Daily Lesson Log

Annex 1B to DepEd Order No. 42, s. 2016

Grade 8 Daily School Southern Davao National High School Grade Level 8
Lesson Log Teacher NAOMI C. PEROL Learning Mathematics
Area
Teaching Mahogany (1:00 pm – 2:00 pm) MWF Quarter 4 (1ST WEEK)
Date (10:30 PM – 11:30 pm) T
and Time
Yakal (2:00 pm – 3:00 pm) MTW
(10:30 PM – 11:30 pm) F
I. OBJECTIVES Day 1 Day 2 Day 3 Day 4
A. Content The learners demonstrate understanding of key concepts of inequalities in a triangle, and parallel and perpendicular lines.
Standards
B. Performance The learners are able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-
Standards life problems involving triangle inequalities, and parallelism and perpendicularity of lines using appropriate and accurate representations.
C. Learning Illustrates theorems on triangle inequalities (Exterior Angle Inequality Theorem, Triangle Inequality Theorem, Hinge Theorem)
Competencies (M8GE-IVa-1)
(Write the LC Code
for each)
1. Learning 1. Identify theorems of 1. Identify theorems of 1. Construct triangle inequalities 1. Identify theorems of
Objectives Inequalities in One Triangle: Inequalities in Two Triangle: using protractor and ruler. Inequalities in One Triangle
 Angle-Side Relationship  Hinge Theorem or SAS 2. Connect theorems in triangle and theorems of
Theorem Inequality inequalities in real-life setting Inequalities in Two
 Triangle Inequality  Converse of Hinge Triangle.
Theorem Theorem or SSS 2. Investigate the relationship
 Exterior Angle Inequality Inequality Theorem between:
Theorem 2. Investigate the relationship  the longest side and the
2. Investigate the relationship between the longest side and largest angle in the
between: the largest angle of the two triangle and vice versa;
triangles.
 the longest side and the  the sum of any two
largest angle in the sides and the remaining
triangle and vice versa; sides in a triangle.
 the sum of any two sides 3. Connect theorems in
and the remaining sides triangle inequalities in real-
in a triangle. life setting.

