DETAILED LESSON PLAN

DLP No.:3 Learning Area: Math Grade Level:8 Quarter:4 Duration: 60 minutes

Learning
Competency/ Illustrates theorems on triangle inequalities (Exterior Angle Code: M8GE-IVa-1
ies: Inequality Theorem, Triangle Inequality Theorem, Hinge Theorem)

Key  Hinge Theorem: If two sides of one triangle are congruent to two sides of another
Concepts / triangle, but the included angle of the first triangle is larger than the included angle of
Understandin the second, then the third side of the first triangle is longer than the third side of the
gs to be second triangle.
Developed:  Converse of the Hinge Theorem: If two sides of one triangle are congruent to two
sides of another triangle, but the third side of the first triangle is larger than the
included angle of the second triangle.
1. Objectives
Knowledge State the Hinge theorem and its Converse
Skills Solve for the unknown value using Hinge theorem and its Converse
Attitudes Demonstrate determination in identifying the congruent parts and the non-equal parts of two
triangles.
Values Appreciate the use of Hinge theorem and its Converse in solving some unknown value in
geometry.
2. Content Hinge Theorem and its Converse
3.Learning
Resources/
Materials/E MSA Geometry pages 182-187, WhiteSof Math Formulas App, Worktext pages 119-120.
quipment
4. Procedures(indicate the steps you will undertake to teach the lesson and indicate the no. of minutes each
step will consume)
Preparation
10 minutes 1. Checking of yesterdays enrichment activities.
2. Review the class on the following:
a. Exterior Angle Theorem
b. Exterior Angle Inequality Theorem

Questions to consider :
1. Illustrate the exterior angle inequality theorem.
2. Give an example situation showing exterior angle theorem?
3. Define the word Hinge?

Presentation
20 minutes ACTIVITY: Slightly Close - Open
1. Divide the class into two.
2. Assign each group a door. Let them assign a measurer.
3. Let the students open the door 450 then let them measure the pathway.
4. Record the measurement.
5. Let the students open the door wider then let them measure the pathway.
6. Record the measurement.
7. Let the students observe and compare the data. They can also repeat #5 & #6 for them
to have more data to compare.
8. Let them make a conclusion based on the result of the activity. Then present it to the
whole class.
9. The teacher will conclude the activity by discussing the Hinge Theorem and its
Converse.

Practice 1. Let the class draw two triangles illustrating Hinge theorem and its Converse on the
10 minutes board.

2. Let the class fill in the blank with the inequality symbols < or > using Hinge Theorem
 and its Converse.

a. BD ___ EF b. EDF ____ GDF

5. Assessment (indicate whether it is thru Observation and/ or Talking/conferencing to learners and/or

Analysis of Learner’s Products and/or Tests)

Written Refer to worktext page 119-120

Test Teachers may give additional numbers if necessary.
15 minutes

6. Assignment (indicate whether it is for Reinforcement and/or Enrichment and/or Enhancement of the
day’s lesson or Preparation for a new lesson)
Preparation
for Next Familiarize the different Triangle Inequality theorems.
Lesson
3 minutes
7. Wrap-
up/ Close the period by wrapping – up the day’s lesson.
Concluding
Activity
2 minutes

Prepared by: