DEPARTMENT OF EDUCATION

DIVISION OF SAN JOSE DEL MONTE CITY

San Ignacio St., Poblacion, City of San Jose del Monte, Bulacan 3023
8
Mathematics
Quarter IV – Module 1
Triangle Inequality Theorems
Mathematics - Grade 8
Alternative Delivery Mode
Quarter IV - Module 1: Triangle Inequality Theorems

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 8

Mathematics
Quarter IV – Module 1
Triangle Inequality Theorems

Department of Education • Republic of the Philippines

Introductory Message

This Self- Learning Module (SLM) is prepared so that you, our dear learners, can continue
your studies and learn while at home. Activities, questions, directions, exercises, and
discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as you
discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell
you if you need to proceed on completing this module or if you need to ask your facilitator or
your teacher's assistance for better understanding of the lesson. At the end of each module,
you need to answer the post-test to self - check your learning. Answer keys are provided for
each activity and test. We trust that you will be honest in using these.

Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use
a separate sheet of paper in answering the exercises and tests. And read the instructions
carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks in this
module do not hesitate to consult your teacher or facilitator.

Thankyou.

ii
 What I Need to Know

CONTENT STANDARD
The learner demonstrates understanding of key concepts of inequalities in a triangle,
and parallel and perpendicular lines.

PERFORMANCE STANDARD
The learner is able to communicate mathematical thinking with coherence and clarity in
formulating, investigating, analyzing, and solving real-life problems involving triangle
inequalities, and parallelism and perpendicularity of lines using appropriate and accurate
representations.

LEARNING COMPETENCY:
The learner illustrates theorems on triangle inequalities (Exterior Angle Inequality
Theorem, Triangle Inequality Theorem, Hinge Theorem) and applies theorems on triangle
inequalities.

In this module, you will learn how to illustrate and apply the different theorems on triangle
inequality. The lesson is designed and arranged to follow the required sequence standard of
the course to develop fluency in the use of these triangle inequality theorems as you continue
your study in geometry.

This module contains:

Lesson 1: Illustrating Theorems on Triangle Inequalities

Lesson 2: Applying Theorems on Triangle Inequalities

After going through this module, you are expected to:

a.) illustrate theorems on triangle inequalities;

b.) utilize theorems in triangle inequalities to describe the relationships among the side
lengths and angle measures of a triangle;
c.) find the range of values of the length of the third side of a triangle given the length
of the other two sides; and
d.) apply theorems on triangle inequalities to solve real-life problems.

1
 What I Know

Read each item carefully and choose the letter of the correct answer.

1. In SEA , mS = 35 and mE = 52 . Which side of the triangle is the longest side?
A. SE C. EA
B. SA D. Cannot be determined.

2. The longest side of a triangle would be located where in a triangle?

A. Opposite to the smallest angle C. Adjacent to the smallest side
B. Opposite to the largest angle D. Adjacent to the largest side
A
3. In ABC which of the following is the correct order of
angles from smallest to largest?
A. ∠𝐴, ∠𝐵, ∠𝐶 C. ∠𝐵, ∠𝐴, ∠𝐶
14 cm 18 cm
B. ∠𝐴, ∠𝐶, ∠𝐵 D. ∠𝐶, ∠𝐵, ∠𝐴

C B
16 cm
4. What is the shortest and longest sides of DEF ? E
A. shortest side ̅̅̅̅
𝐷𝐸 C. shortest side ̅̅̅̅
𝐷𝐹
̅̅̅̅ ̅̅̅̅ 60⁰
longest side 𝐸𝐹 longest side 𝐷𝐸
B. shortest side ̅̅̅̅
𝐸𝐹 D. shortest side ̅̅̅̅
𝐹𝐷
longest side 𝐷𝐸̅̅̅̅ ̅̅̅̅
longest side 𝐸𝐷

F 38⁰ 85⁰ D
5. In HOT , HO = 4 x + 2 , OT = 5 x − 3 and HT = 2 x + 4 . The perimeter of the triangle is
36 units. Which angle in the triangle has the largest measure?
A. ∠𝐻 C. ∠𝑇
B. ∠𝑂 D. Cannot be determined.

