Republic of the Philippines

Department of Education
REGION XII - SOCCSKSARGEN
CITY SCHOOLS DIVISION OF TACURONG
TACURONG CITY

Name: Grade & Section: _____

Subject: Mathematics 8 _____________ Score: _____
Teacher:
Lesson : Quarter 4 Week 1; LAS
Activity Title : TRIANGLE INEQUALITY
Learning Target : Illustrates Theorems on Triangle Inequalities. (M8GE-Iva-1)
Reference(s) : Crisostomo, R.et.al.(2013). Our World of Math. Vibal Publishing
House,Inc.
LAS Writer/s : RETCHELLE O. GUILLERMO and ELBETH G. BRASELIÑO

EXTERIOR ANGLE INEQUALITY THEOREM

An exterior angle of a triangle is an angle

that forms a linear pair with one of the angles of the
triangle.
Remote interior angles of triangle are the
angles that do not form a linear pair with the exterior
angle

Exterior Angle Inequality Theorem

For any triangle, the measure of an exterior angle is equal to the sum of the measures of its two
remote interior angles.
m∠4 = m∠1 +m∠2

The measure of an exterior angle of a triangle is greater than the

measure of either of its two remote interior angles.
m∠4 > m∠1
m∠4 > m∠2

Example:
1. Find m∠𝑈.
By Exterior Angle Inequality Theorem
∠𝑈 +∠𝑅 = ∠𝑈𝑆𝑇
∠𝑈+ 50o = 120o
∠𝑈=120o - 50o
∠𝑈 =70o

1
2. Find the value of x.
∠𝑋 +∠𝑌 = ∠𝑌𝑊𝑍
30 + 4x + 2 = 8 + 6x
32 +4x = 8 + 6x
32 – 8 = 6x -4x
24 = 2x
2x = 24
x= 12

INEQUALITY TRIANGLE THEOREM

The sum of any two side lengths of a triangle is greater than the
third side length.
AB + BC > AC
BC+ AC > AB
AC + AB > BC
Example:
Use the Triangle Inequality Theorem to tell whether a triangle
can have sides with the given lengths.
1. 5, 8, 10

The sum of each pair of side lengths is greater than the third length. So, a triangle can have side
lengths of 5, 8, and 10.

2. 7, 9, 20

Not all three inequalities are true. So, a triangle cannot have these 3 side lengths .

Find the range of values for x using the Triangle Inequality Theorem.
1.x, 9 , 12

3 < x < 21

2
 Ignore the inequality with a negative value, since a triangle cannot have a negative side
length. So possible lengths are from 4 -20.

2. The measure of a triangular shaped garden are 5 ft. and 8 ft. What is the possible measure of
the third side?

The possible measures of the third side are from 4 ft. to 12 ft.

HINGE THEOREM AND CONVERSE OF THE HINGE THEOREM

HINGE THEOREM
If two sides of a triangle are congruent to two sides of another triangle and the
included angle of the first is larger than the included angle of the second, then the third
side of the first triangle is longer than the third side of the second triangle.

̅̅̅̅̅ ≅ 𝒀𝒁
Suppose 𝑳𝑴 ̅̅̅̅ 𝒂𝒏𝒅 𝑳𝑵
̅̅̅̅ ≅ 𝑿𝒀
̅̅̅̅. 𝑰𝒇 𝒎∠𝑳 > 𝑚∠𝑋, 𝑡ℎ𝑒 𝑴𝑵
̅̅̅̅̅ > 𝒀𝒁.
̅̅̅̅̅

Example:

3
 CONVERSE OF THE HINGE THEOREM
If two sides of a triangle are congruent to two sides of another triangle and the
third side of the first is longer than the third side of the second, then the included angle
in the first triangle is greater than the included angle in the second triangle.

Example:

ACTIVITY 1:

Multiple Choice. Read and analyze the following items and choose the letter of the correct
answer from the given choices.

1. In ∆PAL, ∠A = 56° and ∠L = 72°. Which is the longest side of the triangle?
A. ̅̅̅̅
𝑃𝐿 B. ̅̅̅̅
𝑃𝐴 C. ̅̅̅̅
𝐴𝐿 D. ̅̅̅̅
𝐿𝐴
2. Determine which three lengths can be the measure of the sides of a triangle?
A. 9 cm, 5 cm, 7 cm C. 12 cm, 6 cm, 5 cm
B. 6 cm, 3 cm, 9 cm D. 7 cm, 11 cm, 3 cm
3. In ∆GV, ∠Q = 64° and ∠V = 62°. Which is the longest side of the triangle?
A. ̅̅̅̅
𝐺𝑄 B. ̅̅̅̅
𝑉𝑄 C. ̅̅̅̅
𝑄𝑉 ̅̅̅̅
D. 𝐺𝑉
4. What are the remote interior angles of ∆FAN?
A. ∠5 & ∠4 C. ∠5 & ∠6
B. ∠1 & ∠3 D. ∠1 & ∠2

5. Which of the following statement is true?

A. The Hinge Theorem states that if two triangles have two congruent sides, then the
triangle with the smaller included angle between those sides have the longer side.

4
 B. The Hinge Theorem states that if two triangles have two congruent sides but the third
side have different length, then the two triangles are congruent.
C. The Hinge Theorem states that if two triangles have two congruent sides, then the
triangle with larger included angle between those sides will have the longer side.
D. The Hinge Theorem states that if the two triangles have no congruent sides, then two
triangles are congruent.

6. Given ̅̅̅̅ ̅ , ̅̅̅̅

𝐹𝐴 ≅ 𝐽𝐼 ̅ , m∠FAN = 75°, m∠JIL = 38°. Which of the following statements is
𝐴𝑁 ≅ 𝐼𝐿
true?
A. ̅̅̅̅ ̅ B. ̅̅̅̅
𝐹𝐴 > 𝐼𝐿 ̅ C. ̅̅̅̅
𝐹𝑁 > 𝐽𝐿 𝐹𝑁 < 𝐽𝐿̅ D. ̅̅̅̅
𝐹𝑁 > ̅̅̅̅
𝐴𝑁

7. Can we form a triangle with lengths: 4 cm, 5 cm and 9 cm?

A. Yes, because the sum of any two sides is greater than to the remaining side.
B. No, because the sum of the two sides 4 and 5 is equal to 9 which is the third side.
C. No, because the sum of the two sides 9 and 4 is smaller than 5.
D. Yes, because we can create a triangle with any three sides.

