Summarizing the  When do we say that the lines are cut by a
Lesson transversal are parallel lines?
 What is the condition that two lines are parallel
when cut by a transversal?
C. Assessment: Find the value of x to show that line x is parallel to line
y.
D. Agreement/ What other angle pairs made by a lines cut by a

Assignment transversal be congruent or supplementary so
that the lines are parallel?
V. REMARKS:
VI. REFLECTION:
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
74
Date: Week 5 Day 2
I. OBJECTIVES:
(M8GE-IVe-1)
III. LEARNING
RESOURCES:
A. References
481-489
Pages
449-461
Pages
3. Textbook Pages
from Learning
Resource Material
B. Other Learning
Resources Grade 8 Mathematics (Patterns and Practicalities)
pp. 407-414
A. Motivation/ From our previous topic, which of these pair of
Preliminary Activity: angles determines that the lines and segments are
parallel?
Which of the following pairs of angles shows that
the lines cut by a transversal are parallel lines?
75
Lesson
1. Problem Opener: How can Roland Waren determine if two lines he
had drawn are parallel without using a ruler?
2. Group Activity
This activity will lead you to investigate the
relationship between and among the alternate
exterior angles on the same side of the transversal.
Activity:
Construct a pair of parallel lines using a
compass and straightedge.
Materials:
Compass, straightedge and protractor
Procedures
1. Draw two intersecting lines q and r. Label an
angle at their intersection as ∠1
(Expected figure)
2. Select a point P on line q. Construct an

alternate exterior angle at P congruent to ∠1 ,
using a compass and straightedge. Extend the
side of the new angle and label it line s.
76
(expected figure)
3. Measure angles 1 and 2
4. Processing the  What kind of angles are ∠1 and ∠2 ?

answer  What is the measure of each angle?
 Can the measure of any pair of
angles (congruent alternate exterior
angles) guarantee the parallelism of
lines?
 What can you say about lines r and s?
5. Reinforcement of Complete the proof of this theorem:
the skill “If two lines are cut by a transversal and a pair of
alternate exterior angles are congruent, then the lines
are parallel.”
Given: ∠1 ≅ ∠2
Prove: r ∥ s
Proof:
Statements Reasons
1. Given
2.
3. Corresponding angles are

congruent.
4.
6. Summarizing the  What pair of angles made by lines cut by a

Lesson transversal must be congruent to say that the
lines are parallel?
 When do we say that the lines are cut by a
transversal are parallel lines?
 What is the condition that two lines are
parallel when cut by a transversal?
77
C. Assessment: Using the given information to determine which lines
are parallel.
a. ∠1 ≅ ∠2
b. ∠1 ≅ ∠3
c. ∠3 ≅ ∠4
D. Agreement/ Cite an example on real life situations that illustrates

Assignment parallel lines cut by a transversal.
V. REMARKS:
VI. REFLECTION:
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
78
Date: Week 5 Day 3
I. OBJECTIVES:
(M8GE-IVe-1)
II. CONTENT: Determines the conditions under which lines and
III. LEARNING
RESOURCES:
A. References
Pages 481-489
Pages 449-461
3. Textbook Pages
from Learning
Resource Material
A. Motivation/ Name the alternate interior angles and exterior
Preliminary Activity: angles on the same side of the transversal.
Lesson
1. Problem Opener: A zip line is a rope or a cable that you can ride down on a pulley. The
pair of zip lines below goes from a 20- foot tall tower to a 15- foot tower
150 meters away in a slightly inclined ground as shown in the sketch.
(Note: Tension of the rope is excluded.)
79
 What kind of angle pairs are ∠𝑀 and ∠𝐴 ?
∠𝑀𝐻𝑇 and ∠𝐴𝑇𝐻?
 Are the two towers parallel? Why do you say
so?
 Is the zip line parallel to the ground? Why do
you say so?
2. Group Activity Complete the proof of this theorem:

“If two lines are cut by a transversal and a pair of
same- side interior angles are supplementary , then
the lines are parallel.”
Given: ∠1 and ∠2 are supplementary

Prove: r ∥ s
Proof:
Statements Reasons
5. 𝑚∠1 + 𝑚 ∠3 = 180 Given
6. 𝑚∠1 + 𝑚 ∠2 = 180
7. 𝑚∠1 + 𝑚 ∠3 = 180 Transitive Property

𝑚∠1 + 𝑚 ∠3 = 180
8. 𝑚∠2 = 𝑚 ∠3
9. ∠2 ≅ ∠3 Definition of congruent
angles
10.r ∥ s
3. Processing the  What kind of angles are ∠1 and ∠3 ?

answer  What is true about angles ∠1 and ∠3
 What can you say about the sum of their
measures?
 Can the sum of the measure of any pair of
angles (interior-exterior angles n the same
side of the transversal) guarantee the
parallelism of lines?
80
transversal are parallel lines in relation to
interior-exterior angles on the same side?
4. Reinforcement of From the previous problem presented to you, prove
the skill that the two towers are parallel.
5. Summarizing the  What pair of angles made by lines cut by a

Lesson transversal must be supplementary to say that
the lines are parallel?
transversal are parallel lines?
 What is the condition that two lines are
parallel when cut by a transversal?
C. Assessment: Using the given information to name the lines, if any
that are parallel.
1. 𝑚∠4 + 𝑚 ∠10 = 180
2. 𝑚∠10 + 𝑚 ∠13 = 180
D. Agreement/ What are perpendicular lines?

Assignment When do we have perpendicular lines?
V. REMARKS:
VI. REFLECTION:
earned 80% in the
evaluation
require additional
activities for
81
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
82
Date: Week 5 Day 4
I. OBJECTIVES:
(M8GE-IVe-1)
segments are perpendicular
III. LEARNING
RESOURCES:
A. References
481-489
Pages
449-461
Pages
3. Textbook Pages
from Learning
Resource Material
A. Motivation/
Preliminary Activity: AM I PERPENDICULAR? LET’S FIND OUT….!
Given any two distinct lines on a plane, the lines either intersect or are
parallel. If two lines intersect, then they form four angles. Consider the
figures below to answer the questions that follow.
83
1. What is common in the four figures given above?
2. What makes figures 3 and 4 different from the
first two figures?
3. What does this symbol ⦜ indicate?
4. Which among the four figures show
perpendicularity?
5. When are the lines said to be perpendicular to
each other?
Lesson
1. Problem Opener: Name the pairs of lines that are parallel. Justify your
answer.
2. Group Activity Complete the proof of this theorem:

“In a plane, two coplanar lines perpendicluar to the
same line are parallel.”
Given: 𝑟 ⊥ 𝑞
𝑠 ⊥𝑞
Prove: r ∥
Proof:
Statements Reasons
1. 𝑟 ⊥ 𝑞 and 𝑠 ⊥𝑞 Given
2. ∠1 𝑎𝑛𝑑 ∠2 are right angles
3. 𝑚∠1 = 90 Definition of right
𝑚∠2 = 90 triangles
4. ∠1 ≅ ∠2
5. r ∥ s
84
3. Processing the  What is true about line r and line s? lines s
answer and q?
 What kind of angles are ∠1 and ∠2 ?
 What is true about angles ∠1 and ∠2?
 What kind of angles are ∠1 and ∠2 in relation
lines cut by a transversal?
 Can the measure of angles
(corresponding angles) guarantee the
parallelism of lines?
 When do we say that a transversal is
perpendicular to the parallel lines?
4. Reinforcement of
the skill What are the lines that are parallel? Why?
5. Summarizing the  When do we say that a transversal is

Lesson perpendicular to the parallel lines?
 What angles must be formed?
 What is the condition that the transversal is
perpendicular to the parallel lines?
C. Assessment: In the figure below, l1 and l2 are cut by transversals
m and n. What value of x will make m ⊥ l2?
D. Agreement/ How useful is the knowledge on perpendicularity in

Assignment real-life? Cite an example in which perpendicularity
is
said to be important in real-life.
V. REMARKS:
VI. REFLECTION:
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
85
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
86
(M8SP-IVf-1) - Illustrates an Experiment, Outcome,
Sample Space and event

Learning
Teacher MATHEMATICS
Area
Time & FOURTH
Date
I. OBJECTIVES
of probability.
B. Performance The learner is able to formulate and solve practical
Standard problems involving probability of simple events.
C. Learning The learner illustrates an experiment, outcome, sample
Competencies/ space and event.
D. Objectives (M8SP-IVf-1)
II. CONTENT Illustrating an experiment, outcome, sample space and
event.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp.608 - 611
pages
2. Learner’s pp. 562 - 574
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)
portal
B. Other Learning Grade 8 Mathematics (Patterns and Practicalities) by
Resources Gladys C. Nivera, Ph.D ; pp. 406 – 431
Math Builders by Jisela N. Ulpina and Lydia T. Tizon ;
pp. 393 - 400
A. Preliminary Activities/ Use the illustration below to answer the following
Motivation questions correctly.
1. How many shirts are there?

2. How many pairs of short pants are there?
3. How many pairs of long pants are there?
4. How many different outfits can you choose?
87
B. Presentation of the Perform the activities below and list all the possible results.
Lesson 1. Flip two coins at the 1. Flip a coin.
1. Problem Opener/ same time. 2. Toss a die
Group Activity 2. Toss two die
simultaneously to get
(Work in pairs.) two even numbers.
2. Processing the  What do you call the activities you have
Answer performed?
 When you flipped a coin, what comes out?
 How about tossing a die?
 What do you call those results from flipping a coin
and tossing a die?
 How do you illustrate the results?
(The teacher will discuss further the definitions of experiment,
outcome, sample space and event.)
3. Reinforcing the Determine the possible outcome, sample space and event
Skills for each experiment. Complete the table below.
SAMPLE
EXPERIMENT OUTCOME EVENT
SPACE
1. Drawing a diamond card 1. Drawing a face card from

from a deck of cards. a deck of cards.
2. Tossing a single coin and 2. Spinning a wheel
rolling a die. numbered from 1-8.
3. Getting consonant letters 3. Getting even number
from the alphabet. from 10 to 25.
4.Summarizing the How do you illustrate an experiment, an outcome, a
Lesson sample space and an event?
C. Assessment Determine the possible outcomes, sample space and an
event of the following experiments.
1. Flipping three coins 1. Flipping two coins
simultaneously and simultaneously.
getting at least two heads. 2. Drawing a black faced
2. Drawing a black even card.
card from a deck of cards.
D. Agreement/ Determine the possible outcomes, sample space and an

Assignment event of the following experiments.
1. Getting a vowel letter from the word MISSISSIPPI.
2. Spinning a colored wheel.
3. Getting a number less than 6 in tossing a die.
88
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative
assessment
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
encounter which my
principal or
supervisor can help
me solve?
did I use/discover
which I wish to
share with other
teachers?
89
(M8SP-IVf-1) - Illustrates an Experiment, Outcome, Sample
Space and Event