6. Which of the following is FALSE about Triangle Inequality Theorem.

A. The sum of the lengths of any two sides is greater than the length of its third side.
B. The length of the third side is less than the sum of the lengths of its two sides.
C. The combined measure of the two sides of the triangle is less than the third side.
D. The combined lengths of the two sides is greater than the length of the third side.

7. Consider the triangle on the right. Which of the following is true about the sides s, m and
f?
A. s + m = f C. m = s + f s m
B. f + m > s D. s > m + f

2
8. Which of the following is a possible third side of a triangle whose other two sides
measures 2 cm and 15 cm?
A. 16 cm B. 17 cm C. 18 cm D. 19 cm

9. Which is TRUE about the given figure below according to f

exterior angle inequality theorem?
A. me  mf C. mh  mf
B. mh  me D. mg  me e g h

10. From the given figure at the right, which angle measures are less
5
than ∠4? 4 6
A. ∠1 and ∠2 C. ∠3 and ∠5 3
B. ∠2 and ∠3 D. ∠5 and ∠6

1 2
11. Given the diagram at the right, what can be concluded
regarding HN and EN? I G
A. HN > EN
B. HN < EN 30˚ 25˚
C. HN = EN
D. No conclusion can be made. H N E
O
12. Given the diagram at the right, what can be concluded
regarding mOBI and mOBR ?
A. mOBI  mOBR 7
10 6
B. mOBI  mOBR
C. mOBI = mOBR
R
D. No conclusion can be made. 8 B 8 I

13. Given: CA  DO ; AT  OG 75𝑜

mA = 75 and mO = 36 .
What can be concluded about CT and DG ?
C
A. CT  DG T
O
B. CT  DG
C. CT  DG 36𝑜
D. No conclusion can be made.

D G

3
 18
14. What is the range of possible values for x in the figure
below?
A. 2 < x < 10
B. 4 < x < 12 15
12
C. 6 < x < 14
D. 8 < x < 16 80o
(10x-20)o
15

15. Given the diagram at the right. Which of the following

inequalities describes the possible values for x?
A. x > 16
B. x < 16
C. x > 8

2x – 4
12
D. x < 8 46⁰ 58⁰

4
 LESSON
Illustrating Theorems on
1 Triangle Inequalities

This lesson discusses the relationships involved when inequalities exists in one or two
triangles. It deals with angles and sides in figuring-out which angle is the largest and which
side is the longest given the angles and sides of a triangle.

What’s In

Before you learn more about triangle inequalities, you should review first on how to apply
inequalities to segments and angle measures. From your past lesson in segments and angles
on inequalities, the Comparison Property of Numbers was used to compare two unequal
segments or angles.

Comparison Property of Real Numbers

Given two unequal numbers m and n, either m > n or m < n.

Activity: Compare Me!

Using the figures below, replace □ with < or > to make a true statement.
M
A
1
1

L O V E
T
-3 -2 -1 0 1 2 3 1
Figure 1 68⁰ 42⁰
1 21⁰ H
I 1 Figure 2

1. ̅̅̅̅
𝐿𝑉 □ ̅̅̅̅
𝑂𝐸 4. 𝑚∠𝑀𝐼𝐴 □ 𝑚∠𝐴𝐼𝐻
2. ̅̅̅̅
𝑂𝑉 □ ̅̅̅̅
𝐿𝐸 5. 𝑚∠𝑇𝐼𝑀 □ 𝑚∠𝐻𝐼𝑀
3. ̅̅̅̅
𝐿𝑂 □ ̅̅̅̅
𝑂𝑉 6. 𝑚∠𝐴𝐼𝑇 □ 𝑚∠𝐻𝐼𝐴

5
 What’s New

Is there a limit to the possible side lengths to illustrate a triangle if a triangle could have
many different possible sides lengths? Also, how can we use inequalities to describe
relationships among its side lengths and angle measures?