8. List the sides of ∆VET in order from greatest to least measurement.

A. ̅̅̅̅
𝑉𝐸 , ̅̅̅̅̅
𝑉𝑇, ̅̅̅̅
𝐸𝑇
̅̅̅̅, ̅̅̅̅̅
B. 𝑉𝑇 ̅̅̅̅
𝐸𝑇 , 𝑉𝐸
C. ̅̅̅̅
𝑉𝐸, ̅̅̅̅̅ ̅̅̅̅
𝐸𝑇, 𝑉𝑇
̅̅̅̅, ̅̅̅̅̅
D. 𝑉𝑇 𝑉𝐸, ̅̅̅̅
𝐸𝑇

9. Based on the figure, which is a possible measure for ∠FEG?

A. 30° C. 25°
B. 28° D. 20°

10. In triangle ∆EFG, ̅̅̅̅

𝐸𝐹 = 7, ̅̅̅̅
𝐹𝐺 = 5, and ̅̅̅̅
𝐸𝐺 = 11. Which is the smallest angle measurement of
a triangle?
A. ∠E B. ∠G C. ∠F D. none of the above

5
 Republic of the Philippines
Department of Education
REGION XII - SOCCSKSARGEN
CITY SCHOOLS DIVISION OF TACURONG
TACURONG CITY

Name: Grade & Section:

Teacher: Score:
Subject: Mathematics-8

Lesson : Quarter 4 Week 2 LAS

Activity Title : Lesson 2. Theorems on Triangle Inequalities and its Application
Learning Target Applies theorems on triangle inequalities
Reference(s) : Learners Manual Mathematics - 8
LAS Writer : CHRISTINE JESUSA N. CUENCA and RODERICK L. PALMARES

6
7
8
9
ACTIVITY 1:
Choose the letter of the correct answer from the given choices

10
6. The triangle inequality theorem states the sum of the lengths of any two sides of a triangle
is ______________ the length of the third side.
greater than
a.
less than
b.
greater than or equal to
c.
less than or equal to
d.
7. Name the smallest angle in this triangle.
a. ∠𝐿
b. ∠𝑂
c. ∠𝑉
d. None of these

8. Does this triangle with side lengths are 12, 9, 6 exist?

a. Yes b. No c. I don’t know d. Maybe

9. In ∆CAT and ∆DOG shown below, which of the

following statement is true?
a. CT is longer than DG
b. DG is shorter than CT
c. CA is longer than DO
d. DG is longer than CA

10. Two sides of a triangle have side length of 15 meters and 10 meters. What is the range of
possible lengths of the third side?
a. 6 > x > 12
b. 5 < x < 26
c. 10 > x >15
d. 7 > x > 5

11
 Republic of the Philippines
Department of Education
REGION XII - SOCCSKSARGEN
CITY SCHOOLS DIVISION OF TACURONG
TACURONG CITY

Name: ____________________________________ Grade & Section: _____________

Subject: Mathematics 8 Teacher: ______________________ Score: _____________
Lesson : Quarter 4 Week 3; LAS
Activity Title : Proves Inequalities in a Triangle (M8GE-IVc-1)
Learning Target : Use the theorems on inequalities in triangles to prove statements involving
triangle inequalities.
References : Abuzo, Emmanuel P., Bryant, Merden L., Cabrella, Jem Boy B., et. Al., 2013.
Mathematics Grade 8 Learner’s Module.
LAS Writer : PATRICIA B. NICOR and RHENY ROSE H. BARCELONA

PROVING TRIANGLE INEQUALITIES

In writing proofs, you must determine the appropriate statements and give reasons behind these
statements. There are cases when you only must complete a statement or a reason. Make use of
hints to aid you in your thinking.
Be reminded that theorems may be proven in different ways. The proofs that follow are some
examples of how these theorems are to be proven.
PROVING TRIANGLE INEQUALITY THEOREM 3
Triangle Inequality Theorem 3 (S1 + S2 > S3)
The sum of the lengths of any two sides of a triangle is greater than the length of the third
side.
The triangle inequality theorem states that:

a + b > c, The sum of the sides a and b is greater than side c;

b + c > a, side b plus side c is greater than side a; or if we
c+a>b
add side c and side a it is greater than side b.

Consider CTE at the right (figure 1), extend the T

side TE to a point U such that as shown in the
figure below (figure 2).
C E
Figure 1

C E
Figure 2

12
We will be using two column proof in proving.

Statement Reason

Given

Given

Substitution Property of Equality

∠UCT < ∠UCE Since ∠UCE = ∠UCT + ∠𝑇CE

∠TUC < ∠UCE TUC is an isosceles triangle and ∠TUC = ∠UCT

Side opposite to greater angle is larger

From statements 4 and 5

Therefore, we can conclude that the sum of two sides of a triangle is always greater than
the third side.
PROVING THE EXTERIOR ANGLE INEQUALITY THEOREM

Exterior Angle Inequality Theorem

The measure of an exterior angle of a triangle is greater than the measure of either remote
interior angle.

An angle that forms a linear pair with an angle of the triangle

A
2 is called exterior angle.

1 3 ∠3 is an exterior angle for the given figure at the left.

S D

∠1 and ∠2 are remote interior angles.

They are two interior angles that do
not touch the exterior angle the ∠3.
The exterior angle of a triangle is equal to
the sum of the two opposite interior angles.

Consider SAD with exterior angle ∠ADY

at the right (figure 1),

13
Let us prove that m∠ADY > m∠SAD by construction.

A R First, construct a midpoint N on such that

N
. (Figure 2)

S D Y
Figure 2

A R
Second, connect point R and D, and
N
passes through point N such that
(Figure 3). S D
Figure 3 Y

Now we will be identifying the angles formed in figure 3. We can label them as ∠𝑅𝐷𝑁 or
∠1, ∠𝑅𝐷𝑌 or ∠2, ∠𝐴𝑁𝑆 or ∠3, and ∠𝑅𝑁𝐷 or ∠4.