II. CONTENT ILLUSTRATING THEOREMS ON TRIANGLE INEQUALITIES

III. LEARNING Chalk, Board, Paper, Markers, Ruler, Protractor, Pen, Tapes, etc.
RESOURCES
A. References Mathematics – Grade 8 Alternative Delivery Mode Quarter 4 – Module 1 Illustrating Theorems on Triangle Inequalities
 1.Teacher’s Guide First Edition, 2020
2.Learner’s
Materials /Pages
3.Textbook Pages
B. Other Learning
Resource
IV. PROCEDURES Preliminaries
 Prayer/Greetings
 Checking of Attendance
 Reminders
A. (ELLICIT) Reviewing Recall on the Sides and Angles of
previous lesson or a Triangle
presenting the new
lesson Allow students to play passing-
the- ball game. While the music
plays, students pass the
ball around the class. When the
music stops, the student with
the ball will be the one to answer
the Investigate Me Activity.
Investigate Me!
Directions: Use the figure below
to answer the questions that
follow.
 What are the sides of a
triangle? How about the
angles?
 What side is opposite to
∠D? ∠A? ∠Y
 What angle is opposite to
AD? AY? DY?
 What is the exterior angle
of ∆DAY?
 What is the sum of the
interior angles of ∆ABC?
Preliminaries
 Prayer/Greetings
 Checking of Attendance
Reminders
Review on Included Side and
Included Angles.
Allow students to dance See Tinh
Tiktok Dance. Students who are
lack of energy will be called to
answer the activity below.
Answer Me!
Directions: Use the figure below to
answer the questions that follows
1. What is the included side in
∠B and ∠C? in ∠E and ∠F?
2. What is the included angle in
𝐴𝐶 and BC? in DF and EF?
3. If ∠B ≅ ∠E, and ∠C ≅ ∠F,
what additional information is
required to tell that the
triangles are congruent using
SAS Congruence?
4. If AC ≅ DF and BC ≅ EF, what
additional information is
required to tell that the
triangles are congruent using
SSS Congruence?
Preliminaries Preliminaries
 Prayer/Greetings  Prayer/Greetings
 Checking of Attendance  Checking of Attendance
Reminders Reminders
Recall on previous lessons
 What are the theorems of
inequalities in one triangle?
 How about the theorems of
inequalities in two triangles?
 How can we identify the largest
side of a triangle given its
measures of angles?
 How about identifying the largest
angle of a triangle given the
measure of sides?
 Can you describe the ff.:
 Angle-Side Relationship
Theorem
 Triangle Inequality
Theorem
 Exterior Angle Inequality
Theorem
 Hinge Theorem or SAS
Inequality
 Converse of Hinge
Theorem or SSS
Inequality Theorem
 ∆DEF?
Very Good! The activity
Investigate Me is a recall of your
understanding on the different
angles and sides of triangles
which is one of our focus in
today’s lesson
B. (ENGAGE) Establishing Jail of Letters Activity
a purpose for the lesson
Allow student to find the words
connected to Math in the Jail of
Letters
JAIL OF LETTERS
S I N E Q U A L I T Y P
H A V E O N E F U R E N
L V E I T R I A N G L E
Answer:
 INEQUALITY
 ONE
 TRIANGLE
Based on our activity, can you
guess our lesson today?
Exactly! (Learning Objectives)
C. 2 (EXPLORE) Investigate the Difference of the
Presenting examples/ Two Triangles
instances of the new
lesson
 What have you observed
in the given two
triangles?
 Does the three sides of
Triangle A are equal?
 How about the sides of
Are you familiar with the given
pictures?
Hinge devices are used to fasten
or join two things together and
allow adjustment, rotation, twisting
or pivoting.
Our lesson today is connected with
these devices. Last meeting, we
learned the theorems of
Inequalities in One Triangle, now
we will be focused on Theorems of
Inequalities in Two Triangles.
(State the Learning Objectives)
Situation: The figures below show
two pairs of scissors of the same
size in two different positions. In
which figure is the distance
between the tips of the two blades
greater?
Activity 1
Measuring Angles and Sides Activity
(Individual work)
Materials needed: protractor, ruler,
paper and pencil/pen
Directions: Using measuring tools,
construct an angle based on the
given measurements of the angle
and the length of the sides. Lastly
connect the end point of each side to
form a triangle and find its
measurement. An illustration is
provided to guide you in how to do
the measurement.
1. Given that Side 1 = 3 inches and
Side 2 = 2 inches. Find the
length between the end points of
the side when the angle
measures:
Angle 30° 90° 150°
Length bet. the
end points
iven that both sides of the angle
measures 2 inches. Find the
length between the end points of
Worksheet
Name:
_____________________
Date: ________________
Grade 8 Section: ______
4th Quarter Worksheet 1
Illustrating Theorems on
Triangle Inequalities
I. Directions: Which of the
following could be the
lengths of the sides of a
triangle? Put a triangle (∆) if
it forms a triangle and (X) if it
does not form a triangle.
_______1. 1, 2, 3
_______2. 17, 16, 9
_______4. 4, 8, 11
_______3. 9, 11, 18
_______5. 5, 13, 6
II. Directions: Study the