You can now explore triangle inequalities by following the instruction to the construction
below.

Triangle Construction

Materials: Bond Paper, Compass, and Protractor

Step 1: Draw XYZ given that the lengths of XY = 3 cm

and YZ = 8 cm . On a clean sheet of paper, draw x 3 cm y
XY so that it is 5 cm long.

Step 2: To find all the possible location of Z with YZ = 8 cm

. Set your compass to 8 cm and draw a circle whose 8 cm
center is at Y. 3 cm

Step 3: Select any point to be the vertex of point Z that lies

along the circumference of the circle.

Step 4: Measure and note the length of XZ to complete the

possible third side of your triangle.
5 cm
Guide Questions:

1. Use the measure of the sides of XYZ to make the

following comparison by replacing □ with < 𝑜𝑟 >. What have you observed?
̅̅̅̅
𝑋𝑌 + ̅̅̅̅
𝑌𝑍 □ ̅̅̅̅
𝑋𝑍
̅̅̅̅ + 𝑋𝑍
𝑌𝑍 ̅̅̅̅ □ 𝑋𝑌
̅̅̅̅

̅̅̅̅
𝑋𝑍 + ̅̅̅̅
𝑋𝑌 □ ̅̅̅̅
𝑌𝑍
2. Using your protractor, measure each interior angle of XYZ . What is the largest angle
with respect to its longest side? Also, what is the smallest angle with respect to its
smallest side?

3. Using the same information as above, what is the longest side in relation to the largest
angle? Also, what is the shortest side in relation to the smallest angle?

6
 What is It

There are six (6) theorems that you may encounter as you go through this module, and
each of them has something to be dealt with.
INEQUALITIES IN ONE TRIANGLE

THEOREM 1 : Ss → Aa

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.

• The longest side is opposite the largest angle.

• The shortest side is opposite the smallest angle.

Illustrative examples:
Name the smallest and largest angles in the given triangles.

1. Y 2. I

15 22
16 10

E S W N
17 20

Smallest Angle - S Smallest Angle - N

Largest Angle - Y Largest Angle - W

THEOREM 2 : Aa → Ss

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

• The largest angle is opposite the longest side.

• The smallest angle is opposite the shortest side.
•

7
Illustrative Examples:
Name the shortest and largest sides for each triangle.

1. E 2. Y O
65⁰ 36⁰

45⁰ W

54⁰
70⁰
N J

Shortest Side - EN Shortest Side - JO

Longest Side - EW Longest Side - JY

THEOREM 3 : S1 + S2 > S3

In any triangle, the sum of the lengths of any two of its sides is greater
than the length of its third side.

Illustrative Examples:

1. Refer to the triangle below, its sides are labeled with measurements. Observe the
relationship of each sides.

1st 2nd 3rd

+ = sum >
side side side
10 cm + 9 cm = 19 cm > 5 cm
9 cm + 5 cm = 14 cm > 10 cm
5 cm + 10 cm = 15 cm > 9 cm
10 cm

Notice that the sum of the lengths of any two sides of a triangle is always greater than
the length of the third side.

2. Determine if the given lengths of segments can be the sides of a triangle. 6 cm, 22
cm, and 10 cm.

1st 2nd 3rd 6 cm, 22 cm and 10 cm cannot

+ = sum >/< be the length of the sides of a
side side side
6 cm + 22 cm = 28 cm > 10 cm triangle because the sum of
22 cm + 10 cm = 32 cm > 6 cm two sides 10 cm and 6 cm is
10 cm + 6 cm = 16 cm < 22 cm less than the third side 22 cm.

8
 THEOREM 4 : Exterior Angle Inequality Theorem

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

measure of either of the two remote interior angles.

