8

MATHEMATICS
QUARTER 4

DO_Q4_MATHEMATICS_8_MODULE1-9
i DO_Q3_MATHEMATICS_8_MODULE1-9
MATHEMATICS – Grade 8
Alternative Delivery Mode
Quarter 4
Second Edition, 2021

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Published by the Department of Education

Development Team of the Module
Writers: DIANNE V. PELLAZAR, Veinte Reales National High School
JIMMYLYN M. PLURAD, Valenzuela National High School
ANNA LIZA R. GABICA, Paso de Blas National High School
EUGENIA L. DULDULAO, Sitero Francisco Memorial National High School
MARIA GENALYN Y. PONTERAS, Lingunan National High School
WILLIAM C. MENDIOLA, Dalandanan National High School
SUZETTE B. ASUNCION, Lingunan National High School
Reviewer: MARILYN B. SORIANO, Division Mathematics Coordinator
Editors: LETICIA L. LAYUG, Sitero Francisco Memorial National High School
FIDENCIO C. CARREON, JR., Dalandanan National High School
IVY JOY U. CABER, Veinte Reales National High School
DIANNE V. PELLAZAR, Veinte Reales National High School
WILLIAM C. MENDIOLA, Dalandanan National High School
EUGENIA L. DULDULAO, Sitero Francisco Memorial National High School
MARIA GENALYN Y. PONTERAS, Lingunan National High School
Illustrator:
Layout Artist: DIANNE V. PELLAZAR, Veinte Reales National High School
Management Team:
MELITON P. ZURBANO, Assistant Schools Division Superintendent (OIC-SDS)
FILMORE A. CABALLERO, CID Chief
JEAN A. TROPEL, Division EPS In-Charge of LRMS
MARILYN B. SORIANO, Division Mathematics Coordinator

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ii DO_Q3_MATHEMATICS_8_MODULE1-9
 After going through this module, you are expected to illustrate theorems on
triangle inequalities (Exterior Angle Inequality Theorem, Triangle Inequality
Theorem, Hinge Theorem), M8GE-IVa-1.

Multiple Choice: Write the letter of your answer on a separate sheet.

1) Which side of ∆RED is the longest? R 49° D
A. ̅̅̅̅
RD C. ̅̅̅̅
ER
̅̅̅̅
B. RE ̅̅̅̅
D. ED 86°
E K
2) Identify the smallest angle of ∆SKY.
A. ∠𝐾 C. ∠𝑌 10 7
B. ∠𝑆 D. ∠𝑆 and ∠𝑌 Y
S
12
3) Marivy, Kristy, Jezza, and Erika had given an 18-inch piece of stick. They were
instructed to create a triangle. Each cut the stick on their own chosen lengths as
shown on the table. Who among them was not able to make a triangle?
Marivy 6 in. 6 in. 6 in. Jezza 7 in. 5 in. 6 in.
Kristy 4 in. 5 in. 9 in. Erika 3 in. 7 in. 5 in.
C. Erika B. Jezza C. Kristy D. Marivy
4) Which angles are less than 74°? B
74° 2
A. ∠1 and ∠2 C. ∠2 and ∠3 1 3 C
B. ∠1 and ∠3 D. ∠1, ∠2 and ∠3 A
5) What inequality describes the measurement of ∠𝐺𝐴𝐼 and ∠𝑁𝐴𝐼? I
A. 𝑚∠𝐺𝐴𝐼 > 𝑚∠𝑁𝐴𝐼
B. 𝑚∠𝐺𝐴𝐼 ≥ 𝑚∠𝑁𝐴𝐼 9
6
C. 𝑚∠𝐺𝐴𝐼 < 𝑚∠𝑁𝐴𝐼
D. 𝑚∠𝐺𝐴𝐼 ≤ 𝑚∠𝑁𝐴𝐼 G A 5 N
5

Lesson 1 Theorems on Triangle Inequalities

Have you ever wondered how artists use triangles in their
artworks? Have you ever asked yourself how architects and
engineers make use of triangular structures in their designs? What
mathematical theories justify all the triangular details of their
https://tinyurl.com/s1ismbgk
masterpiece?
In this module, you will learn to illustrate theorems on triangle inequality,
M8GE-IVa-1.

2
Angle Sum Property of Triangle
Materials needed: colored paper, scissors, and glue.
Follow the instructions given below. 1 3
Step 1. Draw any triangle on a separate sheet of paper (make it as big as possible).
Label the angles as ∠1, ∠2 and ∠3 as shown on the example above.
Step 2. Cut-out the triangle.
Step 3. After cutting out the triangle, cut out angles 1, 2 and 3 as marked with a
curved-dashed line.

1 DO_Q4_MATHEMATICS_8_LESSON1
Step 4. Place the angles together by joining their vertexes (point of intersection) and
paste it in a colored paper.
Answer the following:
1. What shape was formed after pasting the three angles together?
2. What do you think is the sum if you add the measures of the three angles of a
triangle?

Comparison Property
For any two real numbers, a and b, exactly one of the following statements is true:
a < b, a = b or a > b.
This property is used to compare two line-segments and angles. Since the
measure of angles and segments are real numbers, then it must be either less than,
equal to or greater than another number.
Illustrations:
Compare the following figures:
Figure 1: 3 cm
M E The length of ̅̅̅̅̅
𝑀𝐸 is less than the length
5 cm of 𝑌𝑈, or ̅̅̅̅̅
̅̅̅̅ 𝑀𝐸 < ̅̅̅̅
𝑌𝑈.
Y U
Figure 2:
The measure of 𝐷 is greater than the
123° 72° measure of 𝐺, or 𝑚𝐷 > 𝑚𝐺.
D G
The statements ̅̅̅̅̅ ̅̅̅̅ and 𝑚𝐷 > 𝑚𝐺 are called inequalities because they
𝑀𝐸 < 𝑌𝑈
contain the symbol < or >.

Theorems on Triangle Inequalities

Inequalities in One Triangle
Triangle Inequality Theorem 1 (Ss → Aa)
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.
Example 1: Example 2:
̅̅̅̅ = 6 and 𝐴𝑇
Given: In ∆𝐴𝑅𝑇, 𝐴𝑅 ̅̅̅̅ = 8. Name the largest and the smallest angle.
Write an inequality to compare E
∠𝑅 and ∠𝑇.
A Largest angle: ∠E
5 6
8 Smallest angle: ∠T
6

R T N T
7
̅̅̅̅ < 𝐴𝑇
Since 𝐴𝑅 ̅̅̅̅, then the opposite
̅̅̅̅
𝑁𝐸 is opposite to ∠T and ̅̅̅̅𝑁𝑇 is opposite
̅̅̅̅
angle to 𝐴𝑅 which is ∠T is less than
to ∠E. Since 𝑁𝐸̅̅̅̅ < 𝑁𝑇
̅̅̅̅ then ∠T is less
the opposite angle to 𝐴𝑇 ̅̅̅̅ which is ∠R.
than ∠E. In symbol, ∠𝑻 < ∠𝑬.
In symbol, ∠𝑻 < ∠𝑹.

Remember: In a triangle, the shortest side is opposite the smallest angle and the
longest side is opposite the largest angle and vice versa.