figure in the right and use >,
2. < or = to compare
G the measures of angles and
sides.
 triangle B? How about the
angles?
 Is there a relationship
between the length of a
side of a triangle and the
measure of the angle
opposite it?
D. (EXPLAIN) Discussing Theorems on Inequalities in One
new concepts and Triangle
practicing new skills # 1
We have learned that triangle is a
3-sided polygon with 3 angles.
Sometimes 3 or more sides are
equal or congruent in length and
sometimes 3 sides are all
different length. This means there
are inequalities in one triangle.
There are 3 theorems involving
inequalities in one triangle that we
will encounter today.
to as:
Angle-Side Relationship
Theorem
 If two angles of a triangle
are not congruent, then
the larger side is opposite
the larger angle.
 If two sides of a triangle
are not congruent, then
the larger angle is
opposite the larger side.
Example 1:
Compare the length of the sides
of the following triangle:
Solution:
a. Find the measure of the third
Solution: The distance between
the tips of the two blades in Figure
1 is greater since the angle
opposite this side has a greater
measure which is 50° as
compared to that in Figure 2 which
is only 26°.
Theorems on Inequalities in Two
Triangle
The previous theorems deal with
inequalities in one triangle, this
time, we will be dealing with
inequalities in two triangles.
Hinge Theorem or SAS
Inequality
 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.
Example 1.
Compare the lengths of the third
side of ∆ BLU and ∆ RED.
Given:
BL ≅ RE
LU ≅ ED
BU? RD
Solution:
∠L > ∠E
the side when the angle
measures:
Angle 30° 90° 150°
Length bet. the
end points
Based on the Measuring Angles and
Sides Activity, ask students of the ff.
questions:
 What can you say about the 1. 𝑚∠𝑅 ______ 𝑚∠𝐴
length of the side connecting 2. 𝑚∠𝐶𝐴𝑅 ______ 𝑚∠𝐸𝐶𝐴
the endpoints? What pattern
3. 𝑚∠𝐸𝐶𝐴 ______ 𝑚∠𝐶𝑅𝐴
were you able to establish?
 How about the relationship
III. Directions: Give what is
of the measurement of the
asked in each of the following
angle and the length of the
figures. Write your answer in
opposite side?
the space provided.
 Is there a relationship
between the length of a side
of a triangle and the
measure of the angle
opposite it? (indicate its
relationship)
Activity 2.
1.
Direction: Construct a triangle using a.) Which angle has the
the following given sides of a
greatest measure?
triangle. ______________
b.) What theorem supports
A.) 3, 4, 6 your answer?
B.) 5, 6, 11 _________________________
C.) 2, 3, 9 c.) Arrange the angles of 𝛥𝐴𝐵𝐶
from least to greatest measure.
Which length/s can form a triangle? ________________
Activity 3
Group Activity
2.
Direction: Each group will answer the
 angle. The sum of all the
angles in any triangle is 180º.
𝐹 + ∠𝑈 + ∠𝑁 = 180°
50° + 105° + ∠𝑁 = 180°
∠𝑁 + 155° = 180°
∠𝑁+155°+(−155°) = 180°+(−155°)
∠𝑁 + 0 = 180° − 155°
∠𝑁 = 25°
b. Look at the relative sizes of
the angles and compare.
∠𝑁 < ∠𝐹 < ∠𝐹 < ∠U
c. Following the angle-side
relationship we can order the
sides accordingly. Remember
it is the side opposite the
angle.
FU< UN< FN
Thus, FN is the longest side since
it is the opposite side of the
largest angle, ∠U, while FU is the
shortest side whose opposite
angle, ∠N measures 25°.
Triangle Inequality
Theorem
The sum of the lengths of
any two sides of a
triangle is greater than
the length of the
remaining side.
100° > 91°
BU > RD
The corresponding two sides of
two triangles are congruent but the
measure of their included angles
differ, it follows that the opposite
side of the greater angle is longer.
Thus, Hinge Theorem or the SAS
Inequality Theorem tells us that
the opposite side of ∠L which is BU
is greater than the opposite side of
∠E which is RD.
Converse of Hinge Theorem
or SSS Inequality Theorem
 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.
Example 2:
Given that ∆SAY and ∆TEL have
two congruent sides as shown in
the figure, which angle is greater,
∠A or ∠E?
following task.
Directions: Read the problem below
and answer the questions that follow.
Situation 1: Three roads intersect at
certain points as illustrated in the
figure below.
Questions
1. What is the measure of ∠𝐴?
2. List down the angles of 𝛥𝑀𝐴𝑃
from least to greatest measure.
3. Arrange the sides of 𝛥𝑀𝐴𝑃 in
ascending order.
4. Between 𝑀 and 𝐴, which
intersection is closer to 𝑃?
5. List down the exterior angles
found in the illustration.
6. Which of these exterior angles
has a measure of 125°?
a.) What is the range of
possible measure of the third
side
_________________
b.) Which side is longest?
_________________
c.) What theorem justifies your
answer?
_________________________
3.
a.) What is the measure of
∠𝐵𝐶𝐷?
____________________
b.) Using the relationship
symbols, complete the
statement below:
m∠BCD ___ ∠B
c.) What theorem is applied in
the problem?
________________________