Illustrative Example:
x
a
Consider the figure at the right.

a , b and c are interior angles

x , y and z are exterior angles

b c
Based on Exterior Angle Inequality Theorem, y z

m x  m b my  ma m z  m a
mx  mc my  mc m  z  m b

INEQUALITIES IN TWO TRIANGLES

THEOREM 5 : 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. (May also be referred to as the SAS Inequality Theorem)

This theorem is called the “Hinge Theorem” because it acts on the principle of the two
sides described in the triangle as being the “hinged” at their common vertex.

Z
Consider the scissors at the right.
Y
The sides described in this theorem are the blade
lengths of the scissors with the “hinge” being at the corner X
of the scissors’ pivot point (point B or Y). While the blade
lengths of the scissors will not change, the pivot point C
“hinge” does allow the scissors to open, or close, with
varying angular degrees (at point B or Y).
As the size of the angle at the “hinge” (at point B or Y) B
increases, the longer that the opposite side becomes.

If mB  mY , then AC  XZ . A

9
Illustrative Examples:

O R
1. Compare the lengths of RO and BE .
O
Given: RO  BE ; OE  OE 17⁰

If mREO = 28 and mBOE = 17 , 28⁰

then REO  BOE E

B E
By hinge theorem, RO  BE .
A
96⁰
2. Compare the lengths of TB and RN . T
R
Given : AT  UN ; BA  RU

If mA = 96 and mU = 87 ,

then A  U
B
By hinge theorem, TB  RN N
87⁰
U

The converse of this theorem is also true.

THEOREM 6 : Converse of 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.( May also be referred to as the SSS Inequality Theorem)

Y
If we return to the scissors analogy, the converse of
the Hinge Theorem would tell us that the wider scissors X
open his blade AC  XZ , the larger it creates at the hinge
of the pivot point mB  mY . C

If AC  XZ , then mB  mY .

B

10
Illustrative Examples:

O
1. Compare RNO and CON .

Given: CO  RN ; ON  ON

If OR = 29 and NC = 25 , R
then OR  NC .

By the converse of hinge theorem,

RNO  CON N

B 5 R

2. Compare BER and ARE .

Given : ER  ER ; AR  BE ;
11 10 11

If AE = 7 , and BR = 5 , then AE  BR .

By the converse of hinge theorem, BER  ARE

E A
7

What’s More

Use triangle inequality theorems to answer the following activity.

11
 L 5 V
50o
A. Write the inequality relating to the given pair of segments
75o
or angles below. Refer to the figure on the right.
6

1. LO _____ LV
43o
2. VY _____ OY 38o
O Y
3. mYOE _____ mOYE
4. mLOV _____ mLVO
10
8
B. Determine if the given lengths of a triangle can be the
measure of its sides by writing YES or NO after each
E
given.

1. 8, 10, 11 3. 3, 6, 9 5. 6, 8, 13
2. 4, 9, 16 4. 8, 12, 12

C. Write the inequality relating to the given pair of angles on the right.
M
1. m∠PMO _____ m∠SOM
2. m∠SOM _____ m∠MPO

P O S
D. Use Hinge Theorem and its Converse to write the inequality relating to the given
pair of segments or angles below.

1. SM DM 2. PQS RQS
Q
S
6
6
o P
32
M J
28o R
7
8
D

3. AS RM 4. PSA ISR

M S

13 13
R
80o 15 I
15 P
60o 8
6
A
S
A R
12
 What I Have Learned

Concept Map: Sum-up what you have learned on Triangle Inequality Theorems by writing the
necessary information on the space provided inside the boxes.

TRIANGLE INEQUALITY THEOREMS

Theorem 1 Statement
________________ ________________________________________

Theorem 2 Statement
One Triangle

________________ ________________________________________

Theorem 3 Statement
________________ ________________________________________

Theorem 4 Statement
________________ ________________________________________

Theorem 5 Statement
Two Triangles

________________ ________________________________________

Theorem 6 Statement
________________ ________________________________________

13
 LESSON
Applying Theorems on
2 Triangle Inequalities

In the previous lesson, you have just learned how the theorems on triangle inequalities
can help you understand the relationship between the sides and angles in one or in two
triangles.

