DAILY LESSON LOG OF M8AL-IVa-1 (Week One-Day Two)

School Grade Level Grade 8

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Fourth
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of inequalities in a
triangle, and parallel and perpendicular lines.
B. Performance Standards 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:

Illustrates theorems on triangle inequalities (Exterior Angle Inequality Theorem,

C. Learning Competencies/
Objectives
II.CONTENT
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new
lesson
Triangle Inequality Theorem, Hinge Theorem) (M8AL-IVa-1)
Learning Objectives:
1. State the Triangle Inequality Theorem 3.
2. Illustrates Triangle Inequality Theorem 3.
3. Demonstrate appreciation through active participation and collaboration in a
group activity.
Triangle Inequality Theorem 3
teacher’s guide, learner’s module,
Pages 429-432
Pages 396-398
https://mrsrickersclass.weebly.com/uploads/2/3/5/9/23596608/triangle_inequlaity_theorem_1.pdf
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
The teacher asks the students:
1. What did we do last meeting?
2. What was Triangle Inequality Theorem 1 and 2 all about?
Possible responses:
1. We were able to define the Triangle Inequality Theorem 1 and 2.
2. It states that:
- Triangle Inequality Theorem 1: 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.
- Triangle Inequality Theorem 2: 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 teacher lets the students realize that determining the Triangle Inequality
Theorem 3 is important to determine the characteristic of a triangle as it is used in
many designs.
The teacher lets the students, in groups of five, do Activity 1 found on page 396 of
the Learner’s Module. Let the students try items 1-5 only. (10 minutes)
 The teacher let the students process their answer by asking the following:
1. What pattern did you observe when you compared the sum of the lengths of
the two shorter straws with the length of the longest straw?
2. Which set of straws form a triangle?
3. Which set of straws do not form a triangle?
4. What pattern did you observe with the sets of straws that form and do not
form a triangle?
5. The activity involves Triangle Inequality Theorem 3, can you make a
conjecture using what we have observed?

Possible response:
1. There are some sets of straws that form a triangle, some don’t.
• If the sum of the lengths of the two shorter straws is EQUAL to the length of
D. Discussing new the longest side, a triangle cannot be formed.
concepts and practicing • If the sum of the lengths of the two shorter straws is LESS THAN the length
new skills #1 of the longest side, a triangle CANNOT be formed.
• If the sum of the lengths of the two shorter straws is GREATER THAN the
length of the longest side, a triangle CAN be formed.
2. Item numbers : 2 and 4.
3. Item numbers : 1,3, and 5.
4. Possible answers:
• When the straws form a triangle, the sum of the lengths of any two straws
is greater than the third straw.
• When the straws do not form a triangle, the sum of the lengths of any two
straws is less than or equal to the third straw.
5. Triangle Inequality Theorem 3
• The sum of the lengths of any two sides of a triangle is greater than the
third side.
Answers are found on Teachers Module, Module 8 page 430.

 The teacher discusses and illustrates thoroughly the theorem of:

E. Discussing new
Triangle Inequality Theorem 3 (S1 + S2 > S3) = The sum of the lengths of any
concepts and practicing
two sides of a triangle is greater than the length of the third side.
new skills #2
 The teacher then gives at most 3 illustrative examples.
The teacher lets the students answer by pair:
1. Would lengths 13, 11, 10 represent the measures of the sides of a triangle?
Give a short explanation.
2. Would lengths 11, 7, 18 represent the measures of the sides of a triangle?
Give a short explanation.
3. Would lengths 21, 10, 10 represent the measures of the sides of a triangle?
Give a short explanation.
F. Developing mastery
4. Two sides of a triangle measures 4 and 11. Give two possible length of the
(leads to formative
third side.
assessment 3)
5. Two sides of an isosceles triangle measures 7 and 15. What is the length of
the third side?

Answers:
1. Yes, because 10 + 11 > 13 2. No, because 11 + 7 = 18 3. No, because 10 + 10 < 21
4. Since; 7 < S3 < 15, then the possible answers are: 8,9,10,11,12,13,14
5. Since it is an isosceles triangle then the third side must be 15.
G. Finding practical
 applications of concepts
and skills in daily living
The teacher let the students summarize the concept of Exterior Angle Inequality
H. Making generalizations
theorem using the following questions:
and abstractions about
1. What does the Triangle Inequality Theorem 3 state?
the lesson
2.
The teacher lets the students answer the following individually:
I. Give what is asked.
1. Lengths 5, 5, 10 could represent the measures of the sides of a triangle? Give
a short explanation.
2. Lengths 2, 3, 4 could represent the measures of the sides of a triangle? Give a
short explanation.
3. Lengths 10, 21, 12 could represent the measures of the sides of a triangle?
Give a short explanation.
4. Two sides of an isosceles triangle measures 4 and 11. What is the length of
I. Evaluating Learning the third side?
6. Two sides of a triangle measures 5 and 9. Give two possible length of the
third side.

Answers:
1. No, because 5+5=10
2. Yes, because 2 + 3 > 4
3. Yes, because 10 + 12 > 21
4. Since it is an isosceles triangle then the third side must be 11.
5. Since; 4 < S3 < 14, then the possible answers are: 5,6,7,8,9,10,11,12,13
J. Additional activities or
remediation
The teacher reminds the students to bring their protractor and ruler for the next
V. REMARKS
meeting.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/ discover which I wish The teacher contextualizes and localizes the topic in presentation part.
to share with other
teachers

Prepared by:

GERALDINE M. BETONIO
Tabok NHS - SST1