R
A
N
3 4
1 2
S D Y
Given: SAD with exterior angle ∠𝐴𝐷𝑌
Additional given based on our construction:

Prove: 𝑚∠𝐴𝐷𝑌 > 𝑚∠𝑆𝐴𝐷

We will be using two column proof in proving.

R
Illustration: A
N
3 4
1 2
S D Y

14
 Statement Reason Explanation

are congruent
Given by construction
because of our construction

are congruent
because we all know that when
Definition of vertical
two segments/line intersect they formed
angles
vertical angles and vertical angles are
congruent

are congruent
Given by construction
because of our construction

In our three statements above, we can

SAS Triangle say that SAN ≅ RDN are congruent
SAN ≅ RDN
Congruence Postulate because of the reason SAS postulate

Corresponding Parts Since we already proved that the two

of Congruent Triangles triangles are congruent, we
∠𝑆𝐴𝐷 𝑅𝐷𝐴 (∠1)
Are Congruent can say that all parts (angles and sides)
(CPCTC) are also congruent.
If we will add the angles 1 and 2
Angle Addition
∠𝐴𝐷𝑌 (figure above) we can arrive with
Postulate
∠𝐴𝐷𝑌.

Since, ∠1 + ∠2 ≅ ∠𝐴𝐷𝑌, we can

∠𝐴𝐷𝑌 Property of Inequality
say that ∠1 is less than ∠𝐴𝐷𝑌

Substitution Property Since ∠𝑆𝐴𝐷 , we can say

𝑚∠𝐴𝐷𝑌 > 𝑚∠𝑆𝐴𝐷
of Equality that 𝑚∠𝐴𝐷𝑌 > 𝑚∠𝑆𝐴𝐷 using substitution

Therefore, we can conclude that the measure of an exterior angle of a triangle is greater
than the measure of remote interior angle.

PROVING THE HINGE THEOREM

Hinge Theorem or SAS Triangle Inequality Theorem

If two sides of one triangle are congruent to two sides of another triangle, but the included angle
of the first triangle is greater than the included angle of the second, then the third side of the first
triangle is longer than the third side of the second.

15
 To prove the Hinge Theorem, we need to show that one line segment is larger than
another. This guides us to use one of the triangle inequalities which provide a relationship
between sides of a triangle. Let us have these triangles below.
O

R N D M

In proving these triangles, we will be dealing with sides (or angles) of a single triangle. But
here we have two separate triangles. So, the first thing to do is to get these sides into one
triangle.
Let us place triangle △RAN over △DOM so that one of the congruent edges overlaps
(shown in the figure below).

A (O) N

R (D) M

Let us prove that by construction.

A (O) N
First, instead of connecting points N and M we will

draw an angle bisector of ∠𝑁𝑅𝑀 and extend it until it S

intersects at point S and connect points N and S.
R (D) M
(Figure 1) Figure 1

Because of our construction, we created two

A (O)
N
triangles that are congruent. We can say that

△NRS ≅ △MRS, because of the SAS Congruence

S
Postulate: is a common side, ∠𝑁𝑅𝑆 𝑀𝑅𝑆
R ( D) Figure 1 M
(since is an angle bisector), and .

This means that , because of the CPCTC (Corresponding Parts of Congruent

Triangles are Congruent).
16
Now, let us prove using two column proof.
Given: RAN and △DOM

Additional given based on our construction:

△NRS ≅ △MRS
𝑀𝑅𝑆

Prove:

Illustration: O

R N D M

Construction:

A (O) N

R ( D) M

Statement Reason Explanation

If we will add line segments AS

Segment Addition Postulate and SM (figure above) we can
arrive with line segment AM.

Since , we can say

Substitution Property of
that 𝑚∠𝑁𝑆𝑀 >𝑚∠𝐴𝑁𝑆 using
Equality
substitution.

In △ANS Since, the sum of any two sides of

Triangle Inequality Theorem a triangle is greater than the third
side.

17
 SPE in statement 2 in 3: as we all
Substitution Property of
know that
Equality
so we can say that .

SPE using statement of our

construction in statement 4: based
Substitution Property of on our construction
Equality point A is also point O. So, we
can say that .
And so, we were able to prove the Hinge Theorem (also known as SAS Triangle Inequality
Theorem) relying on the triangle inequality theorem.
Tips on Proving
1. Learn the vocabulary of a proof.
There are certain statements and phrases that you will see over and over in
a mathematical proof. These are phrases that you need to be familiar with
and know how to use properly when writing your own proof.

2. Write down all givens.

When composing a proof, the first step is to identify and write down all of the
given. This is the best place to start because it helps you think through what
is known and what information you will need to complete the proof.

3. Define all variables.

In addition to writing the given, it is helpful to define all the variables. Write
the definitions at the beginning of the proof to avoid confusion for the reader.

4. Work through the proof backwards.

It’s often easiest to think through the problem backwards. Start with the
conclusion, what you’re trying to prove, and think about the steps that can
get you to the beginning.

5. Order your steps logically.

Start the proof at the beginning and work towards the conclusion. It needs to
flow from one statement to the other, with support for each statement, so that
there is no reason to doubt the validity of your proof.

6. Avoid using arrows and abbreviations in the written proof.

7.
8. Support all statements with a theorem, law, or definition.
A proof is only as good as the evidence used. You cannot make a statement
without supporting it with a definition.

9. End with a conclusion

The last statement of the proof should be the concept you were trying to prove.

