School Taguig National High School Grade Level Grade 8

Teacher Maritess V. Miraflor Learning Area Mathematics

January 27-31, 2020
Curie – 8:00 – 9:00 (M, W-F)
DAILY LESSON LOG Einstein – 9:00 – 10:00 (M-Th)
Teaching Date and Time Mendel – 10:00 – 11:00 (M-W, F) Quarter Fourth
Franklin – 12:00 – 1:00 (M-Th)
Galilei – 1:00 – 2:00 (T-F)
Edison – 2:00 – 3:00 (M-Th)

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts of inequalities in a triangle, and parallel and perpendicular lines.

B. Performance The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real life problems involving
Standards triangle inequalities, and parallelism and perpendicularity of lines using appropriate and accurate representations.
C. Learning
Competencies /
Objectives M8GE-IVa-1 The learner illustrates theorems on triangle inequalities (Exterior Angle Inequality Theorem, Triangle Inequality Theorem, Hinge Theorem).***
Write the LC code for
each
II. CONTENT TRIANGLE INEQUALITY THEOREM 1 TRIANGLE INEQUALITY THEOREM 2 TRIANGLE INEQUALITY THEOREM 3
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Grade 8 Teaching Module Grade 8 Teaching Module Grade 8 Teaching Module
pages
2. Learner’s Guide
425-430 425-430 425-430
pages
3. Textbook pages 390-400 390-400 390-400
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing previous
Review Lessons in Triangle Review Lessons in Triangle Inequality Review Lessons in Triangle Inequality
lesson or presenting
Congruences Theorem Theorem
the new lesson
Review parts of a triangle USING THEIR DRILL BOARD USING THEIR DRILL BOARD
Angles
Sides Name the smallest and the largest Name the smallest and the largest
B. Establishing a
angle. angle.
purpose for the lesson
Is there a relationship between the
length of a side of a triangle and the Given three sides can you make a
measure of the angle opposite it? triangle?
Activity 1 Activity 2 Activity 3
What if it’s LONGER? What if it’s LARGER? WHEN CAN YOU SAY ENOUGH?
 The class will be divided into  The class will be divided into  Cut the pieces of straws with the indicated measures in centimeters.
THREE groups; each group will THREE groups; each group will There are 3 pieces in each set
replicate the activity on a replicate the activity on a  With each straws, try to form triangle LMN.
cartolina. cartolina.  Write your findings on your table and your responses to the ponder
 Using a protractor, measure  Using a RULER, measure the questions.
the angles opposite the sides sides opposite the given
with given lengths, Indicate the angles, Indicate the lengths in
measure in the table below: inches in the table below:
Compare the sum of
Do the
the lengths of shorter
straws form
GROUP 1 Group 1 Set of Straw Pieces
a triangle or
straws (l+m) with that
of the longest length
Compare (m+n) and l Compare (l+n) and m

Measures of angles not?

Triangle Lengths of Sides n
opposite the sides YE >,<, m+ >,<, >,<,
FN 3.5 m⦟U Lengths of Sides l m n NO l+m n l l+n m
∆FUN Measures of the S = n = =
NU 4.5 m⦟F Triangle Opposite the
Angles 1. 3 3 7
Angles
m⦟L FY 2. 3 3 5
GROUP 2 ∆LYF m⦟Y LF
Measures of angles m⦟F LY 3. 4 6 10
Triangle Lengths of Sides
opposite the sides
C. Presenting ∆PTY
TP 5 m⦟Y
4. 4 6 9