2 DO_Q4_MATHEMATICS_8_LESSON1
 Triangle Inequality Theorem 2 (Aa → Ss)
If one angle of a triangle is larger than the second angle, then the side
opposite the first angle is longer than the side opposite the second angle.
Example 3: Example 4:
Given: In ∆𝑃𝐸𝑇, 𝑚∠𝑃 = 68° and 𝑚∠𝐸 = List the sides from shortest to longest.
52°. Write an inequality to compare
̅̅̅̅
𝐸𝑇 and ̅̅̅̅
𝑃𝑇. P A

68° 71°

42° 67°
52° C B
E T
Since 𝑚∠𝑃 > 𝑚∠𝐸, then the opposite Answer: 𝑨𝑩 ̅̅̅̅, 𝑨𝑪
̅̅̅̅, 𝑩𝑪
̅̅̅̅
side to ∠𝑃 which is 𝐸𝑇 ̅̅̅̅ is greater than ̅̅̅̅
𝐴𝐵 is opposite the smallest angle, ∠𝐶
the opposite side to ∠𝐸 which is 𝑃𝑇. ̅̅̅̅ while ̅̅̅̅
𝐵𝐶 is opposite the largest angle, ∠𝐴.
In symbol, ̅̅̅̅ ̅̅̅̅.
𝑬𝑻 > 𝑷𝑻
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. In symbol, let’s have the sides of a triangle as a, b, and c.
a + b > c, b + c > a and a + c > b.
Example 5:
Observe the table below.
Lengths of
Did it form
Sides Compare. Use >, < or =.
Figure a Triangle?
(Inches)
a b c (Yes or No) 𝒂 + 𝒃___ 𝒄 𝒃 + 𝒄___ 𝒂 𝒂 + 𝒄___𝒃
A 2 3 4 Yes 2+3>4 3+4> 2 2+4>3
B 2 3 5 No 𝟐+𝟑=𝟓 3+5> 2 2+5>3
C 2 3 6 No 𝟐+𝟑<𝟔 3+6> 2 2+6>3
Figure B and C did not form a Triangle since one case of the sum of its two sides is not greater than
the remaining side.
Example 6:
Determine if the group of numbers below can be the lengths of the sides of a triangle.
5, 7, 4 11, 3, 7
5 + 7 > 4 yes 11 + 3 > 7 yes
5 + 4 > 7 yes 11 + 7 > 3 yes
7 + 4 > 5 yes 7 + 3 < 11 no
The sum of any two sides is greater than One of the sum of the two sides is less
the remaining side. Sides with these than the remaining side. Sides with these
measures CAN form a triangle. measures CANNOT form a triangle.
Exterior Angle Inequality Theorem
The measure of an exterior angle of a triangle is greater than the measure of its
remote interior angle.
In the figure at the right, recall that
Illustration:
∠1, ∠2, and ∠3 are interior angles of ∆𝑃𝑄𝑅. Angle P
4 is called an exterior angle of ∆𝑃𝑄𝑅. An exterior
angle of a triangle is an angle that forms a linear 2
pair with one of the angles of the triangle.
In ∆𝑃𝑄𝑅, ∠4 is an exterior angle at R Remote Exterior
because it forms a linear pair with ∠3. Remote Interior Angle
interior angles are the interior angles of a Angles
triangle that are not adjacent to a given exterior
1 3 4
angle. In ∆𝑃𝑄𝑅, ∠1 and ∠2 are remote interior
Q R
angles with respect to ∠4.
3 DO_Q4_MATHEMATICS_8_LESSON1
Example 7: Study the table below.
4
1 Remote Interior Exterior
Exterior Angle Theorem
Angles Angle
∠1 ∠2 ∠6 𝑚∠6 > 𝑚∠1; 𝑚∠6 > 𝑚∠2
5 2 ∠1 ∠3 ∠5 𝑚∠5 > 𝑚∠1; 𝑚∠5 > 𝑚∠3
3 ∠2 ∠3 ∠4 𝑚∠4 > 𝑚∠2; 𝑚∠4 > 𝑚∠3
6

Inequalities in Two Triangles

Hinge Theorem
If two triangles have two sets of congruent sides, the larger included angle
will have the longer third side.
Example 8:
U Included Angle T

M N S R
Given that 𝑚∠𝑇 > 𝑚∠𝑈, then the side opposite to ∠𝑇 is longer than the side opposite
to ∠𝑈. In symbol, ̅̅̅̅
𝑺𝑹 > ̅̅̅̅̅
𝑴𝑵.
Example 9:
Compare the sides ̅̅̅̅̅
𝑹𝑫 and 𝑯𝑻̅̅̅̅.
R H O Since two sides of ∆𝑅𝐸𝐷 are congruent to two sides of
85°
∆𝐻𝑂𝑇 and the included angle of ∆𝑅𝐸𝐷 is larger than the
included angle of ∆𝐻𝑂𝑇, then 𝑅𝐷 ̅̅̅̅ is longer than 𝐻𝑇 ̅̅̅̅. In
̅̅̅̅̅
symbol, 𝑹𝑫 > 𝑯𝑻.̅̅̅̅
E D T
Example 10:
Refer to the figure below. Is 𝒎∠𝒁 less than 𝒎∠𝑪?
B Y Since ̅̅̅̅ 𝑋𝑍, ̅̅̅̅
𝐴𝐶 ≅ ̅̅̅̅ 𝑌𝑍 and ̅̅̅̅
𝐵𝐶 ≅ ̅̅̅̅ 𝐴𝐵 < ̅̅̅̅
𝑋𝑌,
8 12 then the angle opposite to ̅̅̅̅
𝐴𝐵 which is
∠𝐶 is shorter than the angle opposite
A C X Z ̅̅̅̅ which is ∠𝑍. Thus, 𝒎∠𝑪 < 𝒎∠𝒁.
to 𝑋𝑌

I. Try These!
A. State whether it is possible for a triangle to exist with sides of the given lengths.
Write T if it is possible and N if it is not.
1. 6, 11, 7 3. 11, 22, 11 5. 7, 15, 7
2. 9, 9, 10 4. 31, 16, 16 6. 14, 8, 7
B. Name the largest and smallest angles in each figure.
1. O 2. D
8.5 m
5
3 3.5 m
F
K 7m L
B 4
C. List the sides from shortest to longest. Q
1. E 2.
123° 54°
42° 15°
B H
62° 64°
G V
4
DO_Q4_MATHEMATICS_8_LESSON1
II. Keep Trying!
A. Complete the table below. Refer to the given figure at the right.
4
Remote Interior Exterior 5
Exterior Angle Theorem
Angles Angle 1 3
∠2 2 6
∠3 ∠4 7
𝑚∠7 > 𝑚∠3; 𝑚∠7 > 𝑚∠5

B. Fill in each blank with “<” or “>”.

1. N I 2. Y 3. 13 E
14 C L
8 35°
A 11
11
8 Z 28°
93° I F
O E S X 16 13
X B
̅̅̅̅ ̅̅̅
𝑂𝑁_______𝑋𝐼 𝑚∠𝐵_______𝑚∠𝑌 ̅̅̅̅ ഥ
𝐸𝐹 _______𝐿𝐼

Identify which theorem on triangle inequalities satisfies the given definition below.
1. The measure of an exterior angle of a triangle is greater than the measure of its
remote interior angle.
2. The sum of the lengths of any two sides of a triangle is greater than the length of
the third side.
3. If two triangles have two sets of congruent sides, the larger included angle will
have the longer third side.

Multiple Choice: Write the letter of your answer on a separate sheet.