18
Activity: Choose on the box the appropriate statement/reason to fill in the two-column proof
below.
Angle Addition Postulate LM+LN>MN LM+LP>MN LP=LN
∠LNP ≅ ∠MPN △LNP is an isosceles triangle MP>MN ∠LNP ≅ ∠LPN
∠LPN ≅ ∠MPN Substitution Property Definition of isosceles triangle

Statements Reasons
1. By construction
2.
3. Base angles of isosceles triangle are
congruent
4. Reflexive Property
5. Transitive Property
6. ∠𝑀𝑁𝑃 ≅ ∠𝐿𝑁𝑀 + ∠𝐿𝑁𝑃
7. ∠𝑀𝑁𝑃 ≅ ∠𝐿𝑁𝑀 + ∠𝑀𝑃𝑁
8. ∠𝑀𝑁𝑃 ≅ ∠𝑀𝑃𝑁 Property of Inequality
9. Triangle Inequality
Theorem 2 (Aa→Sa)
10. Segment Addition Postulate
11. Substitution Property
12. Substitution Property

19
 Republic of the Philippines
Department of Education
REGION XII - SOCCSKSARGEN
SCHOOLS DIVISION OF TACURONG CITY
TACURONG CITY

Name: ________________________________________ Grade & Section: _____________

Subject: Mathematics 8 Teacher: __________________________ Score: _____________

Lesson : Quarter 4 Week 4; LAS

Activity Title : Properties of parallel lines cut by a transversal
Learning Target : Prove properties of parallel lines cut by a transversal (M8GE-IVd-1)
References : Mathematics Grade 8 Learner’s Module, pages (443-454)
LAS Writer : KATHERINE P. CASTILLON and MAX P. ESPEJO

In Geometry, parallel lines are lines in a plane which do not meet; that is, two straight lines
in a plane that do not intersect at any point.
Transversal line is a line that passes through two lines in the same plane at two distinct
points.

The symbol “l ‖ 𝑚" is read as line l and line m are parallel or line l is parallel to line m. In the
figure above, line l and line m are cut by a transversal line t. Two lines cut by a transversal form the
following pairs of angles:
20
 Alternate interior angles: ∠3 and ∠ 6; ∠4 and ∠5
Alternate exterior angles: ∠1 and ∠8; ∠ 2 and ∠7
Corresponding angles: ∠ 1 and ∠ 5; ∠ 2 and ∠6; ∠3 and ∠7; ∠4 and ∠8
Interior angles on the same side of the transversal: ∠3 and ∠5; ∠4 and ∠6
Exterior angles on the same side of the transversal: ∠1 and ∠7; ∠2 and ∠8

The following are the postulates and theorems that guarantees parallelism:

Converse of the Corresponding Angles Postulate

Given two lines cut by a transversal, if corresponding angles are congruent, then the two lines
are parallel.
In the figure below, the pairs of corresponding angles are: ∠1 & ∠5; ∠2 & ∠6; ∠3 & ∠7 and
∠4 ≅ ∠8.
If ∠1 ≅ ∠ 5,
Therefore l ‖ 𝑚.

Example:

Refer to the figure at the right.

Given: ∠1 ≅ ∠2
Prove: m ‖ 𝑛.

Proof:
Statements Reasons
1. ∠1 ≅ ∠2 1. Given
2. ∠1 ≅ ∠3 2. Vertical Angle Theorem
3. ∠2 ≅ ∠3 3. Transitive Property
4. ∴ m ‖ 𝑛 4. Corresponding Angles Postulate

21
Converse of the Alternate Interior Angles Theorem
Given two lines cut by a transversal, if alternate interior angles are congruent, then the lines
are parallel.
In the figure below, the pairs of alternate interior angles are: ∠3 & ∠6 and ∠4 & ∠5.
If ∠3 ≅ ∠6,
Therefore l ‖ 𝑚.

Example:

Refer to the figure at the right.

Given: ∠1 ≅ ∠3
Prove: m ‖ 𝑛

Proof:
Statements Reasons
1. ∠1 ≅ ∠3 1. Given
2. ∠1 ≅ ∠2 2. Vertical Angle Theorem
3. ∠2 ≅ ∠3 3. Transitive Property
4. ∴ m ‖ 𝑛 4. Alternate Interior Angle Theorem

Converse of the Alternate Exterior Angles Theorem

Given two lines cut by a transversal, if the alternate exterior angles are congruent, then the
lines are parallel.
In the figure below, the pairs of alternate exterior angles are: ∠1 & ∠8 and ∠2 & ∠7.

22
 If ∠1 ≅ ∠8,
Therefore l ‖ 𝑚.

Example:

Refer to the figure at the right.

Given: ∠2 ≅ ∠4
Prove: m ‖ 𝑛

Proof:
Statements Reasons
1. ∠2 ≅ ∠4 1.Given
2. ∠2 ≅ ∠1 2. Vertical Angle Theorem
3. ∠1 ≅ ∠4 3. Transitive Property
4. ∴ m ‖ 𝑛 4. Converse of the Alternate Exterior Angles
Theorem

Converse of the Same Side Interior Angles are Supplementary Theorem

Given two lines cut by a transversal, if the same side interior angles are supplementary, then
the lines are parallel.
In the figure below, the pairs of same side interior angles are: ∠3 & ∠5 and ∠4 & ∠6.
If ∠3 and ∠5 are supplementary or
m∠3 + m∠5 = 180, Therefore l ‖ 𝑚.

23
Example:

Refer to the figure at the right.

Given: ∠3 ≅ ∠2
Prove: m ‖ 𝑛

Proof:
Statements Reasons
1. ∠3 ≅ ∠2 1. Given
2. m ∠3 = m ∠2 2. Definition of Congruent Angles
3. ∠3 and ∠1 are linear pair 3. Definition of Linear Pair
4. ∠3 and ∠1 are supplementary 4. Linear Pair Postulate
5. m ∠3 + m ∠1 = 180 5. Definition of Supplementary Angles
6. m ∠2 + m ∠1 = 180 6. Substitution Property of Equality
7. ∴ m ‖ 𝑛 7. Same Side Interior Angles Theorem

Converse of the Same Side Exterior Angles Theorem

Given two lines cut by a transversal, if the same side exterior angles are supplementary, then
the lines are parallel.
In the figure below, the pairs of same side exterior angles are: ∠1 & ∠7 and ∠2 & ∠8.
If ∠2 and ∠8 are supplementary or
m∠2 + m∠8 = 180, Therefore l ‖ 𝑚.

Example:

Refer to the figure at the right.

