I.

OBJECTIVES:

A. Content Standards
Demonstrates understanding of key concepts of inequalities in a triangle, and parallel and
perpendicular lines.
Is able to communicate mathematical thinking with coherence and clarity in formulating, investigating,
B. Performance
Standards
analyzing, and solving real-life problems involving triangle inequalities, and parallelism and
perpendicularity of lines using appropriate and accurate representations.
C. Learning Within the 60-minute period, the students illustrate theorems on triangle inequalities (Exterior Angle
Competencies/Objectives Inequality Theorem, Triangle Inequality Theorem, Hinge Theorem)
.
Write the LC code.
Code: M8GE-Iva-1

Knowledge:
 identify if the theorem used is the Hinge theorem or its converse
D. Most Essential
Learning Competencies
 compare two triangles using the Hinge theorem and its converse
(MELC) Skill:
Illustrate the theorem on triangle inequalities; Hinge theorem
Attitude:
 Apply the hinge theorem to real-world situation
.
II. CONTENT
A. Subject Matter Hinge Theorem
B. Strategy/Approach Guided Discovery Approach, Experiential Learning, Model (5Es),
C. Lesson Integration English, Health & Values, Science, and Aral Pan
III. LEARNING RESOURCES
A. References https://www.nagwa.com/en/worksheets/896103234251/.
https://mathbitsnotebook.com/Geometry/SegmentsAnglesTriangles/SATHinge.html
1. Materials: Projector, laptop, paper & pen, activity sheets
2. Self-Learning Quarter 4- Module 5
Module
3. Learner’s Module
B. Other Learning Search to YouTube the link, https://youtu.be/S5AN58cPYGo (Illustrate the theorem on triangle inequalities)
resources
IV. PROCEDURES: Teacher’s Activity Learner’s Activity
Preliminary Activities 1. Prayer: Who will lead for a prayer? ma’am!

2. Greetings: Good afternoon class! Good afternoon ma’am!

I’m really glad to see your beautiful and handsome
faces.

3. Checking of Attendance: Now, let’s check your All are present ma’am.
attendance.
Who are absent today?

4. Setting of Classroom standards: Listen ma’am.

Before we proceed, what should the students do while
the teacher is discussing?
Keep our things tidy ma’am.
Yes, what else?
Raise our hand ma’am.
Very good. How about when you want to ask or answer?
Yes ma’am.
Yes. Can I expect that from you class?

A. Reviewing previous
lesson or presenting
the new lesson ENGAGE
Activity 1:

Suppose you and one of your friends, Mark, are

walking through a haunted house at an amusement
park and you come across a trap door. You enter
first the door and the length of opening is large
enough for you to fit in. Mark, who is taller and
larger than you, then goes second and has to open
the door a bit wider so that he could go in. Let’s
illustrate the opening of the doors that you and Mark
made.

Let’s illustrate the opening of the doors that you and

Mark made.
 Ma’am, the opening length of the door is
longer when Mark entered the door.

What can you say about the two triangles formed

when you and Mark entered the door?

Very good!

Now suppose an alligator is hungry and decides to eat

two fishes of different size. The smaller fish is the red
fish and the bigger fish is the orange fish. Notice the
opening of the mouth of the alligator when it eats the
fishes.

What can you say about the opening of the mouth of the
alligator when it eats the red fish and when it eats the
orange fish?

Very good!

Ma’am the opening of the mouth of the

alligator is larger when it eats the orange
fish than when it eats the red fish.
B. Establishing a EXPLORE
purpose for the lesson
Motivation

Activity 2
“Sub me in “. I will group the class into 2 groups.
Each group will be given papers with letters and
explanations.
(the teacher will present a visual aid presentation of the
activity “Sub me in”)

Let A= 1 H=8 O=15 V=22

B=2 I=9 P=16 W=23
C=3 J=10 Q=17 X=24
 D=4 K=11 R=18 Y=25
E=5 L=12 S=19 Z=26
F=6 M=13 T=20
G=7 N=14 U=21

Find the letter of the given equivalent value by

substituting the letter above of the word in each
numerical value.
For example:
T R I A N G L E
20 18 9 1 14 7 12 5

ANSWER:
Present to students the objectives of the day. 1. HINGE
2. THEOREM
As for our discussion for today, you are expected to…

Please read!

a. Identify if the theorem used is the Hinge

theorem or its converse
b. Compare two triangles using the Hinge
theorem and its converse

c. Illustrate the theorem on triangle inequalities;

Hinge theorem
d. Apply the hinge theorem to the real-world
situation

C. Presenting
examples/instances of
the new lesson
EXPLAIN
EXPLAIN 1 :

There were two triangles formed from each situation and the
third side and included angles of each triangle have different
measures.

Two theorems for the inequalities in two triangles.

The first is the 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 greater than the included
angle of the second, then the third side of the first triangle is
longer than the third side of the second.

This theorem is also called the SAS Triangle Inequality

Theorem.
Let’s have some examples.

First, we need to compare the sides of the two triangles.

Very good.

How about the measurement of the included angles?

Ma’am, AB = DE and BC = EF
Correct.

Based from the Hinge Theorem, what can we conclude?

Ma’am E = 82˚ > B = 63˚

Ma’am DF > AC

What do we need to do first?

What can you say about the measurement of the two sides Ma’am, first we need to compare the sides
 of each triangle? of the triangle

How about the measurement of the two given angles? Ma’am AC = BC and CR = CR

Based from the Hinge Theorem, what can we conclude?

Ma’am BCR = 32˚> ACR = 18˚

Ma’am BR > AR
D. Discussing new
concepts and
practicing new skills #1 This time, I will group you into two groups. This will be group
1 and this will be the group 2.