What’s In

Before solving these problems, it is important to apply your skills in solving interior angles
of a triangle. Likewise, this will serve as a review in solving linear equality.
Find My Interiors. Use the Triangle Sum Theorem to solve for x and each interior angle.

1. B 2.) E

(3x - 8)o (x - 1)o

F
(2x + 1)o (x - 5)o
A C

14
 What’s New

Raiza and Girlie leave SPNHS and travel to an opposite direction to reach their own
respective houses. Raiza walks 250 meters due west before turning 82 o toward north, and
then walks for another 175 meters. While Girlie walks 250 meters due east before turning 78o
toward south, and then walks for another 175 meters. Whose house is farther from their
school? Explain your reasons.

N
Raiza’
House

W E

SPNHS S
o
82 250 m
78o

Girlie’s
House

What is It

In this section, you will know how these theorems of triangle inequalities be applied in
different instances to prove the existence of inequalities in triangles.
INEQUALITIES IN ONE TRIANGLE

THEOREM 1 : Ss → Aa

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.

• The longest side is opposite the largest angle.

• The shortest side is opposite the smallest angle.

15
Illustrative Examples:
Order the angles in each triangle from smallest to largest.

1. 18 cm 2. U
W
F

13 cm 25 cm
20 cm 13 cm

T F N
15 cm

F , T , W F , U , N

THEOREM 2 : Aa → Ss

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

• The largest angle is opposite the longest side.

• The smallest angle is opposite the shortest side.
•

Illustrative Examples:
Find the measure of the missing angles to name the shortest and longest sides for
each triangle.
1. Solution
mA + mI + mD = 180 A
( x + 15) + 90 + (2 x ) = 180
(x + 15)⁰
x + 15 + 90 + 2 x = 180
3 x + 105 = 180
3x = 180 − 105
3x = 75
x = 25

 mA = x + 15 m D = 2 x
(2x)⁰
= 25 + 15 = 2(25) I D
mA = 40 mD = 50

Shortest side - ID Longest side - AD

16
 2. Solution:

remote interior angle + remote interior angle = exterior angle

x  + ( x + 5) = 125 W
x + x + 5 = 125 x⁰
2 x + 5 = 125
2x = 125 − 5
2x = 125
x = 60
(x+5)⁰ 125⁰
A E
 mW = x
m A = x + 5 mAEW = 55
mW = 60
= 60 + 5
mA = 65

Shortest side - AW Longest side - EW

THEOREM 3 : S1 + S2 > S3

In any triangle, the sum of the lengths of any two of its sides is greater
than the length of its third side.

Illustrative Examples:

1. Two sides of the triangle measures 11 and 8 respectively. Find the range of the possible
measures of the third side.

Step 1: Let x be the representation of the third side.

Step 2: Applying the Triangle Inequality Theorem,

11 + 8 > x 8 + x > 11
19 > x x > 11 – 8
x>3

Step 3: Rewriting 19 > x and x > 3 will be 3 < x < 19

Shortcut Method:
Notice that the difference of 11 and 8 is 3. And the sum of 8 and 11 is 19. So you
can do this shortcut.
11 – 8 < x < 11 + 8
3 < x < 19

17
2. The length of RC and CL are 14 cm and 11 cm respectively. What is the range of the
values of LR ?
By using the shorter way;
14 cm – 11 cm < LR < 14 cm + 11 cm
3 cm < LR < 25 cm

THEOREM 4 : Exterior Angle Inequality Theorem

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

measure of either of the two remote interior angles.

