Republic of the Philippines

Department of Education
MIMAROPA Region
Division of Palawan
INIL U. TAHA NATIONAL HIGH SCHOOL
R.A 10877
School ID: 309136
Aribungos, Brooke’s Point, Palawan

School Grade
Teacher Learning
Area
Teaching Date & Quarter
Time
I. OBJECTIVES
A. Content The learners demonstrate understanding of key concepts of inequalities in a
Standard triangle, and parallel and perpendicular lines.
B. Performance The learner is able to communicate mathematical thinking with coherence and
Standard 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 illustrates theorems on triangle inequalities (Triangle Inequality
Competencies Theorem, Exterior Angle Inequality Theorem, Hinge Theorem)
(CODE: M8GE-IVa-1)
Specific
Objectives: At the end of a 45-minute lesson, 80% of the students are able to:
a. identify the longest side and shortest side of a triangle using the Triangle
Inequality Theorem (Aa → Ss ) ;
b. illustrates Triangle Inequality Theorem (Aa → Ss ) ; and
c. appreciate the importance of Triangle Inequality Theorem(Aa → Ss ) in
solving real-life problems.
II. CONTENT Triangle Inequality Theorem (Aa → Ss ) /
Angle-Side Relationship Theorem
III. LEARNING
RESOURCES
A. References
1. Teacher’s E-Math, Grade 8 Revised Edition by Orlando A. Oronce and Marilyn O.
Guide Mendoza Next Century Mathematics, Grade 8 by Diaz, Mojica Et al.,
DepEd-BLR
2. Learner’s Mathematics-Grade 8 Learner’s Module pp.
Material
3. Additional
Materials from
LR Portal
B. Other Learning Visual Aids, PowerPoint Presentation, Worksheets, Tarpapel, Marker
Resources
IV. PROCEDURES Teacher’s Activity Student’s Activity
Preliminary Activities Prayer
(2 minutes) Before we begin our class today, let us pray
first.

Tres, please lead the prayer.

(Tres will lead the prayer.)
Greetings
Good morning class!
Good morning, Ma’am. Good
morning, classmates. It’s nice to
see you today.
(The students will pick up the

MATH-8 DLP 1
 It’s nice to see you too. Before you sit, trashes and arrange their chairs
kindly pick up the trashes under your chairs properly.)
and arrange your seats properly.

Checking of Attendance (Students will tell who is absent.)

Who are absent for today?

Okay, Thank you!

We are all good, Ma’am.
How are you today?
(Students will read the
That’s good to hear. Now, please read the Classroom Rules.)
following rules that must be implemented
during our discussion. Classroom Rules:

1. Let’s start the day by being on

time, every time!
2. Make sure you always
complete uniform.
3. Make sure you have
everything you need!
Homework? Check! Materials!
All here!
4. Be kind and respectful to
everyone.
5. Listen to the teacher and
classmates when they speak, and
follow directions.
6. Work hard, and do your best.

Thank you!
Yes, Ma’am.
Did you understand of our classroom rules?

A. Reviewing previous Review

lesson or presenting the Before we proceed to our next topic let
new lesson. us have a short review about.
(5 minutes)
Who among you can still remember our
last topic? Ma’am, the topic we
discussed last meeting is all
about the Triangle
Inequality Theorem (Ss →
Aa ).
Very good! What again is the Triangle
Inequality Theorem ( Ss → Aa )?
Ma’am in the Triangle
Inequality Theorem ( Ss →
Aa ).: If one side of a triangle
is longer than a second side,
then the angle opposite the
longer side is greater than
the angle opposite the
shorter side.
That’s right! I am glad that you’ve
already understood our lesson.

Motivation
Activity 1: Jumbled Letters
Rearrange the letters to form a word.

MATH-8 DLP 2
 GALNE - ISED SILREATIONHIP ANGLE - SIDE
THOEERM RELATIONSHIP
THEOREM

Unlocking of Difficulties
Activity 2: How Well You know
Identify the word/s being describe in
the given definition and illustration
below.
1. It is the union of two noncollinear rays
with a common endpoint.

_NG__
ANGLE
2. These are the line segments that meet
at the vertices to form a triangle.

S_D_S SIDES

3. It is the statement that can be proven.

_H_O_EMS THEOREMS

4. It is having a position on the other or

further side of something.

OP_OS_TE
OPPOSITE
Presentation of the Lesson
Based from our activity, what do you
think is our lesson for today?
I think our lesson for today is
about the Angle-Side
Relationship Theorem.
Very Good! Our lesson for today is about
the Angle-Side Relationship Theorem or
the Triangle Inequality Theorem (Aa →
Ss ) ;

Let’s give everyone a “Wow Clap”.