1) Which side of ∆RED is the shortest? R 49° D
̅̅̅̅
A. RE ̅̅̅̅
C. EF
̅̅̅̅
B. RD D. ̅̅̅̅
ED 86°
K
E
2) Identify the largest angle of ∆SKY. 10 7
A. ∠𝐾 𝑎𝑛𝑑 ∠𝑆 C. ∠𝑆 S Y
B. ∠𝐾 D. ∠𝑌 12

3) Suppose you know how to construct a wall cabinet. Will you be able to make a
triangular wall cabinet if you have scrap lumbers measuring 24 inches, 16 inches,
and 44 inches?
A. Yes, I will. C. It is impossible to decide.
B. No, I won’t. D. Maybe.
C
4) Which angles are less than 90°? 2
A. ∠1 and ∠2 C. ∠2 and ∠3
B. ∠1 and ∠3 D. ∠1, ∠2 and ∠3 90° 1 3
D
A B
5) What inequality describes the measurement of 𝐹𝐼 ̅̅̅ and 𝐻𝐼
̅̅̅̅?
̅̅̅
A. 𝐹𝐼 > 𝐻𝐼̅̅̅̅ F 5 S 5 H
̅̅̅ ̅̅̅̅ 112° 68°
B. 𝐹𝐼 ≥ 𝐻𝐼
̅̅̅ < 𝐻𝐼
C. 𝐹𝐼 ̅̅̅̅
D. 𝐹𝐼 ≤ ̅𝐻𝐼
̅̅̅ ̅̅̅
I
5
DO_Q4_MATHEMATICS_8_LESSON1
 After going through this module, you are expected to apply theorems on
triangle inequalities, M8GE-IVb-1.

Multiple Choice. Write the letter of your answer on a separate sheet of paper.
1) Two sides of a triangle are given as 12 cm and 19 cm. Which of the following is
the possible value of its third side?
A. 32 B. 30 C. 6 D. 5
2) Which of the following measures of sides CANNOT form a triangle?
A. {3, 5, 3} B. {4, 8, 13} C. {12, 9, 4} D. {7, 15, 20}
3) Based on ∆𝑌𝑂𝑈 and ∆𝑅𝑈𝑁, which of the O U
following statement is TRUE? 70°
N
A. ̅̅̅̅
𝑂𝑈 > 𝑅𝑁̅̅̅̅ C. ̅̅̅̅ ̅̅̅̅
𝑂𝑈 ≥ 𝑅𝑁
B. ̅̅̅̅
𝑂𝑈 < ̅̅̅̅
𝑅𝑁 D. ̅̅̅̅
𝑂𝑈 ≤ ̅̅̅̅
𝑅𝑁 Y U R
For numbers 4 – 5, refer to ∆𝑊𝑂𝐸.
4) Which of the following is the correct equation in solving for x using Exterior
Angle Theorem?
A. 𝑚∠𝑃𝑂𝑊 = 𝑚∠𝑂𝑊𝐸 + 𝑚∠𝑊𝐸𝑂 P
B. 𝑚∠𝑃𝑂𝑊 = 𝑚∠𝑂𝑊𝐸 + 𝑚∠𝑅𝐸𝑂 100°
O
C. 𝑚∠𝑃𝑂𝑊 = 𝑚∠𝑂𝑊𝐸 − 𝑚∠𝑊𝐸𝑂
D. 𝑚∠𝑃𝑂𝑊 = 𝑚∠𝑂𝑊𝐸 − 𝑚∠𝑅𝐸𝑂
5) Solve for the measurement of ∠𝑊. 𝑥° 51° 𝑦°
W E R
A. 39° C. 59°
B. 49° D. 151°

Lesson Applications of Theorems on Triangle

2 Inequalities

2
Exterior Angle Theorem 4 1 3
Materials needed: colored paper, scissors, and glue.
Follow the instructions given below.
Step 1. Draw the figure at the right on a separate sheet of paper (make it as big as
possible). Label the angles as shown on the example.
Step 2. Cut-out the Remote Interior Angles with respect to exterior angle, ∠4.
Step 3. Paste the detached remote interior angles ∠2 and ∠3 to ∠4.
Answer the following:
1. What happen after pasting the remote interior ∠2 and ∠3 to the exterior ∠4?
2. Do you think adding the measurement of the remote interior angles will result to
the measurement of its respective exterior angle? Why?

Property Words Example

For any numbers a, b, and c,
Transitive If 5 < 8 and 8 < 10, then 5 < 10.
1. if a < b and b < c, then a < c.
Property If 9 > 6 and 6 > 4, then 9 > 4.
2. if a > b and b > c, then a > c.
6
DO_Q4_MATHEMATICS_8_LESSON2
Applications of Theorems on Triangle Inequality
Inequality Theorem 1 (Ss → Aa)
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.
Example 1:
List the angles of ∆𝐴𝐵𝐶 from the smallest to largest.
̅̅̅̅ = 𝟏𝟕, ̅̅̅̅
Given: 𝑨𝑩 𝑩𝑪 = 𝟐𝟏, ̅̅̅̅
𝑨𝑪 = 𝟏𝟖
̅̅̅̅ is ∠C while the opposite of the longest side 𝐵𝐶
The opposite of the shortest side 𝐴𝐵 ̅̅̅̅ is
∠𝐴. Hence, the arrangement of angles from smallest to largest is ∠𝑪, ∠𝑩, ∠𝑨.
Example 2:
Solve for the value of x if the Perimeter of the triangle is 27 cm, then find the
𝑇𝑊 , ̅̅̅̅̅
measurement of ̅̅̅̅̅ 𝑊𝑂, and ̅̅̅̅
𝑇𝑂. Arrange the angles from least to greatest.
W 𝑥 + (𝑥 + 3) + 2𝑥 = 27 Perimeter of a Triangle Formula
𝑥
𝑥+3 4𝑥 + 3 = 27 Combining like terms
4𝑥 + 3 − 3 = 27 − 3 Subtraction Property of Equality
T O
2𝑥 4𝑥 = 24
4𝑥 24
= Division Property of Equality
4 4
𝒙=𝟔
̅̅̅̅̅ , 𝑊𝑂
Solve for the measurement of 𝑇𝑊 ̅̅̅̅̅, and 𝑇𝑂
̅̅̅̅ using 𝑥 = 6.
̅̅̅̅̅ = 𝑥
𝑇𝑊 ̅̅̅̅̅
𝑊𝑂 = 𝑥 + 3 ̅̅̅̅ = 2𝑥
𝑇𝑂
𝑻𝑾 = 𝟔 𝒄𝒎 ̅̅̅̅̅
𝑊𝑂 = 6 + 3 ̅̅̅̅
𝑇𝑂 = 2(6)
𝑾𝑶 = 𝟗 𝒄𝒎 𝑻𝑶 = 𝟏𝟐 𝒄𝒎
Therefore, the angles of ∆𝑇𝑊𝑂 from least to greatest are ∠𝑶, ∠𝑻, ∠𝑾.