Example:

Use the Exterior Angle Inequality Theorem to list all angles that satisfy the given
condition.
1.) Angles less than the m∠4. 4
Answer : ∠2 and ∠3 1

By Exterior Angle Inequality Theorem the remote interior

angles (∠2 and ∠3) are less than the exterior angle (∠4).

2.) Angles greater than m∠2.

Answer : ∠4 and ∠5 2 3
5
By Exterior Angle Inequality Theorem the exterior
angles (∠4 and ∠5) are greater than the remote interior angle (∠2).

INEQUALITIES IN TWO TRIANGLES

THEOREM 5 : 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. (May also be referred to as the SAS Inequality Theorem)

Example

Write an inequality, or set of inequalities, to describe the A

possible values for x.
(4X-4)⁰

16 20
Given : AR  EC ; RE = 18 and CA = 16 ;
mEAR = (4 x − 4) and mAEC = 20 C R
Solution :
4x - 4 > 20 4x - 4 < 180
20
20⁰

18
4x - 4 + 4 > 20 + 4 4x - 4 + 4 < 180 + 4
4x > 24 4x < 184
x >6 x < 46 E

18
 THEOREM 6 : Converse of 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.( May also be referred to as the SSS Inequality Theorem)

Example:

Write an inequality, or set of inequalities, to describe the

possible values for x. 8x-4
R A

Given: AN  GN ; RN  EN ; RA = 8 x − 4 and EG = 28

Solution : 42⁰

8x - 4 > 28 N
8x - 4 + 4 > 28 + 4 N
8x > 32 36⁰
x>4

G E
28

What’s More

Direction: Apply the Triangle Inequality Theorems to answer the following activities below.
A. List the angles from smallest to largest.
D
1.) B 2.) 3.)
9 I
4 8 5 G
3
11
E 3
C H
A 5 F 7

_______________ _______________ _______________

B. List the sides from the longest to shortest.
B D
1.) o
2.) 3.) I
70 38o
G
85o

75o 35o C
A F 46o
82o
E H
_______________ _______________ _______________

19
C. Given the measures of two sides of a triangle, write the range of possible measures of
the third side.
1.) 8 and 12 3.) 4 and 9 5.) 12 and 21
2.) 7 and 16 4.) 24 and 15

D. Use the Exterior Angle Inequality Theorem to list all angles that satisfy the given
condition.
1
1.) Angles less than the m∠9. _____, _____
4
2.) Angles less than the m∠7. _____, _____ 5 3
3.) Angles less than the m∠2. _____, _____ 6
2
9 8 7

E. Using the Hinge Theorem and its Converse, write the inequality that will give the correct
range of x.
32
1.) 2.)

10
4x - 2 24
125o 140o 24

9 9
26
3.) 9

6
10
8 8 60o
(7x + 4)o
6

What I Have Learned

Directions : In this activity you will be asked to complete the 3-2-1 chart regarding the
application of Triangle Inequality Theorems that you have learned.

Three things you found out.

3
Two interesting things.

2
One question I still have.

1 20
 What I Can Do

Hiking is a good form of exercise not just physically but also mentally. Nowadays, more
and more people go out to hike because of its many health benefits.
In the City of San Jose Del Monte, there is a mountain that is slowly gaining its popularity
to most beginner hikers because it’s just a minor hike. The mountain is known as Mt. Balagbag
and for some experience hiker they dubbed this as “Mt. Pulag of Bulacan” due to its grassy
slope. The mountain offers different trails that all leads to its breath taking summit overlooking
Metro Manila.
If you will serve as one of the tour guide, explain how will you map out the shortest
distance from point A (jump off point) to point H (summit) using the trail map below.
Justify each of your decisions supported by the Theorems of Triangle Inequalities.