B. Establishing a But before we start, kindly read our At the end of a 45-minute lesson,
purpose for the lesson objectives today? Yes, Den. 80% of the students are able to:
(2 minutes) a. identify the longest side and
shortest side of a triangle
using the Triangle Inequality
Theorem (Aa → Ss ) ;
b. illustrates Triangle
Inequality Theorem (Aa →
Ss); and
c. appreciate the importance of
Triangle Inequality Theorem
(Aa → Ss ) in solving real-life
problems.

MATH-8 DLP 3
 Thank you!
C. Presenting Let’s have another activity entitled
examples/instances of “Complete Me”
the new lesson.
(5 minutes) Activity 3: Complete Me
Using the triangle given, complete the
table below.

Angle Opposite Side

Angle Opposite Side
∠ A=75° BC = 14
∠ B=45 ° AC = 8
∠ C=60 ° AB = 10
What is the sum of the interior angles of a
triangle?

The sum of interior angles of a

Now, I want you to identify the following: triangle is 180∘, Ma’am.
-Largest Angle
-Smallest Angle ∠A
-Longest Side ∠B
-Shortest Side BC
AC
What have you noticed about the
relationship of the angles and their opposite
sides? The opposite side of the
largest angle is longer than the
opposite side of the smallest
angle.
Very Good! That is the Angle-Side
Relationship Theorem or the Triangle
Inequality Theorem (Aa → Ss)

D. Discussing new Inequalities in One Triangle:

concepts and practicing
new skills #1 Triangle Inequality Theorem (Aa → Ss):
(5 minutes) If one Angle of a triangle is Larger than a
second angle, then the side opposite the Students will read the Triangle
larger angle than the side opposite the Inequality Theorem (Aa → Ss).
smallest angle.

560 510
D F

If ∠D is larger than ∠F

Then side EF is longer than side DE

EF > DE (in symbol)

MATH-8 DLP 4
 Example 1: Name the shortest side and
the longest side from Fig. 1.

Figure 1 L

650
390 760
K M
What is the shortest side in the figure? Ma’am, LM is the shortest
side, because it is opposite to
the smallest angle

How about the longest side? Ma’am, KL is the longest side,

because it is opposite of the
largest angle.

Now, I want you to arrange the sides in

ascending order (from smallest to LM , KM , KL (since we
longest) already know the shortest side
( LM ) and the longest side ( KL
)

E. Discussing new Activity 4: Let’s Try

concepts and practicing Give the measure of the third angle then
new skills #2 identify the longest side in each triangle.
(6 minutes) 1.
180 °−( 50 ° +70 ° )=60 °
Therefore, the longest side is
AB.

180 °−( 59 ° +70 ° )=51°

The longest side is DE .
2.

180 °−40° =140 °

∠ G+∠ I =140 °
( 3 x+ 60 ) °+ ( 2 x +45 ° )=140 °
3. 5 x+ 105° =140°
5 x=140 °−105 °
5 x=35 °
5 x 35 °
=
5 5
x=7 °

∠ G= (3 x +60 ) °
∠ G=( 3(7)+60 ) °
∠ G= (21+ 60 ) °
∠ G=81°

∠ I =( 2 x+ 45 ° )
∠ I =( 2(7)+ 45 ° )
∠ I =( 14+ 45 ° )

MATH-8 DLP 5
 ∠ I =51 °

Therefore, the longest side is

the opposite of ∠ G which is
How will you get the measure of the HI .
third angle if only two angles are given
in a triangle?

Ma’am, just get the sum of the

two given angles then subtract
it to 180° .

F. Developing mastery Now, we have an individual activity. Please

(Leads to formative get 1 whole sheet of paper.
assessment 3) You have 5 minutes to answer that.
(5 minutes)
Activity 5:
Directions: Given the measures of the
angles, identify the longest side and the
shortest side in each triangle.
Triangle Measure of an Angle Longest Shortest
side side
Triangle Measure of an Angle Longest Shortest
side side ∠A
∠B=30 ∠T=90
∠B=30 ∠A =60 ∠T=90 BA AT
6. ΔBAT 0 0
1. ΔBAT 0 0 0 =60
0

∠W=65
∠W=65 ∠E=55 ∠T=60 ∠E=55 ∠T=60
ET WT
7. ΔWET 0 0
2. ΔWET 0 0 0 0

∠M=80 ∠U=35 ∠D=65 ∠M=80 ∠U=35 ∠D=65

3. ΔMUD 0 0 0
UD MD
8. ΔMUD 0 0 0

∠L=25 ∠I=100 ∠E=55

4. ΔLIE 0 0 0
∠L=25 ∠I=100 ∠E=55
IE
9. ΔLIE 0 0 0

∠W=60 ∠A=50 ∠ S=70 ¿

5. ΔWAS 0 0 0
∠W=60
∠A=50 ∠ S=70
WA WS
10. ΔWA 0 0
S 0

G. Finding practical Application

applications of concepts Activity 6: Think-Pair-Share
and skills in daily living
(5 minutes) Each student will select his/her partner to
do task. I will present a real-life problem to
the class. Each pair will answer the
questions given to them. I will select two
pairs randomly to share their answers to the
class.