Let a, b, and c be the lengths of a

triangle. These lengths may only 4.
form a triangle if the three In the figure, we can observe that a.) What is the measure of
conditions are satisfied: SA ≅ TE and AY ≅ EL. It is also ∠RQP?
𝑎 + 𝑏 > 𝑐; given that SY is longer than TL. Situation 2. Study the illustration ___________
𝑎 + 𝑐 > 𝑏; With these, the Converse of Hinge and answer the questions that follow. b.) Between OP and PR, which
𝑐 + 𝑏 > 𝑎. Theorem or SSS Inequality is longer?
Theorem tells us that ∠A is greater ___________
Let b an unknown side of a than ∠E. c.) What theorem justifies your
triangle. To find the range of answer?
possible measure of side b, the ________________________
inequality below may be used:
(a- c) < b < (a + c

Example 2:
In ∆ FIT, find the range of the 1. Who is farther from the point
possible lengths of FT. where they started? Support
your answer.
2. What theorem/s is/are applied in
the situation?
5.
Situation 3. Study the illustration a.) Between ∠C and ∠G, which is
and answer the questions that follow. larger?
(Note: The figure is not drawn to __________________
scale.) b.) What theorem supports your
answer?
Solution: Let a = 5 and b = 8 _____________________________________
a. Using the triangle inequality
theorem for the above triangle
gives us three statements: Answer Key:
a + b > c ⟹ 5 + 8 > c ⟹ c < 13 I.
a+c>b⟹5+c>8⟹c>3 1. In the illustration, which angle 1. X
b + c > a ⟹ 8 + c > 5 ⟹ c > -3 between 𝑥 and 𝑦 has a greater 2. ∆
(disregard because lengths must measure?
3. ∆
be positive) 2. What theorem/s is/are applied in
the situation?
4. ∆
b. Combining the two valid 5. X
statements: Answer Key: II
3 < c < 13 1. <
(The length of FT is greater than Situation1 2. <
3 and less than 13) 1. 55° 3. >
2. ∠P < ∠A < ∠M III.
Exterior Angle Inequality 3. AM < MP < AP 1. a.) ∠B
Theorem
4. ∠M b.) ∠C
 The measure of an
5. ∠APR and ∠MAS
exterior angle of a triangle c.) Angle-Side Relationship
6. ∠MAS
is greater than the Theorem
measure of either remote
Situation 2:
d.) ∠C < ∠A < ∠B
interior angle.
1. The boy
2. Hinge Theorem or SAS Inequality 2. a.) 6 < X < 16
b.) Triangle Inequality
Theorem