Given: ∠1 ≅ ∠3
Prove: m ‖ 𝑛

24
Proof:
Statements Reasons
1. ∠1 ≅ ∠3 1. Given
2. m ∠1 = m ∠3 2. Definition of Congruent Angles
3. ∠3 and ∠4 are linear pair 3. Definition of Linear Pair
4. ∠3 and ∠4 are supplementary 4. Linear Pair Postulate
5. m ∠3 + m ∠4 = 180 5. Definition of Supplementary Angles
6. m ∠1 + m ∠4 = 180 6. Substitution Property of Equality
7. ∴ m ‖ 𝑛 7. Same Side Interior Angles Theorem

Lines a and b are cut by a transversal d. Find the value of x that makes a ‖ 𝑏.
1. ∠3 and ∠6 are alternate interior angles, m∠3 = 5x - 19 and m∠6= 3x +5.
2. ∠4 and ∠6 are same side interior angles, m∠4 = 8x + 7 and m∠6= 4x +5.

Solution:

1. For the lines to be parallel, ∠3 and ∠6 must be congruent.

5x - 19 = 3x +5
5x – 3x = 19 + 15 Converse of the Alternate Interior Angles Theorem
2x = 34 Solve for x
x = 17
2. For the lines to be parallel, ∠4 and ∠6 should be supplementary.
8x + 7 + 4x + 5 = 180 Converse Same Side Interior Angles are Supplementary Theorem
12x + 12 = 180 Solve for x.
12x = 180 - 12
12x = 168
x = 14

25
Activity

Directions: Read and analyze the following items and choose the letter of the best answer from the
given choices. Write the letter of your answer on a separate sheet of paper.
1. In the figure below, x ∥ y and t is the transversal. Which of the following are corresponding angles?
a. ∠4 and ∠6 ; ∠3 and ∠5
b. ∠1 and ∠7 ; ∠2 and ∠8
c. ∠4 and ∠5 ; ∠3 and ∠6
d. ∠1 and ∠5 ; ∠2 and ∠6

2. Which postulate or theorem guarantees that lines a and b are parallel?

a. Converse of the Same Side Interior Angles
b. Converse of the Alternate Interior Angles
c. Converse of the Alternate Exterior Angles
d. Converse of the Corresponding Angles

3. In the figure below, which of the following guarantees that j ∥ k ?

a. ∠1 ≅ ∠7
b. ∠4 ≅ ∠5
c. ∠3 ≅ ∠5
d. ∠4 ≅ ∠7

4. What will be the measure of ∠4 if m∠8 = 87° so that j ∥ k?

a. 87°
b. 93°
c. 3°
d. 167°

5. Parallel lines m and n are cut by a transversal t. If m∠4 = 106˚, what is the measure of ∠6?
a. 86˚
b. 106˚
c. 74˚
d. 16˚

26
6. What will be the possible measure of ∠1 if m∠5 = 138° that will make y ∥ z?
a. 42°
b. 138°
c. 56°
d. 108°

7. In the figure below, if d ∥ e and t is a transversal which angles are congruent to ∠5?
a. ∠ 1, ∠2 and ∠3
b. ∠ 1, ∠2 and ∠8
c. ∠ 1, ∠4 and ∠7
d. ∠ 1, ∠4 and ∠8

8. Which postulate or theorem allows you to conclude that g ∥ c?

a. Converse of the Same Side Interior Angles
b. Converse of the Alternate Exterior Angles
c. Converse of the Alternate Interior Angles
d. Converse Corresponding Angles

9. In the figure below, c ∥ d with e as the transversal. What must be true about ∠3 and ∠4 if g ∥ ℎ?
a. ∠3 is a supplementary of ∠4.
b. ∠3 is greater than ∠4.
c. ∠3 is a complement of ∠4.
d. ∠3 is congruent to ∠4

10. Name a postulate or theorem that guarantees that lines k and s are parallel.
a. Converse of the Same Side Interior Angles
b. Converse of the Alternate Exterior Angles
c. Converse of the Alternate Interior Angles
d. Converse of the Corresponding Angles

27
 Republic of the Philippines
Department of Education
REGION XII - SOCCSKSARGEN
CITY SCHOOLS DIVISION OF TACURONG
TACURONG CITY

Name: ____________________________________ Grade & Section: _____________

Subject: Mathematics 8 Teacher: ______________________ Score: _____________

Lesson : Quarter 4 Week 5; LAS

Activity Title : Parallel and Perpendicular Lines
Learning Target : Determine the conditions under which lines and segments are parallel or
perpendicular.
References : Mathematics Grade 8 Learners Guide, unit 3 Module 9, pp. 441-476
LAS Writer/s : FE L. PACACO AND MARIA CRISTINA A. VILLARALVO

LESSON 1: PROVING LINES PARALLEL

In our previous lesson, we learn that parallel lines that are cut by a transversal create
several pairs of congruent angles. These special angle pairs can also be used to prove that a
pair of lines and segments are parallel.

28
Examples:
A. Identify Parallel Lines. Which lines are parallel given the following conditions? State the
postulate or theorem that justifies your answer.

29
B. Use of Angle Relationships. Solve the following given problems.

Therefore, the measure of ∠𝑸𝑻𝑹 is 𝟑𝟒°.

LESSON 2: PERPENDICULAR LINES

30
Perpendicular lines are not only applicable to lines, but also to segments and rays.

Perpendicular Bisector

Example:

Therefore, the value of x is 𝟏𝟑°.

31
Activity :
Directions: Read and analyze the following items and choose the letter of the correct answer
from the given choices. Write your answers on the blank provided before the number.
______ 1. Complete the statement. If two lines cut by a transversal so that ______, then the
two lines are parallel.
a. Same Side Interior Angles are complementary.
b. Alternate Interior Angles are congruent.
c. Corresponding Angles are supplementary.
d. Alternate Exterior Angles are complementary.
______ 2. From the figure, which of the following statements guarantees that 𝑎∥𝑏?

______ 3. Given that ∠2 ≅ ∠8, which postulate or theorem justifies that 𝑙∥𝑛?

______ 4. What is the possible measure of ∠5 if 𝑚∠2=98° to make 𝑚∥𝑛?

______ 5. Which lines, if any, can you conclude are parallel given that 𝑚∠1 + 𝑚∠2 = 180°?
Justify your conclusion with a theorem or postulate.

