Learning Area Grade Level

W1 MATHEMATICS Grade 8
Quarter Fourth Date Week 1
I. LESSON TITLE Triangle Inequality Theorem
II. MOST ESSENTIAL LEARNING Illustrate theorems on triangle inequality (exterior angle inequality theorem,
COMPETENCIES (MELCs) triangle inequality theorem, hinge theorem) (M8GE-IVa-1)

III. CONTENT/CORE CONTENT

IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: ____5 minutes____)

The concepts and skills that you will learn in this LeaP is on Triangle inequalities, which will improve your attention to details and
shape your deductive thinking.

You will be guided by this chart in learning this LeaP.

Inequalities in
Triangles
Inequalities in Inequalities in
One Triangle Two Triangles

Triangle Inequality
Hinge Theorem
Theorem 1

Triangle Inequality Converse of Hinge

Theorem 2 Theorem

Triangle Inequality
Theorem 3

Exterior Angle
Inequality Theorem

D. Development (Time Frame: __50 minutes___)

Lesson 1:

Exterior Angle Theorem

Recall the definition of an exterior angle of a triangle.

O
By extending ## ### of ∆𝑀𝑂𝑁 to a point 𝑃, 𝑀𝑃
𝑀𝑁 ##### is formed. As a result, ∠𝑂𝑁𝑃 forms a
linear pair with ∠𝑂𝑁𝑀. Because it forms a linear pair with one of the angles of
∆𝑂𝑀𝑁, ∠𝑂𝑁𝑃 is referred to as an exterior angle of ∆𝑂𝑀𝑁. The angles non-adjacent
to ∠𝑂𝑁𝑃, ∠𝑂 and ∠𝑀, are called remote interior angles of exterior ∠𝑂𝑁𝑃.
P
M N
1
4 In the triangle shown, ∠1, ∠2, and ∠3 are exterior angles. The remote interior angles
of ∠1 are ∠5 and ∠6; of ∠2, ∠4 and ∠6; of ∠3, ∠4 and ∠5.

5 6
2 3


Lesson 2:

Triangle Inequality Theorem 1 (Ss→Aa) or Side Angle Theorem

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.

𝐹𝑈𝑁 has the three angles (∠𝐹, ∠𝑈 𝑎𝑛𝑑∠𝑁) and three sides (FU, UN and FN)
U
The opposite angle of 𝐹𝑈 is ∠𝑁.
The opposite angle of 𝑈𝑁 is ∠𝐹.
N The opposite angle of 𝑁𝐹 is ∠𝑈.

Using ∆𝐹𝑈𝑁, if 𝐹𝑁 = 7𝑐𝑚 𝑎𝑛𝑑 𝑈𝑁 = 5𝑐𝑚 , which is larger ∠𝐹 𝑜𝑟 ∠𝑈 ? Why?

Since 𝐹𝑁 is longer than 𝑈𝑁, therefore ∠𝑈 is larger than ∠𝐹 , because
F opposite the longer side (𝐹𝑁) of a triangle is the larger angle (∠𝑈).

Triangle Inequality Theorem 2 (Aa→Ss) or Angle Side Theorem

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.

Consider the given figure, what could be its possible name?

Y Can you name the three angles and the three sides?

In ∆𝐽𝑂𝑌, the opposite side of ∠𝐽 is 𝑂𝑌,

O the opposite side of ∠𝑂 is J𝑌 and
the opposite side of ∠𝑌 is 𝐽𝑂.

Using ∆𝐽𝑂𝑌, if 𝑚∠𝐽 = 55° 𝑎𝑛𝑑 𝑚∠𝑌 = 105°, which is larger O𝑌 𝑜𝑟 JO ? Why?
Since ∠𝑌 is larger than ∠𝐽 , then JO is longer than OY, because opposite
J the larger angle (∠𝑌) of a triangle is the longer side (𝐽𝑂).

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.

I
In ∆𝑅𝐼𝐷, the measures of its sides are as follows:
𝑅𝐼 = 4𝑐𝑚, 𝐼𝐷 = 5𝑐𝑚 𝑎𝑛𝑑 𝑅𝐷 = 7𝑐𝑚. Try to add the lengths of the two sides
D and compare it to the third side, what have you noticed?

R 𝑹𝑰 + 𝑰𝑫 ? 𝑹𝑫 𝑹𝑰 + 𝑰𝑫 ? 𝑹𝑫 𝑹𝑰 + 𝑰𝑫 ? 𝑹𝑫
𝟒+𝟓 ? 7 4+5 ? 7 4+5 ? 7
𝟗 > 7 9 > 7 9 > 7
Based on the given illustration, we can then
conclude that the sum of the lengths of any two sides of a triangle is greater than the length of the third side.