Triangle Inequality Theorem 2 (Aa → Ss)

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.
Example 3:
Name the longest and shotest side of ∆𝑋𝑌𝑍.
Given: 𝑚∠𝑋 = 46°, 𝑚∠𝑌 = 30°
To solve for 𝒎∠𝒁,
𝑚∠𝑋 + 𝑚∠𝑌 + 𝑚∠𝑍 = 180° Angle Sum Property of Triangle
46° + 30° + 𝑚∠𝑍 = 180° Substitution
76° + 𝑚∠𝑍 = 180° Combine like terms
76° − 𝟕𝟔° + 𝑚∠𝑍 = 180° − 𝟕𝟔° Subtraction Property of Equality (SPE)
𝑚∠𝑍 = 180° − 76°
𝒎∠𝒁 = 𝟏𝟎𝟒°
Therefore, the longest side is opposite the largest angle, ∠𝑍 which is ̅̅̅̅ 𝑋𝑌 and the
shortest side is opposite the smallest angle, ∠𝑌 which is ̅̅̅̅
𝑋𝑍.
Example 4:
Refer to ∆𝐻𝑂𝑇. Find the value of x and list the sides of ∆𝐻𝑂𝑇 from shortest to longest.
𝑚∠𝐻 + 𝑚∠𝑂 + 𝑚∠𝑇 = 180°
O (7𝑥 − 1)°
(10𝑥)° + (7𝑥 − 1)° + (5𝑥 − 17)° = 180°
22𝑥 − 18 = 180°
22𝑥 = 180° + 18°
22𝑥 = 198° (10𝑥)° (5𝑥 − 17)°
22𝑥 198° H T
=
22 22
𝒙 = 𝟗°
7 DO_Q4_MATHEMATICS_8_LESSON2
 Solve for 𝑚∠𝐻, 𝑚∠𝑂 and 𝑚∠𝑇.
Use 𝑥 = 9°
𝑚∠𝐻 = 10𝑥 𝑚∠𝑂 = 7𝑥 − 1 𝑚∠𝑇 = 5𝑥 − 17
𝑚∠𝐻 = 10(9) 𝑚∠𝑂 = 7(9) − 1 𝑚∠𝑇 = 5(9) − 17
𝒎∠𝑯 = 𝟗𝟎° 𝑚∠𝑂 = 63 − 1 𝑚∠𝑇 = 45 − 17
𝒎∠𝑶 = 𝟔𝟐° 𝑚∠𝑻 = 𝟐𝟖°

Since 𝒎∠𝑯 > 𝒎∠𝑶 > 𝑚∠𝑻, then ̅̅̅̅̅𝐻𝑇 , the side opposite to ∠𝑶 is less than ̅̅̅̅
𝑇𝑂 which is
̅̅̅̅
opposite to ∠𝑯 but greater than 𝐻𝑂 which is opposite to ∠𝑻.
Answer: 𝑯𝑶̅̅̅̅̅, 𝑯𝑻 ̅̅̅̅.
̅̅̅̅̅ 𝐚𝐧𝐝 𝑻𝑶

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. In symbol, let’s have the sides of a triangle as a, b, and c.
a + b > c, b + c > a and a + c > b.
Range of the third side of a Triangle
It is written as compound inequality that shows the possible values for the third
side of a triangle when given only two lengths.
Let x be the value of the third side of a triangle, then the range for the third side
can be solved using the compound inequality:
Difference of the two sides < x < sum of the two sides.
Example 5:
If two sides of a triangle have measures 9 inches and 15 inches, between what two
numbers must the third side (x) fall?
Solution:
15 inches – 9 inches < x < 15 inches + 9 inches Triangle Inequality Theorem
𝟔 𝐢𝐧𝐜𝐡𝐞𝐬 < 𝐱 < 𝟐𝟒 𝐢𝐧𝐜𝐡𝐞𝐬 Range
The third side (x) of the given triangle must lie between 6 inches and 24 inches.
Example 6:
Given ∆𝐵𝐸𝐻, solve for the possible values of ̅̅̅̅
𝐵𝐸 if 𝐵𝐻 = 12 𝑐𝑚 and 𝐸𝐻 = 7 𝑐𝑚.
E Solution: 12 𝑐𝑚 – 7 𝑐𝑚 < 𝐵𝐸 < 12 𝑐𝑚 + 7 𝑐𝑚
𝟓 𝒄𝒎 < 𝑩𝑬 < 𝟏𝟗 𝒄𝒎
BE must be greater than 5 cm but less than 19 cm,
therefore BE can have any measures from 6 cm up to 18
H cm.
B
Exterior Angle Theorem
The measure of an exterior angle of a triangle is equal to the sum of the
measures of its two remote interior angles.
Illustration: Y Since ∠1 and ∠2 are nonadjacent angles with
2 respect to the exterior angle, ∠4 , then ∠1 and ∠2 are the
Remote Interior Angles of ∠4. The sum of their
1 3 4 measures is equal to the measurement of ∠4.
X Z In symbol, 𝑚∠4 = 𝑚∠1 + 𝑚∠2.
Example 7:
Given: In ∆𝐸𝑅𝑃, 𝑚∠3 = 58°, 𝑚∠4 = 48° and 𝑚∠5 = 132°. Solve for 𝑚∠1 and 𝑚∠2.
R Solution: 𝑚∠1 = 𝑚∠3 + 𝑚∠4 Exterior Angle Theorem
𝑚∠1 = 58° + 48° Substitution
3
𝒎∠𝟏 = 𝟏𝟎𝟔°
W To solve for 𝑚∠2, use the formula:
2
E 𝑚∠5 = 𝑚∠2 + 𝑚∠3 Exterior Angle Theorem
4 132° = 𝑚∠2 + 58° Substitution
P 132° − 58° = 𝑚∠2 + 58° − 58° SPE
𝟕𝟒° = 𝒎∠𝟐
A 8 DO_Q4_MATHEMATICS_8_LESSON2
Example 8:
Solve for the value of x, then identify the 𝑚∠𝐶𝐵𝐸 and 𝑚∠𝐶𝐸𝐵.
D Solution:
C 101° 𝑚∠𝐷𝐶𝐸 = 𝑚∠𝐶𝐵𝐸 + 𝑚∠𝐶𝐸𝐵 Exterior Angle Theorem
101 = (𝑥 + 17) + 2𝑥 Substitution
101 = 3𝑥 + 17 Combine x and 2x
101 − 17 = 3𝑥 + 17 − 17 SPE
84 = 3𝑥
(𝑥 + 17)° (2𝑥)°
84 3𝑥
A B E F = DPE
3 3
𝟐𝟖 = 𝒙
Solve for 𝑚∠𝐶𝐵𝐸 and 𝑚∠𝐶𝐸𝐵 using x = 28.
𝑚∠𝐶𝐵𝐸 = 𝑥 + 17 𝑚∠𝐶𝐸𝐵 = 2𝑥
𝑚∠𝐶𝐵𝐸 = 28 + 17 𝑚∠𝐶𝐸𝐵 = 2(28)
𝒎∠𝑪𝑩𝑬 = 𝟒𝟓° 𝒎∠𝑪𝑬𝑩 = 𝟓𝟔°

The Hinge Theorem (SAS Inequality Theorem)

If two sides of one triangle are congruent to two sides of another triangle, and the
included angles are not congruent, then the longer third side is opposite to the
larger included angle.
Illustration: U
E In the given ∆𝑆𝐸𝑂 and ∆𝐽𝑈𝑁, ̅̅̅̅ 𝐽𝑈, ̅̅̅̅
𝑆𝐸 ≅ ̅̅̅ 𝑆𝑂 ≅ ̅𝐽𝑁
̅̅̅
and 𝑚∠𝑆 > 𝑚∠𝐽. Using the HINGE THEOREM, we
N can conclude that the opposite side to ∠𝑆 which
is ̅̅̅̅
𝐸𝑂 is greater than the opposite side to ∠𝐽 which
O 𝑈𝑁. In symbol, ̅̅̅̅
is ̅̅̅̅ 𝑬𝑶 > ̅̅̅̅̅
𝑼𝑵.
S J
Example 9:
The diagram below shows a pair of scissors in two different positions. In which
position is the distance between the tips of the blades greater?

Since the angle on Diagram 1 which is 62° is

less than the angle on Diagram 2 which is
62° 93° 93°, by Hinge Theorem, we can say that the
tips of the blades on Diagram 2 has a greater
Diagram 1 Diagram 2 distance in comparison to Diagram 1.