32
 ______ 6. If 𝑎 ⊥ 𝑒 and 𝑎 ∥ 𝑏, what is 𝑚∠5?

______ 7. Complete the statement. If two intersecting lines are perpendicular, then
they form four ______.
a. Corresponding Angles c. Vertical Angles
b. Acute Angles d. Right Angles

______ 8. What is the measure of ∠4 if 𝑚∠6 = 115° so that 𝑒 ∥ 𝑓?

Refer to items 9 – 10. Lines r and s are cut by a transversal t. Find the unknown
values that makes 𝑟 ∥ 𝑠.

______ 9. ∠b and ∠f are corresponding angles, if 𝑚∠𝑏 = 115° and 𝑚∠𝑓 = (𝑥 − 25)°,
what is the value of x?
a. 140 b. 120 c. 115 d. 90

______10. ∠𝑎 and ∠𝑔 are alternate exterior angles, if 𝑚∠𝑎 = 121° and 𝑚∠𝑔 = (11𝑦)°,
what is the value of y?
a. 26 b. 22 c. 15 d. 11

33
 Republic of the Philippines
Department of Education
REGION XII - SOCCSKSARGEN
CITY SCHOOLS DIVISION OF TACURONG
TACURONG CITY

Name: Grade & Section:

Teacher: Score:
Subject: Mathematics 9

Lesson : Quarter 4 Week 6; LAS

Activity Title : Basic Concepts of Probability
Learning Target : Illustrates an experiment, outcome, sample space and event -
M8GE-IVf-g-1
Reference(s) : Carlo Jay P. Dagohoy, Mathematics Quarter 4 – Module 5 SLM
LAS Writer : David Jess F. Rivera and Julieta E. Valdez

Probability – is the branch of Mathematics concerned with analyzing the chance that a particular
event will occur. Its purpose is to attempt to predict the likelihood that something will or will
not happen.
Probability Line – is an illustration of chances using a line.

Experiment – is a repeatable procedure with a set of possible results.

Example:
1. Flipping a coin
2. Throwing a die
3. Choosing a card from a regular deck of cards
Event – is any set of one or more outcomes satisfying some given conditions. Even is a subset of
sample space.
Example:
1. Getting a head from flipping a 1-peso coin
2. Getting a 5 dot-side in rolling a die
3. Picking your name in a raffle draw
34
Outcome – is the possible result of an experiment.
Example:
1. Getting a “head” after flipping a 1-peso coin
2. Getting a “3” in rolling a die
3. Picking a “king of hearts” in a deck of cards

Sample Space – is the set of all possible outcomes.

Example:
1. Head and Tail on a 1-peso coin – {H, T}
2. 1 up to 6 dot-side on a die – {1, 2, 3, 4, 5, 6}
3. All 52 playing cards in a regular deck of cards. {king, queen, jack, ace, 1, 2, …, 10}

To get the probability of a certain event, one must follow the observation that the number of
favorable outcomes (E) must be divided by the number of possible outcomes (S). In symbol,

P (E) =

Consider this situation. Carlo tossed a 1-peso coin. What is the probability that he will get a
Head?

Now let us analyze the situation. In a 1-peso coin, it has a head and a tail. Therefore, our
favorable outcome which is to pick a head has only 1 possible result. While our number of possible
outcomes is 2 (head and tail). In symbols,

P (E) =

P (E) =

P (E) = or 25%

35
Activity 1
Directions: Read and understand each of the statements carefully. Choose the best answer
among the choices given and write your answers on the blank provided before the number.

1) Which of the following event has a sample space of 6?

A. rolling a die C. choosing a color in a rainbow
B. tossing a coin D. choosing a card from a deck of cards

2) In flipping a coin, which of the following illustrates correctly its sample space?
A. {head} B. {head, head} C. {tail, tail} D. {head, tail}

3) What do you call the possible result of any experiment done?

A. Event B. Sample Space C. Outcome D. Experiment

4) What is the sample space in tossing 2 dice?

A. 12 B. 18 C. 24 D. 36

5) What do you call the set of total outcomes of a certain experiment?

A. Probability B. Sample Space C. Outcome D. Event

6) Carlos tossed a 5-peso coin. What do you call in probability the action done by Carlos?
A. Probability B. Sample Space C. Outcome D. Event

7) It is a repeatable procedure with a set of possible results, example, rolling a die.

A. Event B. Sample Space C. Outcome D. Experiment

For items 8 – 12, identify each statement according to its probability of occurring.

8) Water and oil cannot be combined chemically together.

A. Impossible C. Even Chance
B. Certain D. Not Applicable

9) In tossing a die, one can get an odd number.

A. Impossible C. Even Chance
B. Certain D. Not Applicable

10) Monday comes after Tuesday

A. Impossible C. Even Chance
B. Certain D. Not Applicable

36
 Republic of the Philippines
Department of Education
REGION XII - SOCCSKSARGEN
CITY SCHOOLS DIVISION OF TACURONG
TACURONG CITY

Name: Grade & Section:________________________

Subject: Mathematics 8 Teacher: Score: ________

Lesson : Quarter 4 Week 7; LAS

Activity Title : Counts the number of occurrences of an outcome in an
experiment: a.)table; b.) tree diagram; c.) systematic listing and
d.) Fundamental Counting Principle
Learning Target : Counts the number of occurrences of an outcome in an
experiment: a.)table; b.)tree diagram; c.)systematic listing; and
d.) Fundamental Counting Principle (M8GE-1Vf-g-1)
Reference(s) : Mathematics 8 Learner’s Material First Edition, 2014
ISBN: 978-971-9601-71-5; page 480–496
LAS Writers : MELANIE A. DEATRAS and RUTH A. MACA

There are other ways one can determine the number of possible outcomes or the sample
space in a given event. In probability, this is known as Fundamental Counting Principle. But
first, we must understand how the Fundamental Counting Principle is derived using probability
table, tree diagram, and systematic listing.

PROBABILITY TABLE
What is a probability table?
Probability table is a visual or organizational tool used, especially in probability distribution, to
illustrate the probabilities in a table form. The intersections inside the table are the outcomes.