IV. LEARNING PHASES AND LEARNING ACTIVITIES

Lesson 3:

In geometry, the Hinge Theorem states that if two triangles have two congruent sides (sides of equal length), then the
triangle with the larger angle between those sides will have a longer third side.

Since ∠ F <∠C, therefore AB < DE Since ∠ H=∠N, therefore: FG = LM

Converse of Hinge Theorem states that if two triangles have two congruent sides, then the triangle with the longer third
side will have a larger angle opposite that third side.

Since AB > DE, therefore m∠ACB ＞ m∠DFE Since BC > EF, therefore m∠BAC ＞ m∠EDF

E. Engagement (Time Frame: _40 minutes___)

Learning Task I.

Using a piece of paper, follow the instructions below.

1. Draw a triangle and name it as ∆𝐵𝑂𝐷
2. Put point Y on the right side of the triangle.
3. Extend line segment OD to point Y.
4. Identify the exterior angle of the triangle and its two remote interior angles.
5. Now, cut the two remote interior angles and paste it on the exterior angle.
6. Observe.

Questions:

1. State the relationship between the exterior angle of a triangle and how it compares to the two remote interior angles
of a triangle.
2. Is there another pattern or relationship that you notice about the sum of the two remote interior angles compared to
the exterior angle of a triangle? Explain.
Making Conjecture:
Your comparison between the measure of an exterior angle of a triangle and either remote interior angle in this activity
describes the Exterior Angle Inequality Theorem which states that the measure of an exterior angle of a triangle is greater than
any of its two remote interior angles.


IV. LEARNING PHASES AND LEARNING ACTIVITIES

Learning Task II.

Using the figure on the right, write the correct relation symbol (>, < 𝑜𝑟 =) given the following situations.

A. In ∆𝐿𝑅𝑁, 𝑚∠𝐿 = 61° 𝑎𝑛𝑑 𝑚∠𝑅 = 48°. B. In ∆𝐿𝑅𝑁, 𝐿𝑁 = 8𝑐𝑚, 𝑅𝑁 = 12𝑐𝑚 𝑎𝑛𝑑 𝐿𝑅 = 15𝑐𝑚.
L
1. LN _____ RN 4. mÐ L _____ mÐ N

2. LR _____ LN 5. mÐ N _____ mÐ R

3. RN _____ LN R

Learning Task III. N

Write the letter of the correct answer on the space provided before each number.

a. b. c. d.

_____ 1. Which of the following illustrates Hinge Theorem?

_____ 2. Which of the following illustrates Converse of Hinge Theorem?

For Nos. 3-4 Using the figure at the right, choose the correct statement from
the box to supply what is being asked to illustrate the hinge theorem.

a. AB ⩭ DE b. AC > DF c. AC ⩭ DF d. BC ⩭ EF

_____3. Congruent sides of the triangles.

_____4. Compare AC with DF.

_____5. Using the figure on the right, which statement below DOES NOT illustrate the
hinge theorem?
a. JG ⩭ PL b. HG ⩭ KL c. HJ > KP d. HJ ⩭ KP

A. Assimilation (Time Frame: __20 minutes_____)

Prepare some sticks, cut them according to the given measurements, then determine which of the given sets will form a
triangle, paste your output on a short bond paper and write if it forms a triangle or not.

1) 12, 8, 6 2) 4, 9, 21 3) 9, 15, 17 4) 3, 8, 10 5) 5, 10, 15



IV. LEARNING PHASES AND LEARNING ACTIVITIES

V. ASSESSMENT (Time Frame: ___15 minutes______)
(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)
Complete the table below.
G
N
Triangle Largest Smallest
22
Angle Angle
13 8
11 1. DFUN

E O 2. DGEO
F U 16
12
T

Triangle Longest Shortest

Side Side
70° 55° 3. DTRY
R Y
U
VI. REFLECTION (Time Frame: ____5 minutes_____)
• Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
¶ - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
ü - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8
VII. REFERENCES Mathematics 8 Learner’s Module page 390-397, 400-402
Next Century Mathematics 8 pages 536-537

Prepared by: Azela Geraldine B. Sisperez, Ed.D. Checked by: MA. FILIPINA M. DRIO
LAILA R. MALOLES
HENRY P. CONTEMPLACION
MARIA TERESA J. MACATANGAY