Dean buys a triangular scarf with angle

measures as shown in the figure. She wants
to put a lace around the edges. In which
edge does she need the longest length of
lace? Based from the figure given, the
largest angle is ∠ X , therefore
the longest side is OY because it
is the opposite side of the largest
O Y
angle.

X
Valuing
Is it important to understand the Angle-
Side Relationship Theorem? Why?
Yes, Ma’am! Because we can
use our knowledge in this
topic in solving real-life
problems like we did in our
activity a while ago.
Thank you! Very Good!
Let’s give everyone “10 Claps” for job
well done.

MATH-8 DLP 6
H. Making Sale, what are the things that you
generalizations and have learned from our lesson today? I have learned about the Angle-
abstractions about the Side Relationship Theorem.
lesson.
(5 minutes) How do the largest angle of a triangle
related to its longest side? Ma’am, the opposite of the
largest angle is the longest side.
Thank you! Very good

How do the smallest angle of a triangle

related to its shortest side? Ma’am, the opposite side of the
smallest angle is the shortest
side.
Correct!
Do you still have any questions? None, Ma’am.
Very well. Let us now have a short quiz.
I. Evaluating learning QUIZ # 2
(5 minutes)
I provided printed paper for your quiz and
this is where you will answer please read
the directions before you answer. You have
5 minutes to answer it.
I. Multiple Choice: Read the questions
diligently. Write the letter of the correct
answer before the number.

1. Which of the following statements is

true regarding the Triangle Inequality
Theorem (Aa → Ss )?
1. A
A. If one Angle of a triangle is larger
than a second angle, then the side
opposite the larger angle than the side
opposite the smallest angle.
B. If one Angle of a triangle is sum of
the lengths of all three sides is equal to
the perimeter of the triangle.
C. If one Angle of a triangle is product of
the lengths of any two sides is greater
than the length of the third side.
D. If one Angle of a triangle is difference
between the lengths of any two sides is
equal to the length of the third side.

2. Consider the triangle ABC shown in

the diagram and the provided angle
measures. Which side of the triangle 2. A
should be the shortest side?

620

610 570
A C
A. AB
B. BC
C. AC
D. BB

MATH-8 DLP 7
 For numbers 3-4, use the figure below.

630 3. A
470 700
G I
3. What is the shortest side?

A. HI
B. GI
C. GH
D. GG

4. What is the longest side?

A. HI
B. GI
C. GH 4. C
D. GG

For numbers 5-6, use the figure below.

P
5. B
66 0

740 400
O Q

5. PQ is the longest side, because it is

opposite to the________?

A. Largest angle
B. Largest side
C. Smallest side
D. Smallest angle

6. PO is the smallest side because it is 6. C

opposite to the _____?

A. Largest angle
B. Largest side
C. Smallest side
D. Smallest angle

In the Δ WIN; ∠W=300, ∠I=650,

∠N=850, what is the longest side?
7.
7. A

A. WI
B. IN
C. NW
D. WW

8. In the Δ HOW; ∠H=700, ∠O=500,

∠W=600, what is the shortest side?
8. B

A.

MATH-8 DLP 8
 B.
C.
D.

9. In the figure below, what is the right 9. A

arranging the sides in ascending order?
(from shortest to longest)
K

700
580 520
J L

A. JK, KL, JL
B. JL, JK, KL
C. KL, JL, JK
D. JK, JL, K

10. Which of the following is the correct 10. B

statement?

A. Largest angle is opposite to the

shortest side.
B. Largest angle is opposite to the
longest side
C. Smallest angle is opposite to the
longest side
D. Smallest angle is opposite to the
shortest angle

J. Additional activities For your assignment, answer the following

for application or questions in a 1 whole sheet of paper.
remediation
This is your review for the next lesson.

Assignment # 2:

1. Define Triangle Inequality Theorem (

S1 + S2 > S3 )

2. Provide some examples with solutions

at least 2.

Did you enjoy today? All: Yes, Ma’am

Do you have any questions? All: None, Ma’am

If you have no more clarifications regarding

the lesson that has been discussed, that will
be all for today.

Goodbye, class! All: Goodbye, Ma’am.

Goodbye classmates.
Goodbye!.
V. REMARKS
VI. REFLECTION
A. No. of learners who

MATH-8 DLP 9
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lesson 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
this work?
F. What difficulties did
I encounter which my
principal/mentor can
help me solve?
G. What innovation or
localized materials did I
use/discover, which I
wish to share with other
teachers?

MATH-8 DLP 10