Jay is planning to go out and buy some goods in the market. He looks in his closet on what
he will wear. He has 1 black jeans and 1 blue jogger pants. For his upper garments, he has 3
shirts with different colors, red, blue, and white. In how many ways he can choose from his
clothes. Show your combinations through the probability table.

37
 Here’s how you are going to make the probability table.

The pants are listed in each column, while the shirts are in the rows. Each intersection of
the column and row is one combination. Since there are 2 columns and 3 rows, therefore the
number of combinations is 6. There are 6 options Jay can wear his clothes.

TREE DIAGRAM
What is a Tree Diagram?
A tree diagram is used as a tool to help calculate and provide a visual representation of
probabilities. The outcome of a certain event can be found at the end of each branch in the tree
diagram.
Let us use the illustration in the picture.

DRINKS
DAYS VIANDS
COFFEE
MONDAY PANCIT TEA
TUESDAY ADOBO SOFTDRINKS
CHOCOLATE

Carlo is thinking about his lunch for 2 days whenever he stays at home. Help him decide the
set of foods he will eat. Take note, Carlo does not want to repeat his food intake each day. How
many ways he can choose from the options he has?

38
 Here is the illustration of using tree diagram.
(Monday, Pancit, Coffee )
(Monday, Pancit, Tea)

(Monday, Pancit, Softdrinks)

(Monday, Pancit, Chocolate )
(Monday, Adobo, Coffee)
(Monday, Adobo, Tea )
(Monday, Adobo, Softdrinks )
(Monday, Adobo, Chocolate)

(Tuesday, Pancit, Coffee)

(Tuesday, Pancit, Tea )
(Tuesday, Pancit, Softdrinks)
(Tuesday, Pancit, Chocolate )
(Tuesday, Adobo , Coffee)
(Tuesday, Adobo, Tea)
(Tuesday, Adobo, Softdrinks )
(Tuesday, Adobo, Chocolate)

With the tree diagram, you can clearly see how many combinations there are. Each day,
Carlo has 8 options or combinations to choose from. There are 2 days he stays at home, meaning
there are 16 combinations or possibilities all in all.

SYSTEMATIC LISTING
What is Systematic Listing?
A systematic listing is another tool used to organize or represent the outcomes of an
event in a systematic manner through listing. It is done to make sure that no possible outcome is
missed out. The symbol { } is used to enclosed all possible outcomes in an event. All outcomes
are separated by comma.
Using the same problem in tree diagram method, let us try illustrate the number of possibilities
using systematic listing.
For Monday
(Monday, Pancit, Coffee) (Monday, Adobo, Coffee)
(Monday, Pancit, Tea) (Monday, Adobo, Tea)
(Monday, Pancit, Softdrinks) (Monday, Adobo, Softdrinks)
(Monday, Pancit, Chocolate) (Monday, Adobo, Chocolate)
39
For Tuesday
(Tuesday, Pancit, Coffee) (Tuesday, Adobo, Coffee)
(Tuesday, Pancit, Tea) (Tuesday, Adobo, Tea)
(Tuesday, Pancit, Softdrinks) (Tuesday, Adobo, Softdrinks)
(Tuesday, Pancit, Chocolate) (Tuesday, Adobo, Chocolate)

To finalize the answer, here is the general form using the systematic listing in the given problem.

S = {(Monday,Pancit,Coffee), (Monday,Pancit,Tea), (Monday,Pancit,Softdrinks),

(Monday,Pancit,Chocolate), (Monday,Adobo,Coffee), (Monday,Adobo,Tea),
(Monday,Adobo,Softdrinks), (Monday,Adobo,Chocolate), (Tuesday,Pancit,Coffee),
(Tuesday,Pancit,Tea), (Tuesday,Pancit,Softdrinks), (Tuesday,Pancit,Chocolate),
(Tuesday,Adobo,Coffee), (Tuesday,Adobo,Tea), (Tuesday,Adobo,Softdrinks),
(Tuesday,Adobo,Chocolate)}

Please take note of the symbols used. The braces symbol { } should only be used once in
an event. To separate the many outcomes in an event, parentheses can be used to group them
other than the comma as separator. But in the case of simple outcomes, comma as separator is
used.

FUNDAMENTAL COUNTING PRINCIPLE

If you have a ways of doing event 1, b ways of doing event 2, and c ways of event 3, then
you can find the total number of outcomes by multiplying:

axbxc

Example:

Carlo is thinking about his lunch for 2 days whenever he stays at home. Help him decide the
set of foods he will eat. Take note, Carlo does not want to repeat his food intake each day. How
many ways he can choose from the options he has?
Given:
2 days, 2 viands, 4 drinks

Solution:
2 × 2 × 4 = 16 ways

40
Activity

Directions: Read and understand each of the statements carefully. Choose the best answer among
the choices given and write your answers on the blank provided before the number.

_____1. What do you call the method of finding the total number of possible outcomes in an event
that uses multiplication as its operation?
A. probability table C. tree diagram
B. systematic listing D. Fundamental Counting Principle

_____2. What method of counting is illustrated below?

{(blue, red, yellow), (blue, red, green), (blue, red, white)}
A. probability table C. tree diagram
B. systematic listing D. Fundamental Counting Principle

____3. Johnny uses a certain method of knowing the sample space shown below. What is the
method he used?

A. probability table C. tree diagram

B. systematic listing D. Fundamental Counting Principle

_____4. If there 8 red balls, 2, blue balls, 6 white balls, and 12 yellow balls, which counting
method is best to use?
A. probability table C. tree diagram
B. systematic listing D. Fundamental Counting Principle

_____5. What is the main purpose of Fundamental Counting Principle?

A. To determine the possible outcome in a certain event
B. To determine the number of favorable outcomes in a certain event
C. To determine the total number of possible outcomes in an event
D. to determine the probability of a certain event
41
____6. You decided to order a pizza, but you have to choose the type of crust and the toppings. If
there are only 6 possible combinations of ordering a pizza, from which of the following should you
choose from?