Example 10:
Find the range of possible values of x.
In ∆𝑃𝐴𝐾and ∆𝑅𝐴𝐾, ̅̅̅̅ 𝑃𝐴 ≅ ̅̅̅̅
𝑅𝐴 and by reflexive property of
̅̅̅̅ ̅̅̅̅
congruence 𝐾𝐴 ≅ 𝐾𝐴. Since 𝑚∠𝑅𝐴𝐾 < 𝑚∠𝑃𝐴𝐾, then 𝑅𝐾 ̅̅̅̅ < ̅̅̅̅
𝑃𝐾 .
R
Using compound inequality we have,
5𝑥 − 10 ̅̅̅̅ < 𝑃𝐾
̅̅̅̅ The measure of ̅̅̅̅𝑅𝐾 must be
30 0 < 𝑅𝐾 greater than 0 but less than
the value of ̅̅̅̅
𝑃𝐾 which is 60
55° K
A units.
85°
0 < 5𝑥 − 10 < 60 Substitution
30 𝟎 + 𝟏𝟎 < 5𝑥 − 10 + 𝟏𝟎 < 60 + 𝟏𝟎 Addition Property of Inequality
60 𝟏𝟎 < 5𝑥 < 𝟕𝟎
10 5𝑥 70
P < < Division Property of Inequality
5 5 5
The possible measures of x in 𝑅𝐾 ̅̅̅̅ lies
𝟐 < 𝒙 < 𝟏𝟒 between 2 units to 14 units, thus 𝑥 can be
3 units up to 13 units.
9 DO_Q4_MATHEMATICS_8_LESSON2
 Converse of the Hinge Theorem (SSS Inequality)
If two sides of one triangle are congruent to two sides of another triangle, and
third sides are not congruent, then the larger included angle is opposite to the
longer third side.
Illustration:
E U In the given ∆𝑆𝐸𝑂 and ∆𝐽𝑈𝑁, ̅̅̅̅ 𝐽𝑈, ̅̅̅̅
𝑆𝐸 ≅ ̅̅̅ 𝑆𝑂 ≅ ̅𝐽𝑁
̅̅̅
and ̅̅̅̅
𝐸𝑂 > 𝑈𝑁̅̅̅̅. Using the CONVERSE of HINGE
THEOREM we can conclude that the opposite
N angle to ̅̅̅̅
𝐸𝑂 which is ∠𝑆 is greater than the opposite
angle to ̅̅̅̅
𝑈𝑁 which is ∠𝐽. In symbol, 𝒎∠𝑺 > 𝒎∠𝑱.
O
S J
Example 11:
Find the range of possible values of x.
In ∆𝑁𝑈𝑀 and ∆𝐵𝐸𝑅, ̅̅̅̅̅
𝑁𝑀 ≅ ̅̅̅̅
𝐵𝐸 and ̅̅̅̅̅
𝑀𝑈 ≅ 𝑅𝐸 ̅̅̅̅ . Since 𝐵𝑅
̅̅̅̅ < 𝑁𝑈
̅̅̅̅, then
U
𝑚∠𝐸 < 𝑚∠𝑀. Using compound inequality we have,
𝑚∠𝐸 < 𝑚∠𝑀 < 180° 𝑚∠𝑀 must be greater than the
8
𝑚∠𝐸 which is 72° but less than
M the total value of the angles of
N (6𝑥 − 12)° a triangle which is 180°
72° < 6𝑥 − 12 < 180° Substitution
B E 72 + 𝟏𝟐 < 6𝑥 − 12 + 𝟏𝟐 < 180 + 𝟏𝟐 Addition Property of Inequality
72° 𝟖𝟒 < 6𝑥 < 𝟏𝟗𝟐 Simplifying
6 84 6𝑥 192 Division Property of Inequality
< <
R 6 6 6
𝟏𝟒 < 𝒙 < 𝟑𝟐 The possible measures of x in ∠𝑀 lies
between 14° to 32°, thus 𝑥 can be 15° up
to 31°.

I. Try These!
A. List the angles of XYZ from largest to smallest. Given: ̅̅̅̅
𝑋𝑌= 38, ̅̅̅̅
𝑌𝑍 = 83 and ̅̅̅̅̅
𝑋𝑍 =
59.
B. The lengths of two sides of a triangle are given. Write an inequality to describe all
possible values for x, the length of the third side of the triangle.
1. 7, 8 3. 1, 8 5. 10, 10
2. 5, 5 4. 3, 6 6. 7, 14
II. Keep Trying!
A. Find the measure of each angle.
1. ∠1 = _______ 2. ∠𝐵 = ______ 𝑂 3. ∠𝑉 = ______
𝑉
B
50°
25°
A 30° 1 86°
𝐵 52°
S 𝑌 𝑌
𝐿 𝐸
B. Find the range of possible values of x.

1. 𝐸 2. 𝑆 15
𝐺

45 10
𝐺 34° 60° (5𝑥 − 20)°
𝐾 𝐼 𝑁
18°
5𝑥 − 15

𝑂
10 DO_Q4_MATHEMATICS_8_LESSON2
 State the five Theorems on Triangle Inequalities, then explain each one using
your own words.

Multiple Choice. Write the letter of your answer on a separate sheet.

1) Two sides of a triangle have measures 24 cm and 15 cm. What is the range of its
third side (x)?
A. 11 cm < x < 39 cm C. 11 cm > x > 39 cm
B. 9 cm < x < 39 cm D. 9 cm > x > 39 cm
2) Which set of numbers may represent the length of the third side of a triangle if
its range is given as 2 < x < 16.
A. {2, 3, 4} B. {8, 9, 10} C. {14, 15, 16} D. {21, 22, 23}
For numbers 3 – 4, refer to ∆𝑆𝐼𝑋. I
3) What is 𝑚∠1 if 𝑚∠3 = 50° and 𝑚∠5 = 96° 56
A. 146° C. 54° 1 2 3 4
B. 136° D. 44° S X
4) If 𝑚∠2 = (3𝑥)°, 𝑚∠3 = (𝑥 + 34)°, and 𝑚∠6 = 98°, find the value of x.
A. 64 B. 33 C. 16 D. 4
5) Based on ∆𝑌𝑂𝑈 and ∆𝑅𝑈𝑁, which of the following statement is FALSE?
A. ̅̅̅̅ ̅̅̅̅
𝑂𝑈 < 𝑅𝑁 C. ̅̅̅̅ ̅̅̅̅
𝑌𝑂 ≅ 𝑅𝑈 O U
̅̅̅̅ ̅̅̅̅
B. 𝑂𝑈 > 𝑅𝑁 D. 𝑌𝑈 ≅ ̅̅̅̅
̅̅̅̅ 𝑈𝑁 70°
N

Y U R

After going through this module, you are expected to prove inequalities in a
triangle, M8GE-lVc-1.