Example 3:
In the figure above, if m∠L= 45°
and m∠O= 105°, then by Exterior
Angle Inequality Theorem:
𝑚∠𝑂𝑉𝐸 > 𝑚∠𝐿 or 𝑚∠𝑂𝑉𝐸 > 𝑚∠𝑂
𝑚∠𝑂𝑉𝐸 > 45° or 𝑚∠𝑂𝑉𝐸 > 105°
Discussing new
concepts and practicing
new skills # 2
E. (ELABORATE) Identify Me (Work-by-Pair)
Developing mastery Directions: Answer what is asked
(Leads to Formative in the given problem. Use ½
Assessment 3) crosswise per pair to answer the
activity.
1.
a. What is the longest side in a
∆ABC? How about the
shortest side?
b. What theorem did you apply
in determining the longest
and shortest side?
2.
a. What is the smallest angle of
∆SAY? How about the largest
angle?
Situation 3:
1. ∠Y 3. a.) 115°
2. Converse of Hinge Theorem or b.) >
SSS Inequality Theorem c.) Exterior Angle Inequality
Theorem
4. a.) 95°
b.) PR
c.) Hinge Theorem or SAS
Inequality
5. a.) ∠G
b.) Converse of Hinge
Theorem or SSS Inequality
Theorem
Identify Me (Work-by-Pair)
Directions: Answer what is asked Add 3 points for no erasures
in the given problem. Use ½ answer sheet.
crosswise per pair to answer the
activity.
1.
a. Using the relation symbols >, <
or =, complete the statement
below: m∠Z___ m∠C.
b. What theorem did you use to
justify the statement?
2.
a. Using the relation symbols >, <
or =, complete the statement
below: 𝑁𝑊 ___ 𝐴𝑆.
b. What theorem did you use to
 b. What theorem did you apply justify the statement?
in determining the smallest
and largest angle?

3.

a. What is the measurement of

∠LOV?

b. Using the relation symbols >,

< or =, complete the
statements below:
m∠LOV ___ m∠E and
m∠LOV ___ m∠V.
c. What theorem did you use to
justify the statements?
F. (EXTEND) Finding Agreement: Study the problem Time’s Up!
practical applications of
concepts and skills in Directions: Read the problem One of the real-life applications of
daily living below and answer the questions Hinge Theorem is seen in clocks.
that follow. In the illustration below, each clock
displays different time.
In the map below, the locations
form a triangle. Dina, a student, is Directions: Observe each clock
at home while Alvin, her and answer the questions that
classmate is at school. In this follow.
situation, answer the questions
that follow.

Questions:
1. Who is farther from Church
given their locations, Dina or
Alvin? What triangle inequality
theorem is applied in this
situation?
2. Dina requested Alvin to pick
Questions:
1. Do the lengths of the hands of
the clock change as the time
(hour) changes?
2. What do you observe about the
measures of the angles formed by
the hands of the clock at different
hours?
3. What affects the measure of the
 her up in going to Church. Will distance between the tips of the
Alvin be able to travel the shortest hands of the clock? Explain.
path to go to Church given Dina’s
request? What triangle inequality
theorem is applied in this
situation?
3. Given the same time started
and same rate of walking, who
among the two can arrive at the
Market first?
4. If a new road will be
constructed connecting the
School and the Market, is the
constructed road longer than the
road between Home and Church?
What triangle inequality theorem
is applied in this situation?
Making generalizations This lesson involved Illustrating the Theorems on Triangle Inequalities You learned how to:
and abstractions about  Identify theorems of Inequalities in One Triangle and theorems of Inequalities in Two Triangles.
the lesson  Investigate the relationship between the longest side and the largest angle in the triangle and vice versa; and the
sum of any two sides and the remaining sides in a triangle.
 Construct triangle inequalities using protractor and ruler.
 Connect theorems in triangle inequalities in real-life setting.
G. (EVALUATE)
Evaluating learning A combine and extensive worksheets after all these discussions.

Additional activities for

application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
reached 80% on the
formative assessment
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 work well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
help me solve?
G. What innovation or
localized materials did I
discover which I wish to
share with other
teachers?

Prepared by: Checked by: :

NAOMI C PEROL REYMUND A. VERTUDES

Student-Teacher Cooperating Teacher