Student – Teacher: Emeline S.

Ramos
Subject: Mathematics 8

DETAILED LESSON PLAN

MATHEMATICS 8

CONTENT: Triangle Inequality Theorem 3( S1 + S2 >S 3 )

CONTENT STANDARDS: The learner demonstrates understanding of key concepts of
inequalities in a triangle.
PERFORMANCE The learner is able to communicate mathematical thinking with
STANDARDS: coherence and clarity in formulating, investigating, analyzing, and
solving real-life problems involving triangle inequalities.
LEARNING COMPETENCIES: The learner illustrates the theorem 3 ( S1 + S2 >S 3 )on triangle
inequality - M8GE-IVa-48
LEARNING OBJECTIVES: At the end of the lesson, the learners are expected to:
a. Define triangle inequality theorem 3( S1 + S2 >S 3 );
b. Compute range of possible values for the third side of triangle
inequality;
c. Appreciate the importance of triangle inequality theorem 3
( S1 + S2 >S 3 ) in real life setting.
TIME ALLOTMENT AND 120 minutes , January 29, 2020
DATE:
SECTIONS AND TIME: Magkuno (9:45 – 10:45 a.m) , Narra (10:45 – 11:45 a.m) , Acacia
(1:00 -2:00 p.m.) and Apitong (2:00 – 3:00 p.m.)
RESOURCES: Learner’s Material
MATERIALS: Power point presentation, chalk, visual aids, markers, sticks and
manila paper.

PROCEDURE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
I. INTRODUCTION
Preliminary Activities
- Prayer
- Checking of Attendance

Class, what was our topic last meeting?
Very good. What is Triangle Inequality Theorem
(Side – Angle Relationship)?
Triangle Inequality Theorem (Side – Angle
Relationship).
• If one side of a triangle is larger than a
second side, then the angle opposite the
first side is larger than the angle opposite
the second side. If one angle of a triangle
is larger than a second angle, then the
side opposite the first angle is larger than
the side opposite the second angle.

Excellent! Is there any clarifications regarding our None ma’am.

previous topic?

Motivation:

That’s good to hear that. Now let’s proceed to our

new topic. But before that, I have here 5 different The triangle is not totally formed ma’am.
measurements of sticks (3 inches, 7 inches, 8
inches, 4 inches, and 2 inches. Now, when I pick 3
three sticks measures (2 inches, 3 inches and 8
inches) when we form it into a triangle. What have
you observe?
Yes, that’s right. How about when I pick these The triangle is already formed ma’am..
sticks with following measures (8 inches, 7 inches
and 4 inches). When I form it into triangle. What
have you observe?

Now, compare the two illustrations. Observe their I think ma’am if the sum of two sides of a triangle
lengths. What do you think is the reason why the is less than the other side, it can’t make a
first illustration can’t make a triangle and the triangle.
second illustration it’s already formed a triangle?

Yes, you have a point. Who has another idea?

Very good. So, what do you think our topic for
today?
Excellent! To be specific, our topic for today is all
about Triangle Inequality Theorem 3
S S
( 1 2 3 ). But before we proceed to our new expected to:
+ >S
lesson, let us first consider our lesson objectives.
So, everybody please read.
II. ACTIVITY:
Thank you. Class, I have here an activity for you to
answer. This activity consists 4 groups. So, I want
you to group into 4 so please count 1 to 4 start
from the right side.
Ma’am the sum of the two sides must be greater
than the other side so that it can form a triangle.
I think our today is all the two sides of a triangle is
greater than the third side.
At the end of the lesson, the learners are
a. Define triangle inequality theorem 3 (
S1 + S2 >S 3 );
b. Find the range of the third side in triangle
inequality;
c. Appreciate the importance of triangle
inequality theorem 3 ( S1 + S2 >S 3 ) in real
life setting.
(students are counting)

Now, proceed to your groupmates silently, form a

circle and please don’t drag the chairs. Okay ma’am.