Multiple Choice: Write the letter of the correct answer on a separate sheet.
1) If 𝐴𝐵 ≅ 𝐷𝐸, 𝐵𝐶 ≅ 𝐸𝐹, and 𝐴𝐶 > 𝐷𝐹, then ∠𝐵 > ∠𝐸. which theorem supports the
statement?
A. Exterior Angle Theorem C. Converse of Hinge Theorem
B. The Hinge Theorem D. none of the above
2) Given the figure on the right, find the value of x. C E
A. 6 C. 18 18
B. 12 D. 24 A
R
For numbers 3 – 5, refer on the figure below, given that 𝐸𝐿 ≅ 𝐸𝐾 and ∠𝐿𝐸𝐼 > ∠𝐾𝐸𝐼;
Prove that LI > KI.
E Statement Reason
A. Given
𝐸𝐿 ≅ 𝐸𝐾 Given B. Reflexive Property
𝐸𝐼 ≅ 𝐸𝐼 3 C. Hinge Theorem
L D. Converse of Hinge
∠𝐿𝐸𝐼 > ∠𝐾𝐸𝐼 4
Theorem
I 𝐿𝐼 > 𝐾𝐼 5
K
11 DO_Q4_MATHEMATICS_8_LESSON3
 Lesson 3 Proving Inequality in a Triangle

Directions: Name the largest and smallest angle of the following given triangles.
1. In ∆𝐴𝐵𝐶, 𝐴𝐵 = 15, 𝐴𝐶 = 18, 𝐵𝐶 = 11 3. In ∆𝐷𝐸𝐶, 𝐷𝐸 = 20, 𝐷𝐶 = 28, 𝐸𝐶 = 40
2. In ∆𝑀𝐴𝑌, 𝑀𝐴 = 30, 𝑀𝑌 = 25, 𝐴𝑌 = 45 4. In ∆𝐽𝑈𝑁, 𝐽𝑈 = 50, 𝐽𝑁 = 22, 𝑈𝑁 = 3

From the previous lessons, it was discussed how to prove congruency in

triangles, how to use two-column proof which provides an inferential arguments and
from there, logical deductions are made through the set of presented facts, theorems
and axioms. Now, in proving inequalities in triangles, the same process goes in
proving triangle congruency to finally prove the propositions at hand.

Let us apply some theorems you have learned from your previous topics in proving
inequality in a triangle.
M
Given △MAT with exterior angle ∠MTH and by the concept of
Exterior Angle Inequality Theorem, we have:
𝑚∠𝑀𝑇𝐻 > 𝑚∠𝑀 and 𝑚∠𝑀𝑇𝐻 > 𝑚∠𝐴
A T H
Example 1: Given: ∠A and ∠B are interior angles.
Prove: ∠𝐴𝐶𝐷 > ∠𝐴; ∠𝐴𝐶𝐷 > ∠𝐵
A
Statements Reasons
1. ∠A and ∠B are interior
1. Given
angles.
2. ∠ACD is an exterior angle. 2. Definition of Exterior Angle.
B C D 3. ∠𝐴𝐶𝐷 > ∠𝐴; ∠𝐴𝐶𝐷 > ∠𝐵 3. Exterior Angle Inequality Theorem
Example 2: From the given figure below, prove that ∠a > ∠c.
Proof:
c Statements Reasons
1. 𝑎 > 𝑏 1. Exterior Angle Inequality Theorem
2. 𝑏 > 𝑐 2. Exterior Angle Inequality Theorem
a b
3. 𝑎 > 𝑐 3. Transitive Property of Inequality
Example 3: Using the Hinge Theorem, complete the statement with >, <, or =.
a. 𝑂𝑉 ? 𝐸𝑉
L
Solution:
55° 35° From the given figure, 𝐿𝑂 ≅ 𝐿𝐸 and 𝐿𝑉 ≅ 𝐿𝑉 by
reflexive property. Since 55° > 35°, by the Hinge
Theorem, 𝑂𝑉 > 𝐸𝑉.
O V E

12 DO_Q4_MATHEMATICS_8_LESSON3
b. ∠𝐶𝐷𝐵 ? ∠𝐵𝐴𝐷
Solution:
C 47 cm
B From the given figure, 𝐶𝐷 ≅ 𝐵𝐴 and 𝐷𝐵 ≅ 𝐷𝐵 by
reflexive property. Since 47 cm > 39 cm as the
measures of ̅̅̅̅
𝐶𝐵 and ̅̅̅̅
𝐷𝐴 respectively, by the
Converse of Hinge Theorem, ∠𝐶𝐷𝐵 > ∠𝐴𝐵𝐷.
D A
39 cm
M
Example 4:
Given: 𝑀𝐾 ≅ 𝑆𝐾; 𝑀𝐴 > 𝐴𝑆
A
Prove: 𝑚∠𝑀𝐾𝐴 > 𝑚∠𝐴𝐾𝑆
Proof: S K

Statement Reason
1. 𝑀𝐾 ≅ 𝑆𝐾 1. Given
2. 𝐴𝐾 ≅ 𝐴𝐾 2. Reflexive Property
3. 𝑀𝐴 > 𝐴𝑆 3. Given
4. 𝑚∠𝑀𝐾𝐴 > 𝑚∠𝐴𝐾𝑆 4. Converse of the Hinge Theorem

Example 5: Use the Hinge or its converse and C

properties of triangles to write and solve an
inequality to describe a restriction on the value
B
of x given that 𝐵𝐶 > 𝐴𝐷.
D
Solution: 55°
From the given itself, it says that ̅̅̅̅
𝐵𝐶 > ̅̅̅̅̅
𝐴𝐷 A
which means that angle opposite to side BC
which is ∠𝐵𝐴𝐶 is greater than the opposite angle
̅̅̅̅ which is ∠𝐷𝐶𝐴 by Converse of Hinge Theorem. Therefore, we have this
of the side 𝐴𝐷
inequality: ∠𝐵𝐴𝐶 > ∠𝐷𝐶𝐴 𝑎𝑛𝑑 ∠𝐷𝐶𝐴 > 0
55 > 5𝑥 − 20 𝑎𝑛𝑑 5𝑥 − 20 > 0 So, we can now solve for the restriction on the value of x.
55 + 20 > 5𝑥 − 20 + 20 > 0 + 20 Addition Property of Inequality
75 > 5𝑥 > 20
75 5𝑥 20
5
> 5
> 5
Division Property of Equality
15 > 𝑥 > 4

I. Try These!
A. Write the correct relation symbol (<,>, or =) on the space provided in each
conclusion.
Given: △XMA; 𝑀𝑆 bisects 𝑋𝐴
X

1. If 𝑋𝑆 ≅ 𝑆𝐴 and 𝑀𝑆 ≅ 𝑀𝑆, then 𝑚∠𝑋𝑀𝑆___

= 𝑚∠𝑆𝑀𝐴. 6

2. If 𝑋𝑀 = 9 and 𝐴𝑀 = 8, then m∠5 ___

> m∠4. 5 S
3. If 𝑋𝑀 = 8 and 𝐴𝑀 = 7, then m∠5 ___
> m∠4. 4
4. If 𝑚∠5 = 95° and 𝑚∠4 = 85°, then 𝑋𝑀 ____
> 𝐴𝑀.
1 2 3
5. If 𝑚∠5 > 𝑚∠2 𝑎𝑛𝑑 𝑚∠2 > 𝑚∠3, then m∠5 ____
> m∠3. M A

13 DO_Q4_MATHEMATICS_8_LESSON3
 X
B. Using the Exterior Angle Inequality Theorem, given that
∠5 is an exterior angle of △ 𝑀𝐴𝑆, find the range of values for 6
k. Note that the measurement of an angle cannot be negative. 40°
5 S
3 < k < 11 Hint: 𝑚∠5 > 𝑚∠3 𝑎𝑛𝑑 𝑚∠3 > 0. 4
1 (5k – 15)°
2 3
II. Keep Trying! M A

A. Write a two-column proof.

Given: ∠𝐼𝑃𝐴 > ∠𝑁𝑃𝐴; 𝐼𝑃 ≅ 𝑁𝑃
Prove: 𝐴𝐼 > 𝐴𝑁

T
Give what is asked.
Name the exterior angle/s of the triangles shown in the figure. X
∆𝑆𝑌𝐹
∆𝑆𝐴𝑋 Y
∆𝑌𝑋𝐸 E
∆𝐹𝐸𝐴 F
A S

Multiple Choice: Write the letter of your answer on a separate sheet.