Learning
Teacher MATHEMATICS
Area
Time & FOURTH
Date
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of
probability.
B. Performance The learner is able to formulate and solve practical problems
Standard involving probability of simple events.
C. Learning
Illustrates an experiment, outcome, sample space and event.
Competencies/
Objectives (M8SP-IVf-1)
II. CONTENT Illustrating an experiment, outcome, sample space and
event.
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Materials pp. 562 - 574
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Grade 8 Mathematics ( Patterns and Practicalities) by Gladys
Resources C. Nivera, Ph.D ; pp. 406 – 431
Math Builders by Jisela N. Ulpina and Lydia T. Tizon ;
pp. 393 - 400
A. Preliminary Activities/ Arrange the following letters to Tell the word being describe
Motivation form terms and define each. by each statement. Choose
1. TNEEV your answer from the box
2. EOUTMCO below.
3. ASEMLP ESCPA
4. EEEXNTMIRP EVENT
OUTCOME
SAMPLE SPACE
EXPERIMENT
1. The set of possible
outcomes.
2. Result of an experiment.
3. Any subset of a sample
space.
4. A process that has a

number of distinct possible
90
outcomes in which the
result cannot be predicted
with certainty.
B. Presentation of the Determine the possible outcomes and the sample space
Lesson given the events in each experiment.
1. Problem Opener/ 1. A day of the week drawn in random.
Group Activity a. starts with a “T”
b. has more than 6 letters
c. has letter “E” in it
d. has less than 6 letters
2. Spinning a circle which is divided into 8 equal parts. It is
numbered and colored.
a. a green sector
b. an odd number
c. a number with a digit “I” on it
d. a red odd number
2. Processing the How did you determine the sample space and the number
Answer of possible outcomes?
3. Reinforcing the Given the following experiments, make one event and
Skills determine its sample space.
1. Flipping two coins.
2. Drawing a card from a deck of cards.
4.Summarizing the How do you illustrate an experiment, an outcome, a sample
Lesson space and an event?
C. Assessment Determine the sample space of the event of the following
experiments.
1. Each letter of the word GOOGLE is written on a card.
The 6 cards are shuffled and faced upside down on the
table.
A card picked in random showing;
a. the letter “O”
b. the letter “E”
c. a vowel
d. a letter between B and M
2. A circle is divided into 12 equal parts to form a spinner
and numbered.
The pointer is spun, it will stop at;
a. a “9”
b. a prime number
c. a number greater than 4
d. a multiple of 20
e. a factor of 12
91
D. Agreement/ Nine identical cards are labelled 8 to 16 and placed in a
Assignment box.
1. Write down the sample space.
2. Find the total number of possible outcomes.
3. Determine the sample space of the following events.
A card drawn at random and has;
a. the number 1 on it
b. an odd number on it
c. a zero on it
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
well? Why did it work?
encounter which my
can help me solve?
did I use/discover
which I wish to
share with
other teachers?
92
(M8SP-IVf-g-1) - Counts the Number of Occurrences of an
Outcome in an Experiment: (a)table; (b)tree diagram;
(c)systematic listing; and (d)fundamental counting principle

Learning
Teacher MATHEMATICS
Area
Time & FOURTH
Date
I. OBJECTIVES
concepts of probability.
C. Learning The learner counts the number of occurrences of an
Competencies/ outcome in an experiment (a)table; (b)tree diagram;
Objectives (c)systematic listing; and (d)fundamental counting
principle.
(M8SP – IVf-g-1)
II. CONTENT Counting the number of occurrences of an outcome

in an experiment using a TABLE
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Materials pp. 562 - 574
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Grade 8 Mathematics ( Patterns and Practicalities)
Resources by Gladys C. Nivera, Ph.D ; pp. 406 – 431
Math Builders by Jisela N. Ulpina and Lydia T.

Tizon, pp. 393 – 400
IV. PROCEDURE ADVANCED AVERAGE LEARNERS

LEARNERS
A. Preliminary Count the number of possible different outfits you can
Activities/ choose. Complete the table below.
Motivation
LONG LONG SHORT SHORT
SHIRT/ PANTS 1 PANTS 1 PANTS 2
PANTS 2
PANTS (LP1) LP2) (SP1) (SP2)
SHIRT 1
(S1)
SHIRT 2
(S2)
93
B. Presentation of the You go to a restaurant to buy some breakfast. How many
Lesson different choices of food and drinks do you have?
1. Problem Opener/ Complete the table below.
Group Activity
MENU:
Foods Drinks
Pancake Coffee Tea
Waffle Juice Hot Chocolate
Fries
Hot
FOOD/ Coffee Juice Chocolate
Tea
DRINKS (C) (J) (H) (T)
Pancake
(P) PC PT
Waffles
(W) WJ
Fries
(F) FH
2. Processing the  How many choices for food are there?

Answer  How many choices for drinks are there?
 By counting, how many different choices of food
and drinks do you have?
 If the number of choices for food is f and d for
drinks, what expression helps you find the answer
quickly and correctly?
3. Reinforcing the Count the number of occurrences of each experiment
Skills using a table.
Rene Alarcon is a disk A canteen serves two desserts;
jockey. He chooses a cake and a pie. They also
different types of have three drinks; tea, juice and
record for each hour coffee. Suppose you choose
of his three-hour one dessert and one drink. How
program. The possible many possible outcomes are
choices are listed there?
below. How many
possible outcomes are
there?
TEA JUICE
COFFEE OUTCOME
FIRST HOUR:
CAKE
Rock
Folk PIE
SECOND HOUR:
Instrumental
Jazz
THIRD HOUR:
Opera
Classical
4.Summarizing the How do you count the number of occurrences using a
Lesson table?
C. Assessment Using a table, count the number of possible outcomes

of the given experiments.
94
There are two white Rolling a die and tossing a
balls labelled W1 and coin.
W2, and one black DIE/
ball in a box. You COIN H T Outcome
reach in and get a ball 1

and record the color. 2
What are the possible 3
combinations for the 4
1st and 2nd balls you 5
draw? 6
D. Agreement/ Rommel and his friends decided to find the
Assignment number of times three heads (HHH) would come up
when flipping three five-peso coins simultaneously.
These are the results of their experiment.
Complete the table.
COIN/TRIAL 1 2 3 4 5 6 7 8 9
Coin 1 H H T T H H T T T
Coin 2 T T T H T H T H T
Coin 3 T H T H T H H T T
How many trials
Outcome HTT HTHdo they have to perform the
experiment to
Is it {HHH}? find all the HHH?
V. REMARKS YES or NO NO NO
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation.
strategies worked well? Why did
it work?
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with other
teachers?
95
Area
Time & Date Quarter Fourth Week 6
Day 4
I. OBJECTIVES
B. Performance The learner is able to count formulate and solve
Standard practical problems involving probability of simple
events.
principle.
LC Code: (M8SP-IVf-g-1)
II. CONTENT Counting the number of occurrences of an outcome in
an experiment using TREE DIAGRAM
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Preliminary Activities/ ACTIVITY 1
Motivation The table shows lists of social networking sites and
online games. Suppose you are only allowed by your
parents to use only one social networking site and
one online game, determine all possible
combinations you can choose from using a table.
SOCIAL ONLINE GAMES

NETWORKING SITES Dota
Mobile Legends
Facebook
Rules of Survival
Instagram
96
Lesson
1. Problem Opener Here is the list of possible outcomes when you toss a
coin and roll a die using two methods.
A B
H T
1 𝑯𝟏 𝑻𝟏
2 𝑯𝟐 𝑻𝟐
3 𝑯𝟑 𝑻𝟑
4 𝑯𝟒 𝑻𝟒
5 𝑯𝟓 𝑻𝟓
6 𝑯𝟔 𝑻𝟔
 What method is used in determining all possible

outcomes in A? How about in B?
 Did both methods arrive at the same list?
2. Group Activity ACTIVITY 2 (BY GROUP)

 Consider the table made in Activity 1. What
method is used in determining all the possible
outcomes?
M D R
F 𝐹𝑀 𝐹𝐷 𝐹𝑅
I 𝐹𝐼 𝐹𝐷 𝐹𝐼
 Using the experiment in Activity 1, determine all

the possible outcomes using method 2.
Expected answer:
97
3. Processing the  How many possible outcomes did you arrive at?
Answer  Is the number of possible outcomes in Activity 2
the same as with the number of possible
outcomes in Activity 1?
 What do you call method 2 of determining the
possible outcomes?
 Why do you think it is called tree diagram?
4. Reinforcing the At the canteen, Jenny is contemplating on what to eat

Skills for lunch. The table below shows her choices for viand
and dessert. Determine all possible combinations for
Jenny’s lunch.
Viand Adobo Sinigang Paksiw

Dessert Candies Fruits Gulaman Leche
Flan
5.Summarizing the How do you determine all the possible outcomes of an

Lesson experiment using tree diagram?
C. Assessment You go to a restaurant to You need a notebook and

buy some breakfast. The a pen for a review class. In
menu says, for food: a store you went, there
pancakes, waffles and were only 2 colors of pen
fries; and for drinks: available; blue and black
coffee, juice, hot chocolate while the store offers 3
and tea. How many colors of notebook;
different choices of food namely, white, yellow and
and drink do you have? pink. How many different
Illustrate using tree pairs of a pen and a
diagram. notebook do you have to
choose from? Illustrate
using tree diagram.
D. Agreement/ On Saturday morning, you washed most of your clothes
Assignment and they are still wet. Your friend invites you to attend
to his birthday party and you are left with only two pants
and 3 shirts. In how many different ways can you
dress? Make a tree diagram to show all the choices
you can
make.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative
assessment
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
98
of learners who
have caught up
with the lesson.
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
I encounter which
my principal or
supervisor can
help me solve?
did I use/discover
which I wish to
share with other
teachers?
99
Area
Time & Date Quarter WEEK 7, DAY 1
I. OBJECTIVES
B. Performance The learner is able to count formulate and solve practical
principle.
(M8SP-IVf-g-1)
II. CONTENT Counting the number of occurrences of an outcome in an
experiment using SYSTEMATIC LISTING
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
A. Preliminary Activities/ ACTIVITY 1 (Answering the given assignment last
Motivation meeting)
On Saturday morning, you washed most of your
clothes and they are still wet. Your friend invites you to
attend to his birthday party and you are left with only
two pants and 3 shirts. In how many different ways can
you dress? Make a tree diagram to show all the choices
you can make.
Expected answer:
100
Lesson
1. Problem Opener Aside from table and tress diagram, we can
determine all the possible outcomes of an
experiment using systematic listing. How do you
use systematic listing in this task?
2. Group Activity ACTIVITY 2 (BY GROUP)
 Consider this:
Celine is planning to buy a candy, a biscuit, and

a sandwich for her snacks. Below are lists of her
choices per item.
Candies: Lollipop, Chocolate