This activity will take only 10 minutes. After that,

each group will select a representative to present
your work and a secretary to write the members of
a group.

Before you start to answer the activity kindly read

first the scoring rubric that will guide you 5 points 4 points3 points
throughout the activity. Correctne All One Two or
ss answers mistake more
are committed
mistakes
correct. . are
committed
.
Promptne The The The
ss activity is activity is activity
finish finish on finish over
ahead of time. time.
time.
Teamwork All One Two or
members member more
of the of the members
group group did of the
participate not group did
well. participate not
participate
Discipline All One Two or
 members member more
of the of the members
group group did did not
behave not behave.
Thank you. Any clarifications? well. behave.
None ma’am.
Very good. Answer your activity and time starts
now.

Activity:
 Can the following lengths form a triangle?

1. 4 mm
2. 2 mm
5 mm
7mm
10 mm
8 mm

 Given a triangle with sides of length 3 and 7,

find the range of possible values for the third
side.

After 10 minutes…

Time is up. Present your answer in front.

III. ANALYSIS:
So, class how was the activity?
Did you enjoy it?
Did you find it difficult?
Why did you find it difficult group 3?
Oh I see. So, how about group 4 what makes it
easy?
That’s good to hear. So, what have you observe in
the activity?
That’s right. How can you define triangle inequality
theorem 3 ( S1 + S2 >S 3 )?
Excellent! So, how were you able to come up with
those conclusions with the given time limit?
Alright! Cooperation is indeed essential in group
activities. Good job everyone.
( representative of each group present their
answer)
It’s fun ma’am.
Yes, ma’am.
At first, it’s difficult ma’am but later we find it
easy.
In finding the range of possible values for the
third side. We don’t have idea how to find.
Since then, other members did not cooperate.
In determining if the given lengths can form a
triangle. Because we can easily see if the given
lengths can form a triangle. And everyone of us
shared our opinions.
We observe that in triangle with the given
lengths, if we add two shorter sides is greater
than the third side.
The sum of the lengths of any two sides of a
triangle is greater than the length of the third side.
Through cooperation ma’am.
 IV. ABSTRACTION:
Triangle Inequality Theorem 3 ( S1 + S2 >S 3 )

The sum of the lengths of any two sides of a

triangle is greater than the length of the third side.

Add the two smallest sides; they MUST be larger

than the third side for the triangle to be formed.

4 + 10 > 12

Finding the range of the third side:

Given The lengths of two sides of a triangle
Since the third side cannot be larger than
the other two added together, we find the
maximum value by adding the two sides.
Since the third side and the smallest side
 given cannot be larger than the other side,
we find the minimum value by subtracting
the two sides.
Difference < Third Side < Sum
Example Given a triangle with sides of length a
and b, find the range of possible values for the
third side.

Is there any clarifications?

Now, let’s check your work.

V. APPLICATION:
Each of Xylie, Marie, Angel, and Chloe
was given an 18 – cm piece of stick.
They were instructed to create a triangle.
Each cut the stick in their own chosen
lengths as follows: Xylie – 6 cm, 6 cm, 6
cm ; Marie – 4 cm, 5 cm, 9 cm; Angel –
7 cm, 5 cm, 6 cm; and Chloe – 3 cm, 7
cm, 5 cm. Who among them was not
able to make a triangle?

VI. EVALUATION:
1.

How many possible integer lengths has the third

side?

2. The distance Klark walks from home

to school is 120 meters and 80
meters when he goes to church from
home. Xylie estimates that the
distance Klark walk when he goes
directly to church, coming from
school is 180 meters. Realee’s
estimation is 210 meters.

a. Which estimation is feasible?

Why?
b. Supposing that the shortest
distance among the three
locations is the school – church
distance, what are its possible
distances?
VII. ASSIGNMENT:
If two sides of a triangle have lengths 7
cm and 10 cm, what are the possible
integral lengths of the third side?
Between what two numbers is the third
side?

Noted:
ROLAN O. GUIMARY