SEMI-DETAILED LESSON PLAN

GRADE 8 MATHEMATICS

MAKILALA NATIONAL HIGH SCHOOL

Date: May 16, 2023

I. Objectives
A. CONTENT The learner demonstrates understanding of key
STANDARD concepts inequalities in a triangle, and parallel
and perpendicular lines.
B. PERFORMANCE The learner is able to communicate
STANDARD mathematical thinking with coherence 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  Proves inequalities in a triangle using
OBJECTIVES theorems 1, 2, and 3.

II. Subject Matter

A. Topic: “Proves Inequalities in a Triangle”
B. References: Grade 8 Mathematics Module pp.409-412 www.mathplanet.com
C. Materials: Visual Aids, Projector, Laptop Photocopy Materials for activity, Pictures for
illustration.

III. Procedure
Teachers Activity

A. Preparatory Activities
a. Prayer
b. Greetings
c. Checking of Attendance
d. Setting of Standard

B. Review of the Previous Topic

Last time we discussed about what?
Yes correct, we discussed about writing proofs which is a very important skill in Geometry.
In writing proofs, we have to determine the appropriate statements and give reasons for these
statements. This helps us to develop our observation skills, deductive thinking, logical
reasoning and mathematical communication.

C. MOTIVATION
I will paste nine different sizes of lines in the board. For every three lines I will call at least
three students to create Triangle on the board using the lines I paste.
Question: What have you observed to the lines?
Does it still create triangle though it differs from sizes?
D. DEVELOPMENTAL ACTIVITIES
a. Presentation of the Topic

Going back to the activity that students participated we observed that there are lines that
differ in sizes but still can create Triangle. So today in relation to our topic Let us first know
or understand the basic types of triangle:
 Equilateral Triangle – has three congruent sides
 Isosceles Triangle - a triangle with two congruent sides
 Scalene Triangle - all three sides are of different measure
(Refer to Activity above)

b. Discussion and Analysis

Since we already have the idea about the basic Types of the Triangle Lets proceed to
TRIANGLE INEQUALITY THEOREM
When we say INEQUALITY it refers to unequal or evenness also in Geometry there are
inequality.

THEOREM 1 Ss- Aa (Side Angle Inequality)

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

GIVEN: MAN
AN > AM
Prove: m<AMN > m<ANM

STATEMENTS REASONS
1. AM≈A1 By construction
2. A1M is isosceles Definition of isosceles
3. <1 ≈ <2 Base angle of an isosceles are congruent
4. <1 + <3 ═ <AMN Property of Equality
5. m<2═ m<ANM Property of Inequality

THEOREM 2 Aa-Ss (Angle Side Inequality)

If one angle of a triangle is larger than a second angle, then the side opposite of the larger
angle is longer than the side opposite the smaller angle.

GIVEN: <A > <T

Prove: FT> AF
Either FT═ AF, FT >AF, FT <AF

Answer:

a. Suppose FT═AF, then by the isosceles triangle theorem <A ≈<T, This contradicts the
given information then <A < <T;
b. Suppose FT < AF then <T > <A by the side angle inequality theorem, this also
contradicts the given information;
c. Therefore, FT> AF
 c. Group Activity
I will group the class into three groups to analyze and answer the given figure by completing
the column for
THEOREM 3
- The sum of the length of any two sides of a rectangle is greater than the length of the
third side.
Given: LME where LE <LM<ME
Prove: ME+LE>LM
ME+LM>LE
LE+LM>ME

STATEMENT REASON

1. PL≈LE
2. LEP is isosceles

3. MP>ME
4. m<MEP > m<MPE
5. <1≈<2

d. Generalization
Complete the statement:
1. Theorem 1- If one side of a Triangle is than a second side then the angle opposite the
first side is than the angle opposite the second side.
2. Theorem 2- If one angle of a triangle is than a second angle, then the side opposite of
the larger angle is than the side opposite the smaller angle.
3. Theorem 3- The of the length of any two sides of a rectangle is the length of the
third side.

IV. EVALUATION
In your ½ crosswise prove the given triangle by giving reason of each statement. 2 points each.
Given: <5≈<6 Prove: ABC is Isosceles

STATEMENT REASON
1. <5≈<6
2. ABC is isosceles
3. <5 & <3, <4 &<6
4. m<5 ═m<6
5. AB≈AC

V. ASSIGNMENT
STUDY ABOUT HINGE THEOREM

Closing Prayer
CLASS DISMISSED!!!

Prepared By:

KIMBERLY E. PANTORILLA