Biscuits: Pita, Hansel, Sky fakes
Sandwich: Egg, Pineapple, Tuna
 (By group) Without using a table and tree

diagram, list all possible combinations of items
for Celine’s snacks if:
GROUP 1: She will have egg sandwich
GROUP 2: She will have pineapple sandwich
GROUP 3: She will have tuna sandwich
3. Processing the  How were you able to determine all the possible
Answer outcomes in the assigned experiment?
 What pattern of listing did you observe?
 Among the three methods discussed in
determining the possible outcomes of an
experiment, what is the most convenient to use
for you? Why?
4. Reinforcing the In rolling a die twice, how many possible outcomes are
Skills there? Determine all possible outcomes using
systematic listing.
5.Summarizing the How do you determine all possible outcomes of an
Lesson experiment using systematic listing?
C. Assessment One basket contains two List all possible
kinds of vegetables, outcomes using
namely, eggplant and systematic listing if you
cabbage. Another basket toss a coin thrice.
has three kinds of fruits in it;
apple, banana and orange.
If you draw an item from
both baskets, how many
possible combinations of a
fruit and a vegetable will
you have? Determine all of
them using
systematic listing.
101
D. Agreement/ You and your friends are planning to do a summer
Assignment activity and enroll in a short-term course this coming
summer vacation. You include in your choices for
summer activity, swimming, hiking, and travelling. The
school you plan to enroll in offers 4 short-term courses,
namely, cooking, driving, ICT course and foreign
language. List all possible combinations of an activity
and a course for your summer vacation.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative
assessment
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
I encounter which
my principal or
supervisor can
help me solve?
did I use/discover
which I wish to
share with other
teachers?
102
Area
Time & Date Quarter FOURTH,
WEEK 7 DAY 2
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts
Standard of probability.
Objectives (c)systematic listing; and (d)fundamental counting principle.
(M8SP-IVf-g-1)
experiment using table, tree diagram and systematic listing.
III. LEARNING
RESOURCES
A. References
1. Teacher’s 608-611
Guide pages
2. Learner’s 562-574
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
A. Preliminary 1. What are the three ways of determining all
Activities possible outcomes of an experiment?
2. For you, among the three ways discussed, which
is the easiest to use? Why?
103
WORKSHEET #
Name: Date: Gr&Sec:
Topic: Counts the number of occurrences of an outcome in an experiment

using (a) table; (b) tree diagram and (c) systematic listing
Direction: Determine all the possible outcomes for each experiment. The
method to use is indicated per item.
1. Rolling a die thrice (Use systematic listing) 2. Tossing a coin four times (Use table)
3. Pairing a sash and a trophy. (Use three 4. Choosing a president and a secretary for
diagram) an organization when there are 4 candidates
TROPHIES: small, medium, large running for presidency and 5 different
SASHES: gold, silver, white, red candidates vying for the position of
secretary. (Use any method)
Parent’s Signature:
Date:
104
WEEK 7 DAY 3
I. OBJECTIVES
principle.
(M8SP-IVf-g-1)
experiment using Fundamental Counting Principle
III. LEARNING
RESOURCES
A. References
pages
Materials pages
3. Textbook pages E-Math Worktext in Mathematics pages 486-491
4. Additional
Materials from
Learning
Resource
(LR)
portal
B. Other Learning
Resources
A. Preliminary Julia and Krizza are on both ends of the labyrinth. In
Activities/ Motivation how many ways can Julia reach Krizza?
105
B. Presentation of
the Lesson
1. Problem Opener Suppose there are 2 ways to travel from Bicol to Manila
and 5 ways to travel from Manila to Baguio. How many
ways are there to travel from Bicol to Baguio through
Manila?
How did you get the answer to this problem?

2. Group Activity Class will be grouped into 8 and two groups will answer
the same problem.
Use table or tree diagram to answer the following.
Group 1 and 2: Deejay has 2 pairs of shoes, 3 pairs of

pants and 6 shirts. How many different outfits can he
wear?
Group 3 and 4: Estre’s Café serves three desserts: a

cake, a pie and a leche flan. They also serve 2 beverages:
coffee and juice. Suppose you choose one dessert and
one beverage. How many possible outcomes are there?
Group 5 and 6: Four coins are tossed. How many

outcomes are possible?
Group 7 and 8: Two dice are rolled. How many possible

outcomes are there?
3. Processing the Answer the following questions based from your answers
Answer in the previous activity.
1. What are the ways in finding the number of outcomes
for each problem?
2. Aside from using the table and the tree diagram, can
you think of other ways on how to get the number of
possible outcomes?
3. What is the Fundamental Counting Principle?
4. Reinforcing the Answer the following using the Fundamental Counting
Skills Principle:
1. You have a choice of one main dish, one vegetable and
one beverage. The main dish choices are lobster, chicken,
fish or steak. The vegetable choices are ampalaya, lettuce
or broccoli. The beverage choices are cola, tea or
pineapple. How many:
a. menus are possible?
b. menus show chicken?
c. menus show steak and pineapple?
2. In how many ways can you arrange four students in a
row?
3. How many 3-digit numbers are there?
5. Summarizing
the Lesson State the definition of the Fundamental Counting
Principle.
106
C. Assessment Answer the following.
1. Jose is planning to buy a new car. The dealer gives him
brochure about the options. How many combinations are
possible with a choice of one exterior color (red, black,
white, or orange), one interior upholstery (leather or cloth),
and one accessory package (power door locks, air
conditioning, or CD player)?
2. A multiple choice test has four questions. Each
question can be answered with a, b, c, or d. How many
outcomes are possible?
3. How many four-digit numbers can be formed from
{0,1,2, … ,9} if zero cannot be the ones digit and no
repetition is allowed?
D. Agreement/ Four different mathematics books and five different
Assignment science books are to be arranged on a shelf. How many
possible arrangements can be made if:
a. the books on the same subjects are to be arranged
together
b. the books are to be arranged alternately?
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative
assessment
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
I encounter which
my principal or
supervisor can help
me solve?
did I use/discover
which I wish to
share with other
teachers?
107

Area
Time & Date Quarter FOURTH,
WEEK 7 DAY 4
I. OBJECTIVES
B. Performance The learner is able to count, formulate and solve
Standard practical problems involving probability of simple
events.
principle.
(M8SP-IVf-g-1)
II. CONTENT Counting the number of occurrences of an outcome in
an experiment using table, tree diagram, systematic
listing and Fundamental Counting Principle
III. LEARNING
RESOURCES
A. References
pages
Materials pages
3. Textbook pages E-Math Worktext in Mathematics pages 486-491
4. Additional
Materials from
Learning
Resource
(LR)
portal
B. Other Learning
Resources
A. Preliminary Anton de Luna is a disc jockey. He chooses different
Activities/ types of records for each hour of his three-hour
Motivation program. The possible choices are listed below. How
many possible outcomes are there?
First Hour Second Hour Third Hour
Rock Instrumental Rap
Pop Folk Techno
Jazz Opera Dukebox
Classical
Lesson
108
WORKSHEET
Name: Grade and Section:
A. Prepare a table to find the number of possible outcomes.

Fans come in 2 styles: wall or desk. They come in 4 colors: white, blue, red
or orange.
B. List down all the possible outcomes in the given situation.

Ruel has a choice of king, queen or jack with a choice of hearts, diamonds,
clubs or spades.
C. Make a tree diagram to find the number of possible outcomes.

1. Four coins are tossed.
2. A choice of bihon, pansit or sotanghon with turon, sinapot, baduya or
bibigka.
D. Apply the Fundamental Counting Principle to answer the following.

1. A plate number is made up of two letters from the English Alphabet and
a three-digit number. How many plate numbers are possible if the
letters and the digits cannot be repeated.
2. Five dice are rolled. How many outcomes are possible?
3. How many 5-digit even numbers can be formed from 1, 2, 3, 4, 5, 6,

and 7 if no repetition of digits is allowed.
109
(M8SP-IVh-1) - Finds the Probability of a Simple Event
Time and Quarter FOURTH
Date Week 8, Day 1
I. OBJECTIVE
A. Content Standard The learner demonstrates understanding of
key concepts of probability.
B. Performance The learner is able to count, formulate and
Standard solve practical problems involving probability of
simple events.
C. Learning The learner finds the probability of a simple
Competencies/ events
Objectives M8SP-IVh-1
II. CONTENT Finding the probability of a simple event
III. LEARNING RESOURCES
A. References
1. Teachers Guide pp. 607-608
3. Textbook
4. Additional materials
from Learning
Resource (LR) Portal
B. Other Learning
Resources
IV. PROCEDURE
A. Preliminary Activities/ Activity
Motivation
ANSWER ALL YOU CAN!
Direction: Relate each illustration below with

your day to day activities. Fill in the blanks with
the correct words that would make the
following sentences meaningful.
1. To God, nothing is .
2. Now is your to change for the
better.
3. I’m that you can do better than
what is expected of you.
110
4. Given the chance to win in the Math
contest, I prefer the .
5. You and I have chance to
succeed in life.
 Are those words familiar to you?

 What particular topic comes to your
mind when you see the words in the
illustration?
 What qualitative terms can be used to
express probable occurrences of
events in a man’s life?
 How else can a possible occurrence or
likelihood of an event be expressed?
 Based on the illustration, how do
you describe probability?
B. Presentation of the Activity

Lesson
1. Problem Opener/ BUDGET…MATTERS!
Group Activity
Direction: Use the illustration below to answer
the following questions correctly.
1. How many shirts are there?