G
C
86o
E
45o H
30o

A
62o F
60o
B D 42o

21
 Assessment

Read each item carefully and choose the letter of the correct answer.
T
1. Which of the following shows the angles of SET in order
from smallest to largest?
19 17
A. E, S, T C. S, E, T cm cm
B. E, T , S D. S, T , E
S E
20
2. In FIT , FT  TI which statement must ALWAYS be true? F cm
A. mF  mT C. mT  mI
B. mF  mI D. mI  mF
I T

3. Which shows the sides of FLY in order from longest to shortest?

A. LY , FL, FY C. LY , FY , FL
B. FY , FL, LY D. FY , LY , FL

4. Which sides of BIG are the longest and shortest if mB = 35 and mI = 95 ?
A. Longest IG shortest BG C. Longest BG shortest IG
B. Longest IB shortest IG D. Longest IG shortest IB

5. What is the shortest side of SUN if the measures of mS = (12 x − 9)
mU = (62 − 3 x ) and mN = (16 x + 2) ?
A. SN C. UN
B. US D. Cannot be determined.

6. Which of the following statements is TRUE about exterior angle inequality theorem.

A. The measure of an exterior angle of a triangle is greater than the measure of its interior
angles.
B. The measure of an exterior angle of a triangle is greater than the measure of its remote
interior angles.
C. The measure of an exterior angle of a triangle is less than the measure of its remote
interior angles.
D. The measure of an exterior angle of a triangle is less than the measure of its interior
angles.

7. Refer to the figure below and identify which statement is TRUE. C

A. NC + CR = NR C. CR = NC + NR
B. NR + CR > NC D. NC > NR + CR
N R
22
8. The following sets of numbers are the lengths of the sides of the triangle EXCEPT.
A. 7, 5, 4 B. 9, 6, 5 C. 11, 12, 29 D. 25, 32, 56

9. What is the range of possible measure of a triangle with sides 29 and 50?
A. 21 < x < 79 C. 71 < x < 21
B. 21 > x > 79 D. 71 > x > 21
1
10. Using the figure on the right, which angle is less than 4 . 4
A. 7 B. 6 C. 3 D. 2 5 63
2
8 7

11. Given the diagram at the right, what can be concluded T

R
regarding TE and YR ?
A. TE  YR
38⁰ OO 50⁰
B. TE  YR
C. TE = YR
D. No conclusion can be made Y
E
O
12. Given the diagram at the right, what can be concluded
regarding mH and mN ? 6 9
A. mH  mN C. mH = mN
B. mH  mN D. No conclusion can be made
H N

8
9
13. Given: MO  HA ; OP  AM ; mMOP = 82 , mHAM = 65 I
What can be concluded about MP and HM ?
O A
A. MP  HM
B. MP  HM 82⁰ 65⁰
C. MP = HM
D. No conclusion can be made M P H M

14. Given: EI = 10 and HG = 12 ; EG  TG ; IG  HT . What can be concluded about mEGI

and mGTH ?
A. mEGI  mGTH
B. mEGI = mGTH
C. mEGI  mGTH
D. No conclusion can be made

15. Given the diagram at the right. Which inequality describes the possible values for x?
A. 3 > x < 14
B. 3< x > 14
C. 3 > x > 14
D. 3 < x < 14 18 15

55⁰ (5x – 15)⁰

23
 Additional Activities

Analyze and solve the problems below. Provide justifications to your answer.

1.) Jeff, Ian and Axel want to play “pass the ball” game. The mechanics is just passing the
ball from each other in a systematic way. However, Jeff wants to be the first to initiate in
passing the ball to Ian and wants to stand 15 meters apart from Ian and 18 meters apart
from Axel. What do you think are the possible distances between Axel and Ian and who
do you think has the disadvantage of catching the ball?

2.) As an interior house designer, Joshua designs his own kitchen by drawing a triangle and
placing an appliance at each vertex. If the distance from the refrigerator to the sink is 7
feet and the distance from the sink to the range is 6 feet, what do you think are the possible
distances between the refrigerator and the range?