A. Crust: thin or deep dish Topping: cheese or pepperoni

B. Crust: thin or deep dish
Topping: cheese, bacon, or pepperoni
C. Crust: thin or deep dish
Topping: cheese, bacon, sausage, or pepperoni
D. Crust: thin or deep dish
Topping: cheese, bacon, sausage, pepperoni, or hotdog
____7. In a restaurant, you have a dinner choice of one main dish, one vegetable, and one drink.
The choices for main dish are pork and chicken meat. The vegetable choices are broccoli and
cabbage. The drink choices are juice and water. How many choices are possible?

A. 8 B. 10 C. 12 D. 14

___8. In how many ways can a boy and a girl be selected from a group of 5 boys and 4 girls?

A. 20 ways B. 25 ways C. 22 ways d. 23 ways

___9. In a restaurant, you have a choice of one main dish, one vegetable, and one drink. The
main dish choices are pork and chicken meat. The vegetable choices are broccoli, cabbage and
“pinakbet”. The drink choices are “buko” juice, soft drinks or water. How many dinners are
possible?

A. 8 B. 12 C. 18 D. 24

__10. A and E Bakery serves two desserts; a cake and a pie. They also serve three beverages:
coffee, tea and juice. Suppose you choose one dessert and one beverage. How many possible
outcomes are there?

A. 5 B. 8 C. 9 D. 6

42
 Republic of the Philippines
Department of Education
Region XII - SOCSSKSARGEN
City Schools Division of Tacurong
Tacurong City

Name: ____________________________________ Grade & Section: _____________

Subject: Mathematics 8 Teacher: ______________________ Score: _____________
Lesson : Quarter 4 Weeks 8 & 9; LAS
Activity Title : Illustrates Experimental and a Theoritical Probability and
Solve problems Involving Probabilities of Simple Event
Learning Target : 1. Illustrates experimental and theoretical probability. (M8GE-IVi-1)
2. Solves problems involving probabilities of simple events.(M8GE-IVi-j-1)
Reference : Mathematics Learner’s Material 8, pages 555-579
LAS Writers : JEAN T. FERMIN and RENATO P. ESCOBILLO JR.

Recall of Concepts

Experimental Probability and Theoretical Probability

Experimental Probability is the ratio of the number of favorable outcomes and total number of
possible outcomes obtained in an actual experiment. It is attained by repeating an experiment and
observing the outcomes.

Examples:
1. A coin is tossed 20 times: a head is recorded 14 times and a tail
9 times. Find the probability of getting a head and a tail.

Solution:

2. The table shows the result when Mr. V rolled a die 20 times. What is
the probability getting a “3”?
Rolling a Die 1 2 3 4 5 6
Tally
2 3 2 6 3 4
(Number of occurrence)

Solution:

43
3. The table shows the result when Mrs. R spin the wheel
10 times. What is the probability getting a ?

Spin the Wheel

Tally 3 2 1 4
(Number of occurrence)

Solution:

4. The table shows the result when Mr. D picked marbles

in his jar. What is the probability will he pick a green
marble?
Marbles Red Green Blue
(R) (G) (B)
Tally
(Number of occurrence) 3 4 1

Solution:

Theoretical Probability is the ratio of the number of favorable outcomes and the total number of
possible outcomes. It assumes ideal conditions and is determined through the same space.

Examples:
1. A coin is tossed. What is the probability getting a head?

Solution:

44
 2. A die is rolled. What is the probability getting a “6”?

Solution:

3. The wheel at the right is spun. What is the probability will stop at the ?

Solution:

4. Mrs. B has 5 red, 4 black ,5 yellow, and 1 white marbles in

her jar. What is the probability will she pick a yellow marble?

Solution:

1. Ten identical cards are labeled 1 to 10. Find the probability

that a card drawn at random is divisible by 3.

Solution:

The event (E)= {3,6,9} has 3 possible outcomes.

45
2. In a class of 80 students,15 are in the Drama club,25 are
in the Sports club, 28 in the Mathsci. club and 12 are in the
English club. If a student is selected at random, what is the
probability that the selected students are in the Mathsci.
club?

Solution:

3. At a mall parking lot there are 50 vehicles, 10 of which are cars,15 are jeepney and the remainder
are motorcycle. If every vehicle is equally likely to leave, what is the probability of a motorcycle
leaving first?
Solution:

4. A class has 18 boys and 30 girls. If a student is picked at random, what is the probability that
the student is a boy?

Solution:

5. If one letter is chosen at random from the words LEARNING IS FUN, what is the probability
that the letter chosen is U and I?

Solution:

Let Us Remember

Probability is the branch of mathematics concerned with analyzing the chance that a particular
event will occur. Its purpose is to attempt to predict the likelihood that something will or will not
happen.
Sample Space all the possible outcomes of an experiment.

Sample Point just one of the possible outcomes.

Experiment is a repeatable procedure with a set of possible results.

Outcome a possible result of an experiment.

Event one or more outcomes of an experiment.

46
Experimental Probability is the ratio of the number of favorable outcomes and total number of
possible outcomes obtained in an actual experiment. And found by repeating an experiment and
observing the outcomes.

Theoretical Probability is the ratio of the number of favorable outcomes and the total number of
possible outcomes. It assumes ideal conditions and is determined through the same space.

Activity

Multiple Choice: Choose the letter of the best answer.

1. Mr. Bo has 8 red, 5 green, 7 blue,4 white and 6 black shirts in his closet. What is the
probability in percent will pick a black shirt from the closet?

2. A card is drawn from a well-shuffled pack of 52 cards. What is the probability of getting an ace
card?

For items 3-6: Use the problem below.

Each of the letters of the word BEAUTIFUL is written on a card. The 9 cards are shuffled and
placed upside down on the table. What is the probability that a card picked at random shows:
3. the letter “B”?

4. a vowel?

5. a letter between B and L?

6. a consonant?

47
For items 7-10.
The table shows how many times it occurs of each color.
COLOR NO. OF TIMES IT OCCUR
BLACK 10
YELLOW 7
RED 8
GREEN 11
WHITE 4

7. What is the theoretical probability that black will occur?

8. What is the experimental probability that yellow will occur?

9. What is the experimental probability that red will occur?

10.What is the theoretical probability that brown will occur?

48