2. How many pairs of short pants are there?
3. How many pair of long pants are there?
4. How many different outfits can you
choose?
5. Did you find difficulty in choosing which to
wear? Why?
6. Aside from comfort, what do you consider
when you choose an outfit?
7. Suppose you want to wear all those shirts
and pairs of pants during vacation, how
many combinations are possible?
8. If you are going to attend the mass, how
many possible outfits could you choose
from?
2. Processing the Answer  What is your technique to determine the

answer in question number 7? How
about for question number 8?
111
 Who can list down on the board the
possible combinations of outfit if you
want to wear all those shirts and pants?
 What about the possible combinations
of outfit if you are going to attend the
mass?
3. Reinforcing the Skills Problem:
If you have three (3) pairs of shoes and two (2)

pairs of socks. How many possible
combinations are there if you want to wear all
those shoes and socks?
4. Summarizing the Lesson How do you find the probability of simple

event?
C. Assessment Problem: Find the probability.
In your wallet you have three (3) five peso-
coin, ten (10) one peso-coin, and eight (8)
twenty-five centavo-coin. What are the
possible combinations of peso-coin and
centavo-coin to
pay your fare on a tricycle amounting to Php
10.00?
D. Agreement Problem:
In a table there were five (5) different fruits:
apple, orange, lanzones, guava, and mango. If
you are asked to choose two (2) out of these
fruits, what are the possible combinations?
V. REMARKS
VI. REFLECTION
VII. OTHERS

earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
112
encounter which my
can help me solve?
did I use/discover
113
Date Week 8, Day 2
I. OBJECTIVE
B. Performance The learner is able to count, formulate and
Standard solve practical problems involving probability of
simple events.
A. References
1. Teachers Guide pp. 609-611
3. Textbook
from Learning
B. Other Learning
Resources
IV. PROCEDURE
A. Preliminary Activities/ Activity
Motivation
LET’S ROLL IT!
Direction: Analyze the problem carefully. Fill in

the table correctly
Problem: You are holding a die. Your seatmate

is holding another die. If both of you roll the
dice at the same time, how many outcomes are
possible?
Side
of a 1 2 3 4 5 6
Die
1
2
3
4
5
6
114
B. Presentation of the Activity
Lesson
1. Problem Opener/ Group Direction: List down all the possible outcomes
Activity of the following experiments.
1. flipping two coins

2. rolling a die
3. rolling a die and flipping a coin
simultaneously
4. drawing a card from a deck of 52 cards
2. Processing the Answer  How many possible outcomes in

number 1? in number 2? in number 3?
in number
4?
 What is an experiment? outcomes?
event? sample space? sample point?
 How is the number of occurrences of an
event is determined?
List down all the sample spaces when two coins

are tossed and a die is rolled simultaneously.

event?
C. Assessment Direction: Find the probability by completing the

given table below.
Experiment Sample Space

A coin is tossed and 2
dice are rolled
simultaneously
Flipping three coins
D. Agreement Direction: List down all the possible sample
spaces for the following experiments.
1. A coin is flipped and two dice are rolled

simultaneously
2. A die is rolled and a card is drawn from
a three face cards (J, Q and K of heart)
V. REMARKS
VI. REFLECTION
VII. OTHERS

earned 80% in the
evaluation
require additional
115
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
well? Why did it
work?
encounter which my
can help me solve?
did I use/discover
116
Date Week 8, Day 3
I. OBJECTIVE
B. Performance Standard The learner is able to count, formulate and
solve practical problems involving probability
of simple events.
A. References
1. Teachers Guide
2. Learner’s Materials
3. Textbook
from Learning
B. Other Learning Grade 8 Mathematics Pattern and
Resources Practicalities, p. 414
by: Gladys C. Nivera, Ph.D.
IV. PROCEDURE
A. Preliminary Activities Activity
A coin is flipped.
a. What are the possible outcomes?
b. What is the total number of
possible outcomes?
B. Presentation of the Problem

Lesson
2. Problem Opener/ Suppose a fair die is rolled.
Group Activity
a. Write down the sample space.
b. Find the total number of
possible outcomes.
c. What is the probability of getting a
“4”? a “3”? a “6”? an odd number? an
even number?
2. Processing the Answer  What is your technique in determining

the number of sample space/s?
 How do you find the possible outcomes
in the given problem?
117
 In question c, how do you compute for
the probability of the given events?
 What is the formula to determine the
probability of an event?
Three coins are flipped. What is the

probability of getting:
a. 2 heads and 1 tail

b. 3 tails
c. 1 head and 2 tails
d. 3 heads
4. Summarizing the Lesson How do you find the probability of

simple event?
C. Assessment Problem:
Three dice are rolled. Determine the

probability of the following:
a. two 3’s and a “2”

b. a “5” and two 4’s
c. three 6’s
D. Agreement Direction: Solve the given problem.
Nine identical cards are labeled 8 to 16 and

placed in a box. Determine the probability of
the following:
a. an odd number on it
b. a zero digit on it
c. a power of 2 on it
V. REMARKS
VI. REFLECTION
VII. OTHERS

earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who have
118
caught up with the
lesson.
continue to require
remediation.
strategies worked
encounter which my
can help me solve?
did I use/discover
119
(M8SP-IVh-1) – Finds the Probability of Simple Events
Area
Date Week 8, Day 4
I. OBJECTIVE
B. Performance Standard The learner is able to count, formulate and
solve practical problems involving probability
of simple events.
A. References
1. Teachers Guide
2. Learner’s Materials
3. Textbook
from Learning
B. Other Learning Grade 8 Mathematics Pattern and
Resources Practicalities, p. 416
by: Gladys C. Nivera, Ph.D.
IV. PROCEDURE
A. Preliminary Activities How do we determine the probability of an
event?
B. Presentation of the Problem

Lesson
1. Problem Opener/ A fair die is rolled. What is the probability of
Group Activity getting
a. a multiple of 3?
b. a number greater than 6?
c. a prime number?
d. a number less than 7?
2. Processing the Answer

 In rolling a die, what are the possible
outcomes that is divisible by 3?
Therefore, what is the probability of
getting a multiple of 3?
 Again, what are the possible outcomes
if a fair die is rolled? Is there a
possibility to get a number greater than
6?
120
 From numbers 1 to 6, how many are
prime? Therefore, what is the
probability of getting a prime number in
rolling a die?
 What is the possibility of getting a
number less than 7?
A circle is divided into 12 equal parts to form a

spinner. When the pointer is spun, what is the
probability that it will stop at
a. a “7”?
b. a prime number?
c. a number between 5 and 10?
d. a number less than 13?
e. a negative number?
f. a square number?

event?
C. Assessment Problem:
Two dice are rolled, find the probability that

the sum is
a. equal to 1
b. less than 10
c. greater than 5
d. less than 13
D. Agreement Direction: Solve the given problem.
Two dice are rolled and a coin is flipped

simultaneously. Determine the probability of
the following:
a. getting a sum of 5 and a head

b. getting a “6” and a tail
c. getting a “2” and a head
V. REMARKS
VI. REFLECTION
VII. OTHERS

earned 80% in the
evaluation
require additional
activities for
121
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
encounter which my
can help me solve?
localized material/s did
wish to share with
other teachers?
122
(M8SP-IVi-1) - Illustrates an Experimental and Theoretical
Probability

Learning
Teacher: Area: Mathematics
Time and Fourth
Date: Quarter: Week 9, Day 1
I. OBJECTIVES
The learner demonstrates understanding of key concepts
A. Content Standards
of probability.
Standards problems involving probability of simple events.
C. Learning The learner illustrates an experimental probability and a
Competencies/ theoretical probability.
Objectives M8SP-IVi-1
II. CONTENT Illustrating an experimental probability
III. LEARNING
RESOURCES
A. References
pp:612-613
pages
2. Learner’s
pp.566-567
Material pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
1. Grade 8 Mathematics (Patterns and Practicalities)
B. Other Learning pp:421-427
Resources

A. Preliminary During basketball practice, Martha made 9 out of 10 free
Activities/ throws. What is the probability that she will make her next
Motivation attempt?
Lesson
Group Activity (Flipping a Coin)
Directions:
1. Working in groups of two, one person is the
“flipper” and one person is the “recorder”.
2. The flipper should flip the coin 15 times.
3. The recorder should tally the results of each flip,
or trial.
123
4. Switch jobs and flip the coin 15 more times, for a
total of 30 coin flips.
Tally of
Tally of tails Total
heads
Flipper
1
Flipper
2
Total
Answer the following questions:

1. Before you perform the activity, what is your
expectation about the probability of getting a head?
Now, based from your activity,
1. What is the ratio of the number of heads to the
number of flips of flipper 1?
2. What is the ratio of the number of heads to the
number of flips of flipper 2?
3. What is the ratio of the total number of heads to the
total number of flips?
Explain what will happen to the experimental (actual)

probability of getting “heads” if the coin were flipped many
more times.
What you have just performed is what we call an

experimental probability?
2. Processing the What do you mean by experimental probability?

answer Experimental probability is one way of estimating the
probability of an event. It is based on actual experience
or observations.
Experimental probability is found by comparing the
number of times an event occurs to the total number of
trials, the times an experiment is carried out or an
observation is made. The more trials you have, the more
accurate the estimate is likely to be.
How do you find/calculate experimental probability?
number of times event occurs

P(event) = total number of trials
3. Reinforcing the A number cube is rolled 50 times and the results are
Skills shown in the graph below.
124
1. Find the experimental probability of rolling a 2?
3. Find the experimental probability of not rolling a 2?
4. Summarizing the What do you mean by experimental probability?

Lesson How do you find the experimental probability?
C. Assessment Use the graph of a survey of 24 Grade 8 students
about their favorite hobby.
1. What is the probability that a student’s

favorite hobby is rolling skating?
favorite hobby is sports?
favorite hobby is singing?
favorite hobby is rolling skating T.V.?
5. What is the probability that a student’s favorite
hobby is NOT rolling skating?
D. Agreement/
Assignment Answer Activity 4, LM p. 566
V. REMARKS
VI. REFLECTION
VII. OTHERS
125
A. No. of learners
who earned 80%
in
the evaluation
B. No. of learners
who require
for remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who
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?
did I encounter
which my principal
or supervisor can
help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
126
Probability

Teacher: Learning Area: Mathematics
Time and Fourth
Quarter: Week 9, Day 2
Date:
I. OBJECTIVES
The learner demonstrates understanding of key
A. Content Standards concepts of probability.
C. Learning The learner illustrates an experimental probability
Competencies/ and a theoretical probability.
II. CONTENT Illustrating a theoretical probability
III. LEARNING
RESOURCES
A. References
pp:612-613
pages
2. Learner’s Material
pp.566-567
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
1. Grade 8 Mathematics (Patterns and
Practicalities)
B. Other Learning
pp:421-427
Resources

A. Preliminary Define experimental probability.
Activities/ How do you compute the experimental probability?
Motivation
Lesson
1. Problem Opener/ Finding the outcomes of any of experiment can also
Group Activity be found by not performing an experiment. We can
find the outcomes using a mathematical concepts
and probabilities can be solved theoretically in
which event is assumed to be equally likely.
127
Activity 1
Look carefully at the given set, then match column
A with column B. Your answer will help you
understand the concept of theoretical probability.
Given: Set R = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12}

Column A Column
B
The probability of having:
1. a 10 a. 1/12
2. a 13 b. 2/12 or
1/6
3. odd numbers c. 3/12 or
1/4
4. even numbers d. 6/12 or
1/2
5. an odd number divisible by 3 e. 0/12 or
0
6. an even number divisibly by 3 f. 3/4
2. Processing the 1. How many possible outcomes are there?