Activity # 3

Hinge Theorem and its converse

Group 1.
Directions: complete the statement with > , < or =. Ma’am, first we need to compare the sides of
the triangle
Group 1 AB _____ DE
Ma’am AC = DF and BC = EF
Ma’am C = 85˚ > F = 41˚
Ma’am AB > DE

Group 2

Group 2

Ma’am, first, we need to compare the sides of

the two triangles

EXPLAIN 2 . Ma’am, based from the figure, AC = DF, AB =

DE, and BC > EF

We also have the converse of the Hinge Theorem. Ma’am, A > D

if two sides of one triangle are congruent to two sides of

another triangle, but the third side of the first triangle is longer
than the third side of the second, then the included angle of
the first triangle is larger than the included angle of the
second.

This theorem is also called the SSS Triangle Inequality

Theorem.
Let’s have some examples

Example 1 B _____ E

First, we need to compare the sides and angles of the two

triangles.

based from the figure, AB = DE, BC = EF, and AC > DF

Based from the Converse of the Hinge Theorem, we

conclude that,

B>E

Example 2 1 _____ 2

Class, what do we need to do first?

So what can you say about the sides of the two triangles?

Correct.

Based from the Converse of the Hinge Theorem, what can Ma’am, first, we need to compare the sides and
we conclude? angles of the two triangles.

Very good! Ma’am, based from the figure, AD = BC, BD =

BD, and AB > DC

Ma’am, 1 > 2 or D > B

E. Discussing new
concepts and
practicing new skills #2 ELABORATE

Consider the following two triangles.

Length 𝑎 is congruent to 𝑑 and length 𝑏 is congruent to 𝑒.

Given that 𝜙 is greater than 𝜃, what does the hinge theorem
tell us about the lengths 𝑐 and 𝑓? ∅ >θ
a. A 𝑓 and 𝑐 are equal. a≅d
b. B There is no relation between 𝑓 and 𝑐. b≅e
c. C 𝑓 is less than 𝑐. So f is greater than c
d. D 𝑓 is greater than 𝑐.

 
Very good!

Consider triangles 𝐴𝐵𝐶 and 𝐷𝐸𝐹 in the figure.

Without completing any calculations, use the hinge theorem

to determine whether 𝐷𝐹 is greater than, less than, or equal
to 𝐴𝐶.
a. A𝐷𝐹 is greater than 𝐴𝐶.
b. B𝐷𝐹 is less than 𝐴𝐶.
c. C𝐷𝐹 and 𝐴𝐶 are equal.
 BC = EF
AB = DE

m < B = 42°
m < E = 89°

89° > 42°

Great! So DC is greater than EC

F. Developing mastery
(Leads to Formative
Activity 4: Work by Pair
Assessment #3) Answer the following problem.

1. AB >CB
if m < ADB > m < CDB by Hinge theorem
AB = CB if, m <AD = m<CDB by SAS

2. AB < DE
FG = LM
m< 1 < m<2

3. m< 1 = m<2
MS < LS
 m< 1 > m<2

G. Finding, practical
applications of Activity # 5 Word problem: I will group you into two groups
concepts and skills in
daily living
Apply inequalities in two triangles

Essential understanding: in a triangle with 2 pairs of ≅ sides,

there is a relationship between the included angles and third
sides.

Group 1
Hinge theorem: (SAS
inequality Theorem) Group 1
If two sides of one triangle are
congruent to the two sides of Larger
another triangle, and the If <V > <R,
included angle of the first is then WX >ST
larger than the included angle
of the second, then the third
side od the first is __________
than the third side of the second.

Group 2
Converse of the
Hinge Theorem:
Group 2
If the two sides of the
triangle are congruent Greater
to the two sides of If AB> DE ,
another triangle, and a Then <C > <E
third of the first is
longer than the third
side of the second, then the included angle of the first is
___________ than the included angle of the second.

H. Making
generalizations and What is the difference between the Hinge Theorem and the
abstractions about the converse of the Hinge Theorem?
lessons Why is it important to understand the concept of Hinge
Theorem and its converse?
What is another name for Hinge Theorem?

I. Evaluating Learning
EVALUATE
Match the conclusion on the right with the given information.
Explain your reasoning.
 Answers.

1. D
2. A
3. B
4. C
5. 12x-7 > 3x+2
9x > 9
X>1

5. use the hinge theorem or its converse and properties of

triangles to write and solve an inequality to describe
restriction on the value of x.

J. Additional activities Assignment

for application or
Remediation Copy ∆ ABC . Locate point D outside
PROVE IT! Hinge Theorem ∆ ABC so that m<CBD = m<ZYX
and BD = YX. Show that ∆ DBC ≅
that ∆ XYZ .
Locate point F on AC , so that BF
bisects <ABD.
Show that ∆ ABF ≅ ∆ DBF And
that AF ≅ DF .
Show that AC = FC + DF.
Use the triangle Inequality Theorem to
write an inequality that relates DC to
the lengths of the other sides of
∆ FCD .
Relate DC and XZ
 /indirect

Assume m<A >m<x. then m<A <m<x

or m<A = m<A= m<x.
If m<A <m<x , then BC < YZ by hinge
theorem which contradicts given BC >
YZ. Also if m<A = m<x, the of
∆ ABC ≅ ∆ XYZ by SAS, then
BC=YZ. . thus the assumption is false
and ∴ m<A > m<x.

V. REMARKS

VI. REFLECTIONS
A. No. of Learners who
Earned 80% in the
Evaluation
B. No. of Learners who
Require Additional
Activities for
Remediation
C. Did the remedial lessons
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 innovations or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by:

ALLEN-JOY D. DUROY
STUDENTS