Republic of the Philippines

SAMAR STATE UNIVERSITY

Office of the Dean | College of Education

Detailed Lesson Plan

Grade 8 – Mathematics
SCHEDULE: Grade 8 – Patola Mon-Fri 8:30 – 9:30 AM DATE: March 11, 2019
Grade 8 – Pechay Mon-Fri 1:00 – 2:00 PM
Grade 8 – Sitaw Mon-Fri 2:00 – 3:00 PM

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of inequalities in a triangle, and
parallel and perpendicular lines.
B. Performance Standards The learner is able to communicate 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 appropriate and accurate
representations.
C. Learning Competencies At the end of the lesson, each learner should be able to:
1. State and illustrate the triangle inequality theorem 3.
2. Apply the triangle inequality theorem to determine the possible measures for the sides of a
triangle.
(M8GE-IVa-1)
II. CONTENT Triangle Inequality Theorem 3
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learners’ Material Mathematics Learners’ Module 8, pp. 397-408
Pages
3. Textbook Pages Mathematics Singapore Textbook 8, pp. 247 - 248
4. Additional Materials
from Learning Resource Portal
B. Other Learning Resources Visual aids, chalk, chalkboard, flashcards
IV. PROCEDURES Facilitator’s Activity Learners’ Activity
A. Reviewing previous “Good morning/afternoon class.” “Good morning/afternoon ma’am.”
lesson or presenting the new
lesson “Say present once your name is called.”
The teacher will call each names for the attendance. “Present.”

“Let us start with a short review about the things

that we have discussed last meeting. Who can give a
short recap?” “Last meeting, we discussed about the
Triangle Inequality Theorem 2.”
“Yes. What is stated in the Triangle Inequality
Theorem 2?” “It states that if one angle of a triangle
is larger than a second angle, then the
side opposite the first angle is longer
than the side opposite the second
angle.”
“Very good. Today we will be discussing the third
triangle inequality theorem.”

B. Establishing a purpose “For this lesson, our objectives will be the following.
for the lesson Kindly read.” A student will read the objectives
pasted on the board.

C. Presenting “Before we proceed to our new topic, let us first

examples/instances of the have a warm-up activity.”
new lesson
GREATER THAN OR LESS THAN?
“In this activity, the teacher will flash cards with
expressions written in it. You will have to identify if
the given expression in greater than or less than the
other expression. You need to raise your hand if you
know answer so that you will be recognize.”
Answers
1. 12 + 15 _ 56 1. Less than
2. 8 _ 5 + 17 2. Less than
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 Republic of the Philippines
SAMAR STATE UNIVERSITY
Office of the Dean | College of Education

3. 9 + 10 _ 18 3. Greater than
4. 19 _ 12 + 14 4. Less than
5. 21 + 23 _ 42 5. Greater than
6. 31 _ 21 + 7 6. Greater than
7. 15 + 12 _ 28 7. Less than
8. 13 + 18 _ 32 8. Less than
9. 56 _ 23 + 32 9. Greater than
10. 13 + 11 _ 34 10. Less than

D. Discussing new concepts Triangle Inequality Theorem 3

and practicing new skills #1  The sum of the lengths of any two sides of a
triangle is greater than the length of the third
side.

Conversion of this theorem to equations,

(1) AC + BC ˃ AB
(2) AB + AC ˃ BC
(3) AB + BC ˃ AC

“Given the lengths of the first and second side, we

can use these equations to find the range of possible
values for the third side.”

Example

Find the range of possible values for AC.

“What do you think are we going to do to find the
missing lengths?” “Substitute the given lengths to its
corresponding sides in the equations.”
“Correct. First, I will use the equations 1.”
AC + BC ˃ AB
AC + 8 ˃ 12
AC ˃ 12 – 8
AC ˃ 4

“Simple as that. Who wants to try the second

equations?” AB + AC ˃ BC
“Everyone, also try solving on your sits.” 12 + AC ˃ 8
AC ˃ 8 – 12
AC ˃ -4
“How about the third equations?”
AB + BC ˃ AC
12 + 8 ˃ AC
20 ˃ AC
AC ˂ 20

“Class, what do we mean by range?” “Range is the set of values defined by a

lower and upper limit.”
“Yes, range has a lower and upper limit. So meaning,
how many values should we take from our
solutions?” “Only two values.”
“Very good. Among these three values that we got,
which do you think should we take?” “4 and 20.”

“Why didn’t you take the -4?” “Because it is a negative number and
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 Republic of the Philippines
SAMAR STATE UNIVERSITY
Office of the Dean | College of Education

negative values cannot be a length or

measurement.”
“Very well said.”