answer 2. To have even numbers, how many
favorable outcomes are there?
3. Considering your answers, how do you
compute for the probability of an event?
4. What formula can be used?
5. This activity uses theoretical probability;
how do you define theoretical probability?
Theoretical probability is used to estimate the
probability of an event when all the outcomes are
equally likely. Theoretical probability is what is
expected to happen based on mathematics.
6. How do you compute a theoretical
probability?
number of favorable outcomes

P(event) =
total number of possible outcomes
3. Reinforcing the Solve the following problems: (Work with a partner)

Skills 1. Roll a die. What is the probability of getting 5?
2. Flip two coins.
a. What are the possible outcomes?
b. What is the probability of getting:
1) two heads?
2) at least 1 head?
3) exactly 1 tail?
4) at most 1 tail?
128
What do you mean by theoretical probability?
4. Summarizing the
How do you find/compute the theoretical
Lesson
probability?
C. Assessment Solve the following problems:
1. Two dice are rolled, what is the probability:
a. a sum of 6 appears on the pair of dice?
b. same number appears on the two dice?
c. one appears on both the dice?
2. From the standard deck of 52 cards, a card
is drawn. What is the probability that it is:
a. a king?
b. a diamond?
c. an ace?
d. a black card?
e. a face card?
D. Agreement/ Solve the following problems:
Assignment 1. Two dice are rolled, what is the probability:
a. a sum of 5 appears on the pair of dice?
b. a sum of 13 appears on the pair of dice?
c. both odd numbers appear on the pair of
dice?
2. From the standard deck of 52 cards, a card
is drawn. What is the probability that it is:
a. a red card?
b. a spade?
3. If you are picking a number between 1-20
what is the probability that you will pick a
multiple of two or a number greater than 15?
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation
E. Which of my
teaching strategies
129
worked well? Why
did these work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
130
Probability
Grade
School: 8
Level:
Learning
Teacher: Mathematics
Area:
Time and Fourth
Date:
I. OBJECTIVES
C. Learning The learner illustrates an experimental probability
Competencies/ and a theoretical probability.
Objectives M8GE-IVi-1
Illustrating an experimental and theoretical
II. CONTENT probability
III. LEARNING
RESOURCES
A. References
pp:612-613
pages
pp.566-567
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning 1. Grade 8 Mathematics (Patterns and
Resources Practicalities)
pp:421-427

A. Preliminary Differentiate experimental probability from
Activities/ theoretical probability.
Motivation
Lesson
1. Problem Opener/ Activity 1: Experimental or Theoretical
Group Activity Tell whether the given situation is experimental of
theoretical probability.
1. A bag contains three red marbles and three blue

marbles. Find the probability of getting a red
marble.
131
2. You draw a marble out of the bag, record the
color, and replace the marble. After 6 draws,
you record 2 red marbles. Find the probability of
getting a red marble.
3. Find the probability of rolling an even number
when you roll a die containing the numbers 1-6.
4. A bag contains 10 red marbles, 8 blue
marbles and 2 yellow marbles. Find the
theoretical probability of getting a blue marble.
5. Johnny flipped a coin 450 times. His results are
below:
Heads Tails
240 210
2. Processing the In your own words, how do you know if the
answer probability is experimental or theoretical?
3. Reinforcing the Activity 2: Find the probability of each problem
Skills
1. A bag contains three red marbles and three blue
marbles. Find the probability of getting a red
marble.
2. You draw a marble out of the bag, record the
color, and replace the marble. After 6 draws,
you record 2 red marbles. Find the probability of
getting a red marbles.
3. Find the probability of rolling an even number
when you roll a die containing the numbers 1-6.
4. A bag contains 10 red marbles, 8 blue
marbles and 2 yellow marbles. Find the
theoretical probability of getting a blue marble.
5. Johnny flipped a coin 450 times. His results are
below:
Heads Tails
240 210
Find the probability of getting a head?
What do you mean by theoretical probability?
4. Summarizing the
How do you find/compute the theoretical
Lesson
probability?
C. Assessment Find the probability of each problem. Solve
problems involving probabilities of simple events.
1. Johnny rolled the die 1,500 times. His

results are below:
No. on
1 2 3 4 5 6
die
Times
230 245 300 280 215 230
rolled
a. What is the experimental probability that
a die will land on a 4?
132
b. What is the experimental probability that
a die will land NOT on a 4?
2. A letter is chosen at random from a given
word. Find the probability that the letter is a
consonant if the word is a.
PROBABILITY? b. CALCULUS?
3. A bag contains three red marbles, five
yellow marbles and three blue marbles. Find
the probability of getting a blue marble.
D. Agreement/ Answer Activity 7, LM pp:570-571

Assignment
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
133
(M8SP-IVi-1) - Illustrates an experimental and theoretical probability

Time and Fourth
Date:
I. OBJECTIVES
The learner is able to formulate and solve
B. Performance Standards practical problems involving probability of simple
events.
C. Learning The learner illustrates an experimental
Competencies/ probability and a theoretical probability.
Illustrating an experimental and theoretical
II. CONTENT probability
III. LEARNING
RESOURCES
A. References
pp:612-613
pages
pp.566-567
pages
3. Textbook pages
from Learning
Resource (LR) portal
1. Grade 8 Mathematics (Patterns and
B. Other Learning
Practicalities)
Resources pp:421-427
A. Preliminary Activities/
Differentiate between experimental and
Motivation
theoretical probability.
Lesson
1. Problem Opener/ 1. How do you find or calculate experimental
Group Activity probability?
2. How do you find or calculate theoretical
probability?
2. Processing the In your own words, how do you know if the

answer probability is experimental or theoretical?
3. Reinforcing the Skills see the attached worksheets
4. Summarizing the What do you mean by theoretical probability?
Lesson How do you find/compute the theoretical
probability?
134
C. Assessment Answer Worksheet #1.
D. Agreement/Assignment
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
who caught up with the
lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
localized materials did I
teachers?
135
WORKSHEET #
Name: Grade & Section:
(Experimental and Theoretical Probability)

Direction: Solve the following experimental and theoretical probability.
1. What is the probability of rolling a number less than 4 on a fair number die?
2. Students have checked out 55 books from the library. Of these, 32 books are
fiction.
A. What is the experimental probability that the next book checked out
will be fiction?
B. What is the experimental probability that the next book checked out
will be nonfiction?
3. A survey of favorite colors was given to 40 people. The choices were red,
yellow, blue, green, and orange.
A. What is the theoretical probability of getting blue?
B. After the survey was tallied, it turned out that 10 people chose blue.
What is the experimental probability of getting blue?
C. If 120 people had been surveyed, how many would have chosen blue
based on the experimental data?
4. From the standard deck of 52 cards a card is drawn. What is the probability
that it is:
A. a diamond?
B. a king?
C. a face card?
136
(M8SP-IV-j-1) – Solves Problems Involving Probabilities of Simple
Events
Learning
Time and Fourth
I. OBJECTIVES
C. Learning The learner solves problems involving probabilities
Competencies/ of simple events.
Objectives M8SP-IV-j-1
Solving problems involving probabilities of simple
II. CONTENT
events.
III. LEARNING
RESOURCES
A. References
p.616
pages
pp.570-571
pages
3. Textbook pages
from Learning
Resource (LR)
portal
B. Other Learning
Resources
A. Preliminary Activities/ Activity 1
Motivation Direction: Read and analyze each item carefully,
then write the correct answer on the
space provided before each number.
1. If a letter is chosen at random from the
word MATHEMATICS, what is the
probability the letter chosen is T?
2. Choosing a month from a year, what
is the probability of choosing a month
which starts with J?
3.What is the probability of getting an ace
from a deck of 52 cards?
Lesson
137
Group Activity Direction: Solve the following carefully, then write
the correct answer on the space
provided before each number.
Problem #1: A box contains 3 red balls, 5 green
balls, 6 yellow balls, and 4 orange balls.
What is the probability of drawing out a
yellow ball?
Problem #2: The sides of a cube are numbered 6
to 11. If Godlhey rolled the cube once,
what is the probability of rolling a prime
number?
2. Processing the 1. Consider problem #1 and answer the following
answer questions:
a. What part of the total number of balls
is the number of yellow balls?
b. Suppose the ball to be drawn is not red,
what is its probability?
2. Consider problem #2 and answer the following
questions:
a. What is the probability of rolling an odd
prime number?
b. Which has the higher probability, rolling
a composite number or a number
divisible
by 3? Explain your answer.
3. Reinforcing the A spinner is divided equally and numbered 1 to
Skills 12. What is the probability that the pointer will stop
at:
a) an even number
b) a prime number
c) an even prime number
d) a number divisible by 3
e) an odd prime number
4. Summarizing the How do you solve problem involving probability of
Lesson simple events?
C. Assessment Solve the following problems:
1. In 8-Aguinaldo class, 18 are boys, 24 are
girls. If a student is selected at random for
a gift, what is the probability of not selecting
a boy?
2. A box contains 6 yellow marbles, 8 green
marbles, 12 blue marbles and 18 red
marbles. What is the probability of
drawing green marbles?
3. What is the probability of getting a face card
from a standard deck of cards?
138
D. Agreement/ Answer nos. 8 to 10 under Activity 7 on pp.570-571
Assignment of LM.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
139
Events
Grade
School: 8
Level:
Learning
Time and Fourth
I. OBJECTIVES
Objectives M8GE-IV-j-1
II. CONTENT
events.
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
from Learning
Resource (LR)
portal
B. Other Learning algebra-class.com
Resources academia.edu
A. Preliminary Activity 1
Activities/ Given a standard die, determine the probability for
Motivation the following events when rolling the die
one time.
1) P(5)
2) P(even number)
3) P(7)
Explain your answer.
Lesson
140
Group Activity
Problem #1: There are 4 blue marbles, 5 red
marbles, 1 green marble, and 2 black
marbles in a bag. Suppose you select
one marble at random. Find each
probability.
1) P(black)
2) P(blue or black)
3) P(not green)
4) P(not purple)
Problem #2: Given the following spinner,
determine the probability:
1) P(orange)
2) P(red or green)
3) P(not blue)
4) P(pink)
2. Processing the  In each probability obtained, what does the

answer numerator represent? What about the
denominator?
 Is there a possibility that a probability will exceed
1?
 Whenever the chance of something occurring is
definite, what is its probability?
3. Reinforcing the In rolling a fair die, what is the probability of
Skills getting:
1) an odd number
2) an even prime number
3) a number greater than 2
4) a number less than 6
6) a number greater than or equal to 4 but less
than 6
4. Summarizing the How do we solve problems involving probabilities of
C. Assessment Read each problem and answer the question that
follow.
1. A letter is chosen at random from the word
FOREVER. What is the probability of getting
a vowel?
2. What is the probability of getting a red card
in a deck of 52 cards?
3. In rolling a die, what is the probability
of getting a number divisible by 3?
D. Agreement/ In a box, there are 4 green balls, 6 blue balls, and 8