3.) Marites is picking mangoes from the tree on her backyard same with her neighbor, Nena.
Since their mango trees are full of red poisonous ant they cannot climb to the tree and
used only a pole with a hook attached on one end. Both of their trees are 13 feet standing
from the ground and they are both standing 7 feet away from their trees. Marites used a
15 feet pole and lift it at 60o from the ground where she’s standing while Nena lift her pole
at 50o from the ground. What do you think are the possible lengths of Nena’s pole?

4.) As a florist, Nora designs her mini backyard with flowering plants including her one and
only orchid. Since the dead tree is located at the center of her mini backyard she chose to
hang there the orchid and place two of her flowering plants on two small tables from each
side of the dead tree which forms a triangle. Suppose the angle formed from the flowering
plant on the right side is larger than the angle formed from the left side, what can you
conclude regarding the distance of the two flowering plants to the orchid hanging on the
dead tree?

24
 25
What I know C. 1. 4< x < 20
1. A 7. B 2. 9 < x < 23
2. B 8. A 3. 5< x < 13
3. C 9. B 4. 9 < x < 39
4. A 10. A 10. 9 < x < 33
5. C 11. A D. 1.
6. C 12. B 2.
7. B 13. C
3.
8. A 14. A
E. 1.
9. B 15. C
2.
3.
LESSON 1:
What I Can Do
What’s In
1.
2.
3.
Assessment
4.
1. C
5.
2. D
6.
3. B
4. C
What’s New
5. A
A. 2. 3.
6. B
7. B
What’s More
8. C
A. 1. > 2. < 3. > 4. <
9. A
B. 1. YES 2. NO 3. NO 4. YES
10. D
5. YES
11. B
C. 1. < 2. >
12. A
D. 1. > 2. < 3. > 4. <
13. B
14. C
LESSON 2:
15. D
What’s In
Additional Activities
1. x = 32 2. x = 43
6. 4m to 22m, Axel
What’s New 7. 2 feet to 12 feet
1. Raiza’s House 8. 7 feet to 14 feet
9. Right side
What’s More
A. 1.
2.
3.
B.1.
2.
3.
Answer Key
References
Romero, Karl Freidrich Jose . Geometry in the Real World: Explorations and Applications.
Chino Roces Ave, Makati City. Selesiana Publishers, Inc. 2003.

Sia, Lucy et. Al. 21st Century Mathematics. 927 Quezon Avenue, Quezon City: Pheonix
Publishing House Inc. 2002

26
 This material was contextualized and localized by the
Learning Resource Management and Development Section (LRMDS)
SCHOOLS DIVISION OF SAN JOSE DEL MONTE

MERLINA P. CRUZ PhD, CESO VI

Officer-in-Charge
Office of the Schools Division Superintendent

ERICSON S. SABACAN EdD, CESO VI

Assistant Schools Division Superintendent

ROLANDO T. SOTELO DEM

Chief Education Supervisor
Curriculum Implementation Division

ANNALYN L. GERMAN EdD

Education Program Supervisor, LRMS

MA. CORAZON P. LOJA

Education Program Supervisor, Mathematics

ALEXANDER C. IGNACIO
MILFREDO D. DAYRIT
MARIEANN M. DELA CRUZ
DONNY LOU VILLABLANCA
MICHAEL B. ZAMORA
Sapang Palay National High School
Writer

MICHAEL B. ZAMORA / DONNY LOU VILLABLANCA

Sapang Palay National High School
Illustrator

MICHAEL B. ZAMORA
Sapang Palay National High School
Layout Artist

BRYAN M. MANILE
Sapang Palay National High School
Content Editor

BILLY RAY B. MANUEL

Sapang Palay National High School-Senior High School
Language Reviewer

MA. GAZELLE B. REGENTE

Sapang Palay National High School
Lay-out Evaluator

27
 For inquiries or feedback, please write or call:

Department of Education – Division of San Jose Del Monte City –

Learning Resource Management and Development Section (LRMDS)

San Ignacio Street, Poblacion, City of San Jose Del Monte, Bulacan

Email Address: lrmssdosjdmc@gmail.com

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