Conclusion: 4 ˂ AC ˂ 20

E. Discussing new concepts “Given 3 lengths, we can also identify if these

and practicing new skills #2 lengths can be the side of a triangle. We just need to
use the concept of the theorem 3.”

Example
1. 5 m, 6m, 7m

“Referring to the theorem, what operation do you

think are we going to use?” “Addition.”
“Then, what are we going to do?” “I think, we will add the lengths of two
sides and see if its greater than the
length of the third side.”
“Yes, that’s right.”
5+6˃7
11 ˃ 7
“Is the length of the two sides greater than the third
side?” “Yes.”
“What are we going to do next?” “We will add another length of two
sides, but this time it should be a
different pair.”
“Excellent. Okay, kindly put your idea on the board.” 5+7˃6
12 ˃ 6
“How about the last pair of sides?”
7+6˃5
13 ˃ 5
“Correct. What do you observe?” “All the solutions are true.”
“What does it mean?” “These set of lengths can be the sides of
a triangle.”
“Very well said.”

2. 10 cm, 14 cm, 4 cm
“Does these measurements can be the sides of a
triangle? Who wants to solve?” 10 + 14 ˃ 4
24 ˃ 4
True
10 + 4 ˃ 14
14 ˃ 14
False
14 + 4 ˃ 10
18 ˃ 10
True
“What can you conclude about the answers?” “The given measurements cannot be
the sides of a triangle.”
“Correct.”

F. Developing mastery “Now, I want you to group yourselves into 8 groups.

(Leads to Formative Count off from 1 to 8.”
Assessment 3) “Each group should stay in one place.” The groups will go to their respective
groups.
“I will be giving you set of measurements and you
will solve and identify if these measurements can be
the sides of a triangle.”
Answers
1. 2 cm, 3 cm, 4cm 1. Yes
2. 6 m, 7 m, 10 m 2. Yes
3. 21 m, 21 m, 21 m 3. Yes
4. 20 cm, 20 cm, 4 cm 4. Yes
5. 8 cm, 12 cm, 3 cm 5. No
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 Republic of the Philippines
SAMAR STATE UNIVERSITY
Office of the Dean | College of Education

G. Finding practical “Let us try answering this.”

application of concepts and
skills in daily living ROOF-Y FACTS!

“Which of the following measurements can be the

roof of these houses?”

“Who wants to solve for the first roof?” 12 + 8 ˃ 3

20 ˃ 3
True
12 + 3 ˃ 8
15 ˃ 8
True
8 + 3 ˃ 12
11 ˃ 12
False
“Who wants to solve for the second roof?”
14 + 14 ˃ 16
28 ˃ 16
True
14 + 16 ˃ 14
30 ˃ 14
True
16 + 14 ˃ 14
30 ˃ 14
True
“So based on the solutions, which among the
following roofs is real?” “The roof of the house B.”

H. Making generalizations “Did you learn something from our activities and
and abstractions about the discussion today?” “Yes, ma’am.”
lesson “Do you still have any questions or clarifications?” “None, ma’am.”

“What theorem again did we discuss today?” “Triangle Inequality Theorem 3.”

“What is stated in the triangle inequality theorem

3?” “The sum of the lengths of any two
sides of a triangle is greater than the
length of the third side.”
“Very well said. I bet you’re ready for our quiz.”

I. Evaluating Learning “Class, get one fourth sheet of paper and answer
the following.”

Find the range of the possible lengths of the

third side. Answers
1. AB = 4 mm, BC = 7 mm 1. 3 ˂ AC ˂ 11
2. AB = 54 cm, AC = 45 cm 2. 9 ˂ BC ˂ 99

J. Additional activities or “Class, copy your assignment.”

application or remediation The students will copy their assignment.

ASSIGNMENT
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 Republic of the Philippines
SAMAR STATE UNIVERSITY
Office of the Dean | College of Education

Find the range of the possible lengths of the

third side.
1. QR = 12.5 m, PR = 21 m
2. EF = 5 cm, EG = 226 cm

V. REMARKS

VI. REFLECTION
1. No. of learners who
earned 80% on the formative
assessment

2. No. of learners who

require additional activities for
remediation

3. Did the remedial lessons

work? No. of learners who
have caught up with the lesson

4. No. of learners who

continue to require
remediation

5. Which of my teaching
strategies worked well? Why
did these work?

6. What difficulties did I

encounter which my
cooperating teacher can help
me solve?

Prepared by:

VANESSA G. MANGUILIMOTAN
Student Teacher

Checked and Observed:

REGINA D. QUINABATO
Cooperating Teacher

Date: 03/11/2019

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