Assignment red balls. Find the probability of getting:
141
a) a blue ball
b) a ball that is not red
c) a ball that is black or red
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did
these work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
142
Events

Time and Fourth
I. OBJECTIVES
II. CONTENT
events.
III. LEARNING
RESOURCES
C. References
pages
pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning onlinemathlearning.com
Resources analyzemath.com
A. Preliminary Activity 1
Activities/ At a car park there are 100 vehicles, 60 of which
Motivation are cars, 30 are vans and the remainder are lorries.
If every vehicle is equally likely to leave, find the
probability of:
1) van leaving first
2) lorry leaving first
3) not a car leaving first
Lesson
143
Group Activity Read each problem and answer the following
questions.
1. A survey was taken on 30 classes at a school to
find the total number of left-handed students in
each class. The table slows the results:
No. of left-
handed 0 1 2 3 4 5
students
Frequency (no.
of classes) 1 2 5 12 8 2
A class was selected at random.

a) Find the probability that the class has 2 left-
handed students.
b) What is the probability that the class has at
least 3 left-handed students?
2. Using a standard deck of cards, determine each
probability.
a. P(face card)
b. P(5)
c. P(non-face card)
2. Processing the  In problem #1, what is the sample space? What
answer does the sample space represent? What is the
event of a class having
 2 left-handed students?
 At least 3 left-handed students?
 In problem #2,
 How many cards are there in a standard
deck of cards?
 How many face cards are there in a standard
deck of cards?
3. Reinforcing the A card is drawn at random from a deck of cards.
Skills Find the probability of getting:
7) the 3 of diamond
8) a queen
9) an ace
10) a black card
11) a club card
4. Summarizing the How do we solve problems involving probabilities of
C. Assessment Solve the following problems.
1. A jar contains 3 red marbles, 6 green
marbles and 9 white marbles. If a marble is
drawn from the jar at random, what is the
probability that this marble is?
a) white?
144
b) green?
c) blue?
d) not a red?
2. What is the probability of getting a red card in
a deck of 52 cards?
3. In rolling a die, what is the probability of
getting a number divisible by 3?
D. Agreement/ Solve the following problems:

Assignment 1. A die is rolled, find the probability that the
number obtained is greater than 4.
2. Two dice are rolled, find the probability that the
sum is equal to 5.
3. A card is drawn from a deck of cards. Find the
probability of getting a red ace card.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
did I encounter
which my principal
or supervisor can
help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
145
(M8GE-IV-j-1) – Solves Problems Involving Probabilities of Simple
Events

Time and Fourth
I. OBJECTIVES
II. CONTENT
events.
III. LEARNING
RESOURCES
A. References
631 - 632
pages
577 - 579
pages
3. Textbook pages
from Learning
Resource (LR)
portal
B. Other Learning Grade 8 Mathematics Patterns & Practicalities by

Resources Gladys C. Nivera, Ph. D.

A. Preliminary Activities/ Activity 1
Motivation Each of the letters of the word PHILIPPINES is
written on a card. The 11 cards are shuffled and
placed upside down on the table. What is the
probability that a card picked at random shows:
a. the letter P?
b. the letter I?
c. a vowel?
d. a consonant?
Lesson
146
Group Activity Problem #1: A standard octahedral die is tossed.
What is the probability of getting;
1) a number between 1 and 8?
2) a number from 1 to 8?
3) a number less than 4?
4) a number divisible by 4?
5) a two-digit number?
Problem #2: In a group of 50 people, 8 are

teachers, 22 are boys, and 20 are girls. If a person
is chosen at random, what is the probability that
the person is:
1) a boy?
2) a teacher?
3) not a teacher?
4) either a teacher, a boy, or a girl?
2. Processing the  How many sides an octahedral die have?

answer  Is there a possibility that a probability will exceed
1?
 Whenever the chance of something occurring
is definite, what is its probability?
3. Reinforcing the All possible 2- digit numbers are written on slips
Skills of paper. The papers are rolled and placed in a
box. A slip of paper is picked at random. What is
the probability that the paper picked shows:
1) a ‘12’
2) a number with the digit ‘3’
3) a multiple of 10
4) a double (e.g. 11)
4. Summarizing the How do we solve problems involving probabilities
Lesson of simple events?
C. Assessment Read each problem and answer the question that
follow.
1. An icosahedron has congruent faces
numbered 1 to 20. It rolled once. What is the
probability that the face which lands up is:
a) an odd number?
b) an even number divisible by 4?
c) a positive number?
d) 25?
2. In a family of three children, what is the
probability that the middle child is a
girl?
3. Godrhey rolls two dice, The first die shows a
‘3’. The second die rolls under her desk and
147
she cannot see it. What is the probability that
both dice show ‘3’?
D. Agreement/ Answer Activity 14 on page 579 of LM.

Assignment
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
148
4th Quarter Pre-Test in Mathematics 8
Direction: Understand each question/problem properly, then select the best answer
from the given choices by writing only the letter corresponding to it.
1. In the figure at the right, which is called an exterior angle of a triangle?

A E
a. ∠ ABE b. ∠ EDA D
c. ∠ FBE d. ∠ EDF B C F
2. Which of the following lengths can form a triangle?
a. 1 cm, 2 cm, 3 cm b. 4 cm, 5cm, 6cm
c. 1cm, 3cm, 5 cm d. 2cm, 4cm, 6cm
3. What kind of angle is angle A in the figure?
a. 1450 b. 1050 A
c. acute d. obtuse B 350 D
C 400
E
4. Which of the following illustrates parallel lines?
a. b. c. d.
5. Which of these tools uses the concept of perpendicularity?

a. plumb bob b. saw c. trees d. ladder
6. Pedro observed that when it is nearing full moon it rains. What kind of probability
did he use?
a. theoretical b. experimental
c. statistical d. probability of an event
7. t is a transversal of lines q and p, where q//p. If m∠1 = 20 what is the ratio of m∠5 to
m∠2 ?
a. 4/1 b. 2/80 1 2
c. ¾ d. 1/8 q 3 4
5 6
p 7 8
t
8. There are three choices of juices in the canteen, namely buko juice, pineapple
juice, and guyabano juice. Which of these is the sample space?
a. 3 juices b. guyabano juice
c. buko juice d. tasting the juices
9. Which of the following is a Pythagorean Triple?
a. 1, 2, 3 b. 3, 4, 5 c. 5, 6, 7 d. 7, 8, 9
10. Carlito and his wife tossed 10 coins in the wishing well for them to have a
child. What is their probability of having a baby boy?
a. 2 b. 1 c. ½ d. 0
11. 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. This statement is
referred to as .
a. Exterior Angle Inequality Theorem b. Pythagorean Theorem
c. Triangle Inequality Theorem d. Hinge Theorem
149
12. What is the possible value of m in the figure below?
a. ½ b. 1 m +3 3 5
c. 2 d. 3
5 3 3m – 1
13. Complete the sentence:
“ If two sides of one triangle are congruent to two sides of another triangle, but
the third side of the first triangle is greater than the third side of the second,
then .”
a. the angle opposite the third side of the first triangle is greater than the
angle opposite the third side of the second triangle.
b. the angle opposite the third side of the first triangle is less than the
c. the included angles of the two given sides are congruent
d. the angles opposite the third sides are congruent
14. When a die is tossed once, find the probability that it will show a number less than one.
a. 0 b. 1/4 c. 1/6 d. 5/6
15. If there are r ways to do a task, and p ways to do another, then there are (r)(p)
ways of doing both? This statement is called .
a. Theoretical Probability b. Experimental Probabilty
c. Fundamental Counting Principle d. Principle of Counting
16. Which of these events is certain to happen?
a. You will attend a party this weekend. b. It will rain tonight.
c. The good luck will come soon. d. Sugars are sweet.
17. How many outcomes will there be when two fair coins are tossed in succession?
a. 4 b. 3 c. 2 d. 1
18. How is the probability of simple event obtained?
a. certainty over uncertainty
b. possible outcome over favorable outcome
c. number of events over number of sample space
d. number of favorable outcome over number of possible outcome
19. In rolling a die once, what is “getting an even number” called?
a. outcome b. event c. experiment d. sample space
20. Which cannot be a value for the probability of an event?
a. 2 b. 1 c. 0.45 d. 73%
21. There are 20 marbles in a container: 4 are red, 6 are blue, and 10 are yellow. What
is the probability that a yellow marble will be picked?
a. 1/4 b. 0.75 c. 50% d. 0
22. The sum of the probabilities of all the outcomes in the sample space is ?
a. 0 b. 1 c. 1.5 d. 2
23. If a die is rolled once and a coin is tossed once, what is the sum of the
probabilities of getting an odd number and of a head?
a. 1 b. ½ c. 2/8 d. 0.75
24. Which of the following does not belong to the group?
a. chance b. uncertainty c. possibilities d.
interpretation
25. What are the possible outcomes when a coin is tossed twice?
a. TH, HT b. HH, TT c. TH, HH, TT d. HH, TH, HT, TT
26. Neil got coins from her pocket which accidentally rolled on the floor. If there were 8
possible outcomes, how many coins fell on the floor?
a. 3 b. 4 c. 8 d. 16
150
27. How many possible integer lengths have the third side of a triangle when the
first two sides are 10 and 15, respectively?
a. 18 b. 19 c. 20 d. 21
28. How many transversals are in the figure?
a. 1 b. 2 l m r
c. 3 d. none
29. Avelino have two t-shirts(Ts), two long pants(Lp), and 1 pair of shoes(Ps). Which of
the following shows the proper diagram for the number of Avelino’s possible
outfits?
a. Ts1 Ts2 a. Ts1 Ts2
Lp1 Lp2 Lp1 Lp2 Lp1 Lp2
Ps Ps Ps Ps Ps Ps Ps Ps
c. Ts1 Ts2 d. Ts
Lp1 Lp2 Lp1 Lp2
Ps Ps Ps Ps
30. Ten of hearts is an event in a standard deck of cards. This statement is .

