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Reyes Village Subdivision
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Grade & Section: Deadline: March 21, 2022-MONDAY

Mathematics 8

LEARNING KIT 1
Title of the Chapter: Theorems on Triangle Inequalities

UNIT #: 4th Quarter UNIT TITLE: SIMILARITY

DURATION OF THE LEARNING KIT: 2 weeks

INTEGRATION OF RSM CORE VALUES (MV, Core Values, and Christian Faith): Stress the
importance of following rules and regulations in Geometry.

LESSON ACROSS DISCIPLINE: Arts, Music and Science

At the end of the learning kit, the learners will be able to:
1) Illustrate triangle inequality theorems in one triangle;
2) Identify and list the sides and angles in order from the least to greatest measure
and vice versa;
3) Apply theorems on triangle inequalities in one triangle;
4) Illustrate Hinge Theorem and its Converse;
5) Apply Hinge Theorem and its Converse; and
6) Prove Triangle Inequalities.

I. INTRODUCTION:

II. TOPIC OUTLINE:

 A. DISCUSSION
Unequal Sides Theorem. If one side of a triangle is longer than the second,
then the angle opposite the longer side is larger than the side opposite the
second side.

EXAMPLE 1. Arrange the angles in descending order.

B.

Solution:
By Theorem 1, since 𝐵𝑈
measures 14 units which is the
longest side, then the angle opposite it
which is ∠𝑺, is the largest angle.
Also, since 𝐵𝑆 is the shortest side
measures 8 units, , then the angle
opposite which is ∠𝑈, is the smallest
angle. Hence, ∠𝑺 > ∠𝑩 > ∠𝑼

EXAMPLE 2. Arrange the sides in descending order.

Solution:
C. The measure of ∠𝐿 = 180° − (70°
D. + 85°). ∠𝐿 = 180° − 155° =
E.
25°. By Theorem 2, since ∠𝐿 is
F.
G. the smallest angle,, the side
H. opposite it is the shortest side.
Also, since ∠𝐺 is the largest
angle,, the side opposite it is the
Recall that the sum of the longest side. Hence, 𝑩𝑳 >
measures of the interior angles 𝑮𝑳 > 𝑩𝑮
of a triangle is 180°

Triangle Inequality Theorem. In a triangle, the sum of the lengths of any

two sides is greater than the length of the third side.

Hinge Theorem. If two sides of one triangle are congruent to two sides of
another triangle, but the included angle of the first triangle 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.

EXAMPLE. Describe how ER and ET are related.

 Solution:
Compare ∆𝑅𝐸𝐵 and ∆𝐵𝐸𝐾.
By reflexive property 𝐸𝐵 ≅ 𝐸𝐵 as given in the
diagram.
Also, 𝐵𝑅 ≅ 𝐵𝐾 ∠𝑅𝐵𝐸 𝑎𝑛𝑑 ∠𝐸𝐵𝐾 form a linear
pair, so they are supplementary.
Thus, 𝑚∠𝑅𝐵𝐸 + 𝑚∠𝐸𝐵𝐾 = 180. But
𝑚∠𝑅𝐵𝐸 = 110. So 110 + 𝑚∠𝐸𝐵𝐾 = 180 or
𝑚∠𝐸𝐵𝐾 = 70. Therefore,
𝑚∠𝑅𝐵𝐸 > 𝑚∠𝐵𝐸𝐾.
Hence, by the Hinge Theorem, 𝐸𝑅 >
𝐸𝐾.

Converse of the Hinge Theorem. If two sides of one triangle are congruent
respectively to the other two sides of another triangle, and the third side of
the first triangle is longer than the third side of the second, then the angle
opposite the longer side is larger than the angle opposite the third side of the
second triangle.
EXAMPLE. Describe how 𝑚∠𝑇𝐸𝑅 𝑎𝑛𝑑 𝑚∠
Solution:
In ∆𝑇𝐸𝑅 𝑎𝑛𝑑 ∆𝑅𝐸𝐵, 𝐸𝑅 is the common
side.
By Reflexive Property 𝐸𝑅 ≅ 𝐸𝑅.
𝑇𝐸 = 3.1 𝑎𝑛𝑑 𝐸𝐵 = 3.1, so 𝑇𝐸 ≅
𝐸𝐵.
𝐵𝑅 = 4.6 ÷ 2 𝑜𝑟 2.3 and 𝑇𝑅 = 2.8.
Then, by Converse of the Hinge
Theorem, 𝑚∠𝑇𝐸𝑅 > 𝑚∠𝑅𝐸𝐵

Let Us Remember
Hinge Theorem. If two sides of one triangle are to two sides of another triangle,
but the included angle of the first triangle is larger than the included angle of the
second, then the third side of the first triangle is the third side of the second
triangle.
Converse of the Hinge Theorem. If two sides of one triangle are congruent
respectively to the other two sides of another triangle, and the third side of the first
triangle is longer than the third side of the second, then the angle opposite the
longer side is the angle opposite the third side of the second triangle.

B. ACTIVITIES/ EXAMPLES: (15 points)

 Let Us Practice
1. Describe how 𝑚∠𝑁𝐴𝑅 𝑎𝑛𝑑 𝑚∠𝑅𝐴𝐵 are related.
R

2. Describe how AR and AI are related.

3. Based on the diagram, which angle is bigger, ∠1 𝑜𝑟 2

R 36

N
2 1

Y
34
A
Note: Please read more on pages 373-398 from our textbook.

III. ASSESSMENT
Note: Answers can be encoded and/or handwritten. You can take pictures of your work and
paste it in the box.

For your activity please open your Mathematics Book and go to the pages indicated below. Answer the
following:
 Page 382- Mental Math A (1-10)
IV. ESSENTIAL QUESTIONS:
 Page 382-Mental Math B (11-12)
 Page 382-Mental Math C (13-14)
Essay Rubric:
 Page 383 Written Math A (15-20)
For modular students, you can use another paper in answering the activity.

For online students, answers can be encoded and/or handwritten. You can take pictures of your work.
 Descriptor Points
Explanations of the important facts of the given question/s are concise and correct. 5

Explanations of the important facts are clear and give minimal justification to the given question/s. 4

Explanations of the important facts of the given question/s are correct. 3

Explanations of the important facts of the given question/s are incomplete. 2
Explanations of the important facts of the given question/s are uncertain. 1
No explanation is given. 0

1. As a Grade 8 student, how do we prove the congruence of triangles?

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2. As a Grade 8 student, why do you need parallel lines and perpendicular lines in real-
life situations?
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* References/ Materials: Next Century Mathematics 8 (Second Edition)

Exploring Life Through Science, 2nd Edition, The New Grade 10, K-12
Curriculum Compliant

* Other References: Augusta Country Public Schools. (2002-2011). Chapter 6 Proportions and
Similarity.Verona,Virginia,USA.Retrievedfromhttp://www.augusta.k12.va.us/cms/lib01/
VA01000173/ Centricity/Domain/766/chap06%20Geometry.pdf

Prepared By:
MR. PETER A. JABAGAT
MATH 8 TEACHER