examples/instances of PY 6 m⦟T
Group 2 5. 5 5 10

the new lesson 6. 5 5 8

GROUP 3 Lengths of Sides 7. 6 7 11
Measures of angles Measures of the
Triangle Lengths of Sides Triangle Opposite the 8. 6 7 9
opposite the sides Angles
Angles
FN 3.5 m⦟U
∆FUN m⦟Q TU 9. 4 7 12
NU 4.5 m⦟F
∆QUT m⦟U QT 10. 4 7 10
m⦟T QU
MAKING CONJECTURES:
1. What is the Relationship Group 3 MAKING CONJECTURES:
between the sides of a triangle 1. What pattern did you observe when you compared the sum of the lengths of the
and the angle opposite them? Measures of the
Lengths of Sides longest straw? Write your finding by completing the phrases below:
Opposite the
 If the sum of the lengths of the two shorter straws is EQUAL to the
Triangle
Angles
When one side of a triangle is longer Angles
m⦟O MG
than a second side, then the angle ∆OMG m⦟M GO
longest straw, a triangle (CAN, CANNOT) be form
opposite the 1st side is m⦟G MO  If the sum of the lengths of the two shorter straws is LESS THAN to the
_____________(shorter,larger) than longest straw, a triangle (CAN, CANNOT) be form
the angle opposite the side MAKING CONJECTURES:  If the sum of the lengths of the two shorter straws is GREATER THAN to
1. What is the relationship the longest straw, a triangle (CAN, CANNOT) be form
2. Your findings in #1 describe the between the angles of a 2. Your finding in this activity describe
Triangle Inequality 1. Write it triangle anf the sides opposite TRIANGLE INEQUALITY THEOREM 3
into if then statements them?
 If one side of a Triangle is LONGER When one angle of a triangle is larger THE SUM OF THE LENGTHS OF ANY TWO SIDES OF A TRIANGLE IS (LESS
than a second side, then the angle than a second angle, the side opposite THAN, GREATER THAN) THE LENGTH OF THE THIRD SIDE.
opposite the first side is the first angle is ___________
___________(smaller,larger) than the (shorter,longer) than the side opposite
second side. the second angle

3. What is the relationship 2. Your findings in #1 describe the

between the longest side of a Triangle Inequality 2. Write it
triangle and the measure of the into if then statements
angle opposite it? If one angle of a triangle is larger than a
second angle, then the side opposite
the first angle is ___________
(shorter,longer) than the side opposite
the second angle.

3. What is the relationship

between the largest angle of a
triangle and the side opposite
it?
4. What is the relationship
between the smallest angle of
a triangle and the opposite it?
5. Arrange in increasing order the
measures of angles of the
triangles.
Triangle Smallest ⦟ Smaller ⦟ Largest ⦟
∆LYF
∆QUT
∆OMG

6. Arrange in decreasing order of

lengths the sides of the
triangles.
Longest Longer Shorter
Triangle
side side side
∆LYF
∆QUT
∆OMG

D. Discussing new
concepts and
practicing new skills #
1

E. Discussing new
concepts # 2
F. Developing mastery
(Leads to Formative
Assessment 3)

G. Finding practical
application of
concepts and skills in
daily living
Triangle Inequality Theorem 1 Triangle Inequality Theorem 2 Triangle inequality theorem 3
H. Making
If one side of a Triangle is LONGER If one angle of a triangle is LARGER The sum of the lengths of any two sides
generalizations and
than a second side, then the angle than a second angle, then the side of a triangle is greater than the length
abstractions and
opposite the first side is LARGER than opposite the first angle is LONGER of the third side.
about the lesson
the second side. than the side opposite the second
IS IT POSSIBLE TO FORM A TRIANGLE WITH LENGTHS 8,10 AND 14?

IS THE CAN YOU

IN
SIMPLIFI SIMPLIFI FORM A
HINTS SYMBOL
ED FORM ED FORM TRIANGL
S
TRUE? E?
Is the sum
8and 10
8+10>14 18>14 yes yes
greater
I. Evaluating Learning than 14
Is the sum
of 8 and 14
greater
than 10
Is the sum
of 10 and
14 greater
than 8?

J. Additional Activities
for application or
remediation

V. Remarks:
 VI. REFLECTION
A. No. of learners who
earned 75% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 75%
C. Did the remedial lessons
worked? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which teaching
strategies worked well?
Why did these worked?
F. What difficulties did you
encounter? Which principal
or supervisors help me
solve?

Prepared by: Checked by:

Mrs. Maritess V. Miraflor Mr. SANTIAGO T. ALVIS Mrs. JOSEL E. PAMINTUAN

Subject Teacher Principal Math Department Head