a. true b. false c. possible d. confusing
31. Lito said, “Parallel lines are always coplanar.” Nebor answered, “No. Coplanar
lines may not be parallel.” What is the best reaction to these statements?
a. The boys are not saying the truth. b. Lito is right but Nebor is not.
c. Nebor is right. d. Both of them are correct.
32. When parallel lines are cut by a transversal, all of these are congruent except,
a. alternate-interior angles. b. alternate-exterior angle.
c. corresponding angles. d. interior angles on the same side
of the transversal.
33. The weather forecaster has announced that region 2 has rainy (R), partly cloudy
(PR), and cloudy (C) weather. If the chance of having R is twice as the probability
of PR which is 2/7, what is the correct table for probability?
a. b.
Outcome R PR C Outcome R PR C
Probability 1/7 4/7 2/7 Probability 4/7 2/7 1/7
c. d.
34. is a line that passes two lines at distinct points.
a. Tranversal b. Transfersal c. Transversal d. Transbersal
35. What is the word that is related to all of these: compass, see-saw, scissor, and
door? a. instrument b. hinge c. tool d. fun
36. In triangle KID, ∠K > ∠I > ∠D, which of the following is true?
a. 𝐼̅̅𝐷̅ > ̅𝐾̅̅𝐷̅ > ̅𝐼̅𝐾̅ b. 𝐼̅̅𝐷̅ < ̅𝐾̅̅𝐷̅ < ̅𝐼̅𝐾̅
̅̅ ̅
c. 𝐼𝐷 < ̅𝐾̅̅𝐷̅ > ̅𝐼̅𝐾̅ d. 𝐼̅̅𝐷̅ > ̅𝐾̅̅𝐷̅ < ̅𝐼̅𝐾̅
151
37. It is a measure or estimation of how likely it is that an event will occur.
a. Experiment b. Certainty c. Probability d. Degree
38. How many exterior angles are usually associated with a transversal?
a. 4 b. 3 c. 2 d. 1
39. Which of the following supports that the angles made by the transversal
are congruent?
a. The transversal formed a right angle with one of the lines cut by it.
b. The transversal is perpendicular to the parallel lines.
c. The parallel lines are cut by the transversal.
d. All the lines are transversals.
40. Two angles of a triangle are congruent. Which of these illustrates this
characteristic?
a. b. c. d.
41. How do you translate the statement, “Side AB of triangle ABC is longer than
side AC.” to statement about relation among their measures?
a. AB < AC b. AB > AC c. AB < BC d. AC > BC
42. Select the correct statement about the angle of a triangle in relation to its
exterior angle.
a. The exterior angle is bigger than any of the angles of the triangle.
b. The angle adjacent to the exterior angle is bigger than the other angles.
c. The angle not adjacent to the exterior angle is smaller than the exterior angle.
d. The sum of the measures of any two angles is equal to the measure of
the exterior angle.
43. Which of these illustrates theoretical probability?
a. Gertrudes tossed a coin five times and concluded that head results more
than tail.
b. Antonio observed that drying clothes during windy times is faster than
during gloomy days.
c. Almost 10% only of the grade 1 entrants every year can sing the
Pambansang Awit.
d. Your classmate said, he might have a grade lower than 80 this 4th rating.
44. Which sides of the right triangle are perpendicular?
a. the legs b. any two sides
c. hypotenuse and a leg d. the sides that forms the acute angles
45. It is given that no two sides of the triangle are congruent. How many of the
following sentences are true about the triangle?
i. The triangle is scalene.
ii. The angles are not congruent.
iii. The angle opposite the longest side is the biggest.
a. none b. 1 c. 2 d. 3
46. Which of the figures below show parallel lines?
a. 250 b. 340
1650 350
c. d.
x x a b
y
y a b
152
47. If the interior angles on the same side of the transversal are , then the
lines cut by it are parallel.
a. congruent b. supplementary c. complementary d. different
48. L is between I and K in triangle MIK. 𝐼̅𝐿 ≅ ̅𝑀̅𝐿̅ . Which of these is untrue?
a. ∠I ≅ ∠ IML b. ̅𝑀̅𝐿̅ ̅𝐾̅̅𝐿̅ c. ̅𝑀̅𝐾̅ < ̅𝑀̅𝐿̅ d. ∠LMK < ∠ MLK
>
49. Pete, Lino, Lito, and Don made a list of possible complete meal that they can
have from the canteen offering the following: rice, fried bagoong, escabecheng
tuna, gulay, and sinigang.
Pete: rice, fish, gulay, sinigang
Lino: rice, fried bagoong, gulay, sinigang
Lito: rice, escabecheng tuna, gulay, sinigang
Don: rice, fried bagoong, gulay, sinigang, rice, escabecheng tuna, gulay, sinigang
Who made a correct list?
a. Pete b. Lino c. Lito d. Don
50. Anita is playing with a rubber band by putting the rubber band’s ends almost on
her fingertips. Her fingers with rubber band formed a triangle when she opened it.
What triangle inequality theorem is illustrated?
a. Side-Angle Inequality Theorem b. Angle-Side Inequality Theorem
c. Hinge Theorem d. Isosceles Triangle Theorem
***rbjr19
153
Fourth Quarter Pre-Test in Mathematics 8
(Answer Key)
1 b 14 a 27 c 40 a
2 b 15 c 28 c 41 b
3 d 16 d 29 a 42 c
4 c 17 a 30 b 43 d
5 a 18 d 31 d 44 a
6 b 19 b 32 d 45 d
7 d 20 a 33 b 46 d
8 a 21 c 34 c 47 b
9 b 22 b 35 b 48 c
10 c 23 a 36 a 49 d
11 c 24 d 37 c 50 c
12 d 25 d 38 a
13 a 26 b 39 b
154
4th Rating Post Test in Mathematics 8
Direction: Understand each question/problem properly, then select the best answer
from the given choices by writing only the letter corresponding to it.
2. In the figure at the right , which is called an exterior angle of a triangle?

A E
a. ∠ ABE b. ∠ ABC
c. ∠ FBE d. ∠ ECF B C F
2. Which of the following lengths can form a triangle?
a. 1 cm, 2 cm, 3 cm b. 4 cm, 5 cm, 10 cm
c. 7 cm, 4 cm, 5 cm d. 2 cm, 4 cm, 6cm
3. What is the measure of angle A in the figure?
a. 1450 b. 1150 A
0 0
c. 135 d. 125 B 25 0
D
C 400
E
4. Which of the following illustrates parallel lines?
a. b. c. d.
5. Which of these tools uses the concept of parallelism?

a. plumb bob b. saw c. trees d. ladder
6. Melchor concluded that it is better to use light-colored-clothing during summer.
What kind of probability did he use?
a. theoretical b. experimental
c. statistical d. probability of an event
7. q is a transversal of lines t and p, where t//p. If m∠1 = 120 what is the ratio of m∠5
to m∠3 ?
a. 1/2 b. 3/40
c. 3/4 d. 1/20 q 1 2 3 4
5 6 7 8
p
t
8. There are four choices of juices in the canteen, namely lemonade, buko
juice, pineapple juice, and mango juice. Which of these is the sample space?
a. 3 juices b. tasting the juices
c. 4 juices d. any of the juices
9. Which of the following is a Pythagorean Triple?
a. 1, 2, 3 b. 4, 5, 6 c. 6, 8, 10 d. 8, 9, 11
10. Pedro and his wife tossed 5 coins in the wishing well for them to have a third
child. What is their probability of having a baby girl?
b. 1/2 b. 1 c. 2 d. 3
11. If one side of a triangle is shorter than a second side, then the angle opposite the
first side is smaller than the angle opposite the second side. This statement is
referred to as .
a. Hinge Theorem b. Pythagorean Theorem
c. Triangle Inequality Theorem d. Exterior Angle Inequality Theorem
155
12. What is the possible value of m in the figure below?
a. 1 b. 2 m+4 3 5
c. 3 d. 4
5 3 3m – 2
13. Complete the sentence:
“ If two sides of one triangle are congruent to two sides of another triangle, but
the third side of the first triangle is shorter than the third side of the second,
then .”
a. the angle opposite the third side of the first triangle is greater than the
b. the angle opposite the third side of the first triangle is smaller than the
c. the included angles of the two given sides are congruent
d. the angles opposite the third sides are congruent
14. Find the probability of 10 in the standard deck of cards.
a. 4 b. 1/4 c. 1/13 d. 2/24
15. If there are f ways to do a task, and s ways to do the second event, then there are
ways of finding the total number of outcomes.
a. f + s b. f – s c. f . s d. f/s
16. Which of these events has an even chance to happen?
a. You will have an additional allowance. b. It will rain tonight.
c. The good luck will come soon. d. Sugars are sweet.
17. How many outcomes will there be when three fair coins are tossed in succession?
a. 3 b. 4 c. 5 d. 6
18. How is the probability of simple event obtained?
a. certainty over uncertainty
b. possible outcome over favorable outcome
c. number of events over number of sample space
d. number of favorable outcome over number of possible outcome
19. In rolling a die once, what is “getting a number 5” called?
a. outcome b. event c. experiment d. sample space
20. Which cannot be a value for the probability of an event?
a. 0 b. 1 c. 1.45 d. 48%
21. There are 20 marbles in a container: 3 are red, 5 are blue, and 12 are yellow. What
is the probability that a blue marble will be picked?
a. 1/4 b. 0.75 c. 50% d. 0
22. The sum of the probabilities of all the outcomes in the sample space is ?
a. 2 b. 1 c. 1.5 d. 0
23. If a die is rolled once and a coin is tossed once, what is the sum of the
probabilities of getting an even number and of a tail?
a. 1 b. ½ c. 2/8 d. 0.75
24. Which of the following does not belong to the group?
a. theoretical b. unlikely c. likely d.
impossible
25. What are the possible outcomes when a coin is tossed twice?
a. TH, HT b. HH, TT c. TH, HH, TT d. HH, TH, HT,
TT
26. Neil got five coins from her pocket, four of which accidentally rolled on the
floor. How many possible outcomes will there be?
a. 3 b. 4 c. 8 d. 16
156
27. The weather forecaster has announced that region 2 has rainy (R), partly cloudy
(PR), and cloudy (C) weather. If the chance of having C is twice as the probability of
PR, what is the correct table for the probability?
a. b.
c. d.
28. How many transversals are in the figure?

a. 1 b. 2 l m r
c. 3 d. 4 p
29. Neil have two t-shirts(Ts), two long pants(Lp), and two pair of shoes(Ps). Which
of the following shows the proper diagram for the number of Neil’s possible
outfits?
a. Ts1 Ts2 b. Ts1 Ts2
Ps1 Ps2 Ps1 Ps2 Ps1 Ps2 Ps1 Ps2

c. d.
Ts1 Ts2 Ts1 Ts2
Ps Ps Ps1 Ps2 Ps1 Ps2 Ps1 Ps2 Ps1 Ps2
30. King of hearts is an event in a standard deck of cards. This statement is .

a. true b. false c. possible d. confusing
31. Lito said, “Parallel lines are always coplanar.” Nebor answered, “ No. There are
also parallel lines that are not copanar.” What is the best reaction to these
statements?
a. The boys are not saying the truth. b. Lito is right but Nebor is not.
c. Nebor is right. d. Both of them are correct.
32. When parallel lines are cut by a transversal ,which of these are supplementary?
a. alternate-interior angles. b. alternate-exterior angle.
c. corresponding angles. d. interior angles on the same
side of the
transversal.
33. How many possible integer lengths have the third side of a triangle when the
first two sides are 12 and 9, respectively?
a. 17 b. 18 c. 19 d. 20
34. Transversal is a line that passes two lines at points.
a. thistinct b. disthink c. distinct d. thisthink
35. What is the five-letter word that is related to all of these: hands of a clock, cover of
a book, folding bed, and door?
157
a. hands b. close c. tools d. hinge
158
36. In triangle WAY, ∠W > ∠A > ∠Y, which of the following is true?
a. ̅𝐴̅̅𝑌̅ < ̅𝑊̅𝑌̅ < ̅𝑊̅̅̅𝐴̅ b. ̅𝐴̅̅𝑌̅ > ̅𝑊̅𝑌̅ > ̅𝑊̅̅̅𝐴̅
̅ ̅̅ ̅
c. 𝐴𝑌 < ̅𝑊̅𝑌̅ > ̅𝑊̅̅̅𝐴̅ d. ̅𝐴̅̅𝑌̅ ̅𝑊̅𝑌̅ < ̅𝑊̅̅̅𝐴̅
>
37. The branch of mathematics that deals with uncertainty is .
a. Experiment b. Algebra c. Outcomes d. Probability
38. What is the triangle with perpendicular sides?
a. scalene b. right
c. obtuse d. isosceles
39. The angles made by the transversal are congruent. Which of the following supports
this?
a. All the lines are transversals.
b. The parallel lines are cut by the transversal.
c. The transversal is perpendicular to the parallel lines.
d. The transversal formed a right angle with one of the lines cut by it.
40. Two sides of a triangle are congruent. Which of these illustrates this characteristic?
a. b. c. d.
41. How do you translate the statement, “Angle P of triangle PEN is bigger than angle
N.” to statement about relation among their measures?
a. m∠P < m∠A b. m∠P > m∠N c. m∠N < m∠A d. m∠N > m∠P
42. Select the correct statement about the exterior angle of a triangle in relation to the
angles of the triangle.
a. The exterior angle is bigger than any of the angles of the triangle.
b. The angle adjacent to the exterior angle is bigger than the other angles.
c. The angle not adjacent to the exterior angle is smaller than the exterior angle.
d. The sum of the measures of any two angles is equal to the measure of
the exterior angle.
43. Which of these is not illustrating experimental probability?
a. Gertrudes tossed a coin five times and concluded that head results more than tail.
b. Antonio observed that drying clothes during windy times is faster than
during gloomy days.
c. The grade 1 entrants every year who can sing the Pambansang Awit is 1 out of 10.
d. There are eight ways of choosing the meal from the canteen.
44. There are three lines. Each of the line cuts two other at distinct points. How
many exterior angles are formed by each line?
a. 4 b. 3 c. 2 d. 1
45. It is given that no two sides of the triangle are congruent. Which of the following is
not true?
i. The triangle is scalene.
ii. The angles are not congruent.
iii. The angle opposite the longest side is the biggest.
a. none b. i c. ii d. iii
46. R is between A and M in triangle WAM. ̅𝐴̅̅𝑅̅ ≅ ̅𝑅̅𝑊̅ . Which of these is true?
a. ∠WRM ≅ ∠ AW b. ̅𝑊̅̅̅𝑀̅ ̅𝐴̅𝑀̅
<
c. ̅𝑀̅̅̅𝑊̅ ≅ ̅𝐴̅𝑀̅ d. ∠MWR > ∠ MRW
159
47. Which of the figures below does not guarantee parallel lines?
a. (180 – x)0 b. 1360
x0 1360
c. d.
x a
b
x b
a
48. Bha, Aiz, Jing, and Con made a list of possible complete meal that they can
have from the canteen offering the following: rice, fried chicken, escabecheng
tuna, gulay, and sinigang.
Bha: rice, fish, gulay, sinigang
Jing: rice, fried chicken, gulay, sinigang
Aiz: rice, escabecheng tuna, gulay, sinigang
Con: rice, fried chicken,gulay, sinigang rice,escabecheng tuna, gulay,sinigang
Who made a correct list?
a. Jing b. Aiz c. Con d. Bha
49. If the exterior angles on the same side of the transversal are , then the
lines cut by the transversal are parallel.
a. supplementary b. complementary c. different d. congruent
50. Pilar stretched a rubber band and attached each end on the tips of the compass.
She then showed to her class different triangles by opening the compass. What
triangle inequality theorem did she illustrate?
a. Side-Angle Inequality Theorem b. Angle-Side Inequality Theorem
c. Isosceles Triangle Theorem d. Hinge Theorem
***rbjr19
160
Fourth Quarter Post Test
(Answer Key)
1 d 14 c 27 d 40 a
2 c 15 c 28 c 41 b
3 b 16 b 29 d 42 c
4 d 17 d 30 b 43 d
5 d 18 d 31 b 44 a
6 b 19 a 32 d 45 a
7 a 20 c 33 a 46 b
8 c 21 a 34 c 47 d
9 c 22 b 35 d 48 c
10 a 23 a 36 b 49 a
11 a 24 a 37 d 50 d
12 d 25 d 38 b
13 b 26 c 39 c
161
Mathematics 8
Fourth Quarterly Examination
Table of Specifications
COGNITIVE PROCESS DIMENSIONS
Understanding
No. of No. of
Remembering
Analyzing
Applying
Creating
Evaluating
Competencies % Total
Days Items
1. Illustrates theorem on triangle inequalities (Exterior Angle Inequality

4 10 5 2 1 1 1 5
Theorem, Triangle Inequality Theorem, Hinge Theorem)
2. Applies theorems on triangle inequalities 4 10 5 1 1 1 1 1 5
3. Proves inequalities in a triangle 4 10 5 2 1 1 1 5
4. Proves properties of parallel lines cut by a transversal 4 10 5 2 1 1 1 5
5. Determines the conditions under which lines and segments are parallel
4 10 5 1 1 1 1 1 5
or perpendicular.
6. Illustrates an experiment, outcome, sample space, and event 2 5 3 1 1 1 3
7. Counts the number of occurrences of an outcome in an experiment: (a)
table, (b) tree diagram, (c) systematic listing, and (d) fundamental counting 6 15 7 2 1 1 1 1 1 7
principle
8. Finds the probability of a simple event 4 10 5 1 1 1 1 1 5
9. Illustrates an experimental probability and a theoretical probability 2 5 3 1 1 1 3
10. Solves problems involving probabilities of simple events 6 15 7 2 1 1 1 1 1 7
Total 40 100 50 15 10 10 5 5 5 50
161
162

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t .. '.l p;ubit:b :ttf:l"fJ,i·••·RJnUl ; i e$'i . .

Illustrates theorems on triangle inequalities (Exterior Angle Inequality Theorem,

Applies theorems on triangle inequalities (M8GE-IVb-1)............................................24

Proves inequalities in a triangle (M8GE-IVc-1)...........................................................38

Proves properties of parallel lines cut by a transversal (M8GE-IVd-1).......................57

Illustrates an experiment, outcome, sample space and event (M8SP-IVf-1)..............87

Counts the number of occurrences of an outcome in an experiment:

Finds the probability of a simple event (M8SP-IVh-1)..............................................110

Illustrates an experimental probability and a theoretical probability (M8SP-IVi-1). . .123

Solves problems involving probabilities of simple events (M8SP-IVi-j-1).................137

Pre-Test and Post –Test...........................................................................................149

Flocerpida B. Barias Regine B. Bueno Rowena B. Benoyo

EDITORS AND VALIDATORS

Dioleta B. Borais Efleda C. Dolz

Aladino B. Bonavente Reynaldo B. Cañezo Jr. Christian B.

Marisol B. Boseo Ruel Brondo

Direction: Consider the figures below and answer the

Given the figure below, answer the following questions.

Group 1: What are the exterior angles of ∆𝐽𝑂𝑌?

Name of 1st Remote 2nd Remote 3rd Remote

Direction: Measure the numbered angles of ∆𝐽𝑂𝑌. Indicate

Name of 1st Remote 2nd Remote 3rd Remote

2. Processing the Questions:

5. Compare the measure of exterior ∠2 with either

6. Compare the measure of exterior ∠3 with either

7. Comparison between the measure of an exterior

(The teacher will emphasize the Exterior Angle Inequality

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

4. Summarizing the How do you illustrate Exterior Angle Inequality Theorem?

a) 𝑚∠𝐴𝐸𝐷 𝑚∠𝐶𝐸𝐷 a) Find 𝑚∠𝐻.

b) 𝑚∠𝐷𝐸𝐵 𝑚∠𝐷𝐶𝐸 b) 𝑚∠𝐻𝐴𝑇 𝑚∠𝑀

c) 𝑚∠𝐷𝐸𝐵 𝑚∠𝐷𝐵𝐸 c) 𝑚∠𝐻 𝑚∠𝐻𝐴𝑇

d) 𝑚∠𝐶𝐷𝐸 𝑚∠𝐷𝐸𝐵 d) Find 𝑚∠𝐻𝐴𝑇.

D. Agreement/ Answer problem #3 on page 402 of Learner’s Module 8

Direction: Without drawing, Direction: Given ∆𝐹𝑈𝑁

Direction: Divide the class into five groups. Each group

Given the figures below, complete the table by measuring

G1: What is the 𝑚∠𝐹?

“WHAT IF IT’S LONGER?”

D. Assignment: Answer letter C on page 392 of your LM.

Direction: Divide the class into five groups. Each group

Given the figure below, complete the table by naming the

36° 38° 61°

Triangle Measures of Lengths of Sides

Group 1: Name the three triangles.

Direction: Complete the table below and use a ruler to

3636° 38° 61°

“When one angle of a triangle is larger than a second

Your findings describe the Triangle Inequality Theorem

B. List down the side from longest to shortest.

D. Agreement/ Answer letters B and C on page 395 of your LM

Direction: Answer the following question and state the

2. What do you observe with the sets of straws that form

B. If two sides of a triangle have lengths 7cm, and 10 cm,

4. Summarizing the How do you illustrate Triangle Inequality Theorem 3?

D. Agreement/ Answer problems 1-5 on pp. 397-398 of your LM

A. No. of learners who

Direction: Without drawing Given: ∆𝐿𝑌𝐹 L

“CLOCK WISDOM, PRETTY ONE!”

Direction: Divide the class into five groups.

Each group study the faces of the clock and

Write the answers in the table below.

Note: One revolution for each hand is equivalent to 360°