1. In the figure shown on the right, which statement is correct? O
A. ̅̅̅̅
𝐺𝐷 > ̅̅̅̅
𝑂𝐷 C. ̅̅̅̅
𝐺𝐷 = ̅̅̅̅
𝑂𝐷 78°
̅̅̅̅ < 𝑂𝐺
B. 𝐺𝐷 ̅̅̅̅ ̅̅̅̅ > ̅̅̅̅
D. 𝐺𝐷 𝑂𝐺
G 57° D
For numbers 2 – 4, refer on the figure below, given that 𝑆𝑃 ≅ 𝑃𝐸 and 𝐸𝑇 > 𝑆𝑇;
Prove that ∠𝐸𝑃𝑇 > ∠𝑆𝑃𝑇.
S T
E Statements Reasons
𝑆𝑃 ≅ 𝑃𝐸 Given A. Given
𝑇𝑃 ≅ 𝑇𝑃 2 B. Converse of Hinge Theorem
C. Reflexive Property
𝐸𝑇 > 𝑆𝑇 3
D. Hinge Theorem
∠𝐸𝑃𝑇 > ∠𝑆𝑃𝑇 4
P
5. Refer on the figure above, if ∠𝑆𝑃𝑇 = (5𝑦 − 10)° 𝑎𝑛𝑑 ∠𝐸𝑃𝑇 = 60°, find the range value
of y.
A. 0 < 𝑦 < 14 B. 2 < 𝑦 < 13 C. 2 < 𝑦 < 14 D. 3 < 𝑦 < 15

After going through this module, you are expected to prove properties of
parallel lines cut by a transversal line, M8GE-lVd-1.

14 DO_Q4_MATHEMATICS_8_LESSON4
Multiple Choice: Write the letter of your answer on a separate sheet.
For numbers 1-4, Complete the proof. Fill in the blank with the letter of the correct
answer.
A. ∠2 ≅ ∠3 V
B. 𝑁𝑇 ∥ 𝐻𝑆
C. Corresponding Angles are congruent N 1 T
D. Congruence of angles are transitive
2 3
Given: NHST is a parallelogram. Prove that ∠1 ≅ ∠3 H S
Statements Reasons
NHST is a parallelogram. Given
1 Opposite sides of parallelogram are parallel.
∠1 ≅ ∠2 2
̅̅̅̅̅
𝑁𝐻 ∥ 𝑆𝑇 ̅̅̅̅ Opposite sides of parallelogram are parallel.
3 Corresponding Angles are congruent.
∠1 ≅ ∠3 4
5. Given: p ∥ r, 𝑚∠1 = 80° 𝑎𝑛𝑑 𝑚∠8 = (2𝑥 + 12)°, find the value of x.
A. 32° 1 2
B. 34° 3 4
p

C. 36° 5 6
r
7 8
D. 68°

Lesson Prove Properties of Parallel Lines Cut

4 by a Transversal Line
Draw two parallel lines cut by a transversal line and measure its angles formed
using the protractor. Name pair of angles that are congruent.
p
m This is an example of parallel lines cut by
2
1 l a transversal. Line m and l are parallel
3 4 with each other denoted by m∥ 𝑙, and line p
5 6 is the transversal. The angles formed here
8
7 are ∠1, ∠2, ∠3, ∠4, ∠5, ∠6, ∠7, and ∠8.

In this module, you will learn to prove the properties of parallel lines cut by a
transversal line (M8GE-lVd-1).

B F

̅̅̅̅ ≅ 𝐷𝐹
Given the following: 𝐴𝐵 ̅̅̅̅ ≅ 𝐷𝐸
̅̅̅̅ ; 𝐴𝐶 ̅̅̅̅ ; ∠𝐴 > ∠𝐷, _ _
=

̅̅̅̅ ̅̅̅̅
prove that 𝐵𝐶 > 𝐹𝐸 . E
A C D

Parallel lines are two lines in a plane that will never meet.
Transversal line is a line that intersects two or more lines at different points.

15 DO_Q4_MATHEMATICS_8_LESSON4
Properties of Parallel Lines Cut by a Tranversal Line
1. Corresponding Angles Postulate – if two parallel lines are cut by a transversal
then the corresponding angles are congruent.

2. Alternate Interior Angles Theorem – if two parallel lines are cut by a transversal
then the alternate interior angles are congruent.

Given: 𝑎 ∥ 𝑏 Proof:
Prove: ∠4 ≅ ∠5 Statements Reasons
1. 𝑎 ∥ 𝑏 1. Given
c
a 2. Vertical Angles are congruent.
2. ∠1 ≅ ∠4
1 b
4 3. ∠1 ≅ ∠5 3. If two parallel lines are cut by a
5 transversal then the corresponding
angles are congruent.
4. ∠4 ≅ ∠5 4. Congruence of angles is transitive.

3. Alternate Exterior Angles Theorem – if two parallel lines are cut by a

transversal line then the alternate exterior angles are congruent.

Given: 𝑎 ∥ 𝑏 Proof:
Prove: ∠1 ≅ ∠5 Statements Reasons
c 1. 𝑎 ∥ 𝑏 1. Given
a
2. Vertical Angles are congruent.
1 b 2. ∠1 ≅ ∠4
4
3. ∠4 ≅ ∠5 3. If two parallel lines are cut by a
5 transversal then the corresponding
angles are congruent.
4. ∠1 ≅ ∠5 4. Congruence of angles is transitive.

4. Same-Side Interior Angles Theorem – if two parallel lines are cut by a

transversal then the same-side interior angles are supplementary.

Given: 𝑎 ∥ 𝑏
Prove: ∠2 𝑎𝑛𝑑 ∠3 are supplementary
Proof:
Statements Reasons
1. 𝑎 ∥ 𝑏 1. Given
c 2. ∠3 ≅ ∠1 2. Corresponding Angles are
a
congruent.
1 b
3. ∠1 𝑎𝑛𝑑 ∠2 are 3. Linear pair are supplementary.
supplementary.
2
4. 𝑚∠3 = 𝑚∠1 4. Definition of congruent angles.
3 5. 𝑚∠2 + 𝑚∠1 = 180° 6. Definition of supplementary angles.
6. 𝑚∠2 + 𝑚∠3 = 180° 7. By substitution
7. ∠2 𝑎𝑛𝑑 ∠3 are 8. Definition of supplementary angles.
supplementary

16 DO_Q4_MATHEMATICS_8_LESSON4
 Example 1) Find the value of x and y.
Solution:
M From the given figure, three angles formed a straight angle,
namely ∠𝑀𝑆𝐴, ∠𝐴𝑆𝑇, 𝑎𝑛𝑑 ∠𝑇𝑆𝑅.
Since a straight angle has a measure of 180°, then we can use
60°
S
y A this concept to create an equation and solve for x and y.
54° 𝑚∠𝑀𝑆𝐴 + 𝑚∠𝐴𝑆𝑇 + 𝑚∠𝑇𝑆𝑅 = 180°
60° + 𝑦 + 54° = 180° By Substitution
114° + 𝑦 = 180°
x
R T 114° − 114° + 𝑦 = 180° − 114°
Add the additive inverse of 114 to both sides to solve for 𝑦.
𝒚 = 𝟔𝟔°
To solve for the 𝑥, ∠𝑀𝑆𝐴 has a relationship with ∠𝑆𝑅𝑇 because they are said to be
corresponding angles and corresponding angles are congruent, therefore:
𝑚∠𝑀𝑆𝐴 = 𝑚∠𝑆𝑅𝑇
𝑥 = 60° By Substitution
Example 2:

Given: 𝐿𝑉 ∥ 𝑂𝐸 Solution:
Find: 𝑚∠𝑉𝐿𝑂 In the given figure 𝐿𝑉 ∥ 𝑂𝐸, applying the concept
O of same-side interior angles which sum is equal to
L
(4𝑦 + 4)° (8𝑦 − 4)° 180° we have, 𝑚∠𝑉𝐿𝑂 + 𝑚∠𝐸𝑂𝐿 = 180°, and by
substitution:
(4𝑦 + 4)° + (8y − 4)° = 180° Now, we can solve the
V E
value of y to get the measure of ∠𝑉𝐿𝑂.
By substitution, 4𝑦 + 4 + 8y − 4 = 180°
𝑚∠𝑉𝐿𝑂 = (4𝑦 + 4)° 12𝑦 = 180°
12𝑦 180
𝑚∠𝑉𝐿𝑂 = {4(15) + 4}° =
12 12
𝑚∠𝑉𝐿𝑂 = (60 + 4)° 𝑦 = 15°
𝒎∠𝑽𝑳𝑶 = 𝟔𝟒°

I. Try These!
A. Apply the properties of parallel lines cut by a 1 2
transversal to find the measure of the indicated 3 4 m
angles in each item given that m ∥ 𝑛 and 𝑚∠3 = 126°. 5 6
54 DEGREES 1. 𝑚∠1 54 DEGREES4. 𝑚∠8 8
n
7
126 DEGREES2. 𝑚∠7 126 DEGREES5. 𝑚∠2
126 DEGREES3. 𝑚∠6
B. Apply the properties of parallel lines cut by a transversal to find the value of x
given that m ∥ 𝑛.
1. x=20 1. 𝑚∠3 = 5𝑥 − 6; 𝑚∠5 = 4𝑥 + 6
1 2
3 4
m
2. x=17 2. 𝑚∠8 = 4𝑥 + 2; 𝑚∠6 = 6𝑥 + 8
6
3. 𝑚∠4 = 2𝑥 − 3; 𝑚∠5 = 𝑥 + 32
5
8
n 3. x=35
7

17 DO_Q4_MATHEMATICS_8_LESSON4
II. Keep Trying!
Given: LENO is a parallelogram 1 O
P
Prove: ∠1 ≅ ∠𝐸𝑁𝑂 L 2

E N

Supply the missing word/s to make the statement correct.

1. __________ are two lines in a plane that will never meet.
2. __________ is a line that intersects two or more lines at a different points.
3. If the given pair/s of angles is/are Corresponding, Alternate Interior, and Alternate
Exterior, then they are __________
4. Same-side Interior Angles are __________.

Multiple Choice: Write the letter of the correct answer on a separate sheet.
For numbers 1-4, complete the proof. Fill in the blank with the letter of the correct
answer.
A. ∠1 ≅ ∠𝐸𝐴𝑅 H
B. 𝐸𝐴 ∥ 𝑇𝑅 E 1 T
C. Alternate Interior Angles are congruent.
D. Congruent angles are transitive. A
2
R
EART is a parallelogram. Prove that ∠1 ≅ ∠2.
Statements Reasons
EART is a parallelogram Given
1 Opposite sides of parallelogram are parallel.
∠1 ≅ ∠𝐸𝑇𝑅 2
𝐸𝑇 ∥ 𝐴𝑅 Opposite sides of parallelogram are parallel.
3 Corresponding Angles are Congruent
∠1 ≅ ∠2 4
a b
5. Given: m∥n, 𝑐 = 3𝑥 + 16 𝑎𝑛𝑑 𝑒 = 2𝑥 + 14, find the 𝑑. c d
m
A. 36° C. 86° e f
n
B. 74° D. 108° g h

After going through this module, you are expected to determine the conditions
under which lines and segments are parallel or perpendicular. M8GE-IVe-1

Multiple choice. Write the letter of your answer on a separate sheet.

1) Which of the following is not a property of parallelogram?
A. Diagonals bisect each other C. Opposite sides are congruent
B. Opposite angles are not congruent D. Opposite sides are parallel
2) It refers to a line that intersects two or more lines.
A. Parallel lines B. Perpendicular lines C. Skew line D. Transversal

18 DO_Q4_MATHEMATICS_8_LESSON5
3) Lines on the same plane that do not intersect are called _____________.
A. Parallel lines B. Perpendicular lines C. Skew lines D. Transversal
4) These refer to two lines that meet or intersect each other and form right angles.
A. Parallel lines B. Perpendicular lines C. Skew lines D. Transversal
5) Lines 𝑙 and 𝑚 are parallel cut by a transversal 𝑛 which is also perpendicular to 𝑙
and 𝑚. Which statement is not correct?
A. ∠1 and ∠4 form a linear pair
B. ∠1 and ∠6 are congruent
C. ∠2 and ∠3 are supplementary
D. ∠3 and ∠5 are congruent angles

Lesson Solving Corresponding Parts of

5 Congruent Triangles

𝐿𝑈𝐶𝐾 is a parallelogram. Using the properties of 75°

parallel lines cut by a transversal, find the measure of
each angle.
1. 𝑚∠𝐴𝐿𝐻 = ________ 4. 𝑚∠𝐺𝐾𝐸 = ________
2. 𝑚∠𝐷𝐶𝐹 = ________ 5. 𝑚∠𝐿𝐶𝐸 = ________
3. 𝑚∠𝐼𝑈𝐵 = ________

“OPTICAL ILLUSION”
Direction: Observe the image below, then answer the guide questions.

Guide Questions:
1. Can you see straight lines in the picture?
2. Do these lines intersect?
3. Are these lines parallel? Why?

https://tinyurl.com/4kym5ep7

Based on the previous activity, you just tried to describe parallel and perpendicular
lines.
Let’s now focus on how we are going to determine the conditions under which lines
and segments are parallel or perpendicular.
Parallel Lines are lines on the same plane that do not intersect.
CONDITIONS OF PARALLELISM
❖ If two lines are cut by a transversal, then the two lines are parallel if:
- corresponding angles are congruent
- alternate-interior angles are congruent
- alternate exterior angles are congruent
19 DO_Q4_MATHEMATICS_8_LESSON5
 - interior angles on the same side of the transversal are
supplementary.
- exterior angles on the same side of the transversal are
supplementary.

Perpendicular lines are lines that intersect forming right angles. This is not limited
to lines only. Segments and rays can also be perpendicular.
The symbol ⊥ indicates perpendicularity of two lines.

CONDITIONS OF PERPENDICULARITY
❖ To prove that two lines are perpendicular to each other, the following theorems
must be satisfied:
A. If two lines are perpendicular to each other, then the pair of adjacent angles they
form are congruent.
Proof:
Let L1 and L2 are perpendicular lines such that
∠1, ∠2, ∠3, 𝑎𝑛𝑑 ∠4 are adjacent angles. We want that adjacent 1 2
angles they formed are congruent. Since ∠1, ∠2, ∠3, 𝑎𝑛𝑑 ∠4 are 3 4
90° and adjacent, we conclude that the adjacent angles they
formed are congruent.
B. If two lines intersect to form a pair of congruent adjacent angles, then the lines
are perpendicular.
Proof:
Let 𝐿1 𝑎𝑛𝑑 𝐿2 intersects such that ∠1, ∠2, ∠3, 𝑎𝑛𝑑 ∠4 are
congruent and adjacent angles, we want that 𝐿1 ⊥ 𝐿2 . Since
∠1 𝑎𝑛𝑑 ∠2 are adjacent and congruent it implies that the two 1 2
angles are supplementary which means that ∠1 = 90° and 3 4
∠2 = 90°. Since ∠3 𝑎𝑛𝑑 ∠4 are also adjacent and congruent it
implies that the two angles are also supplementary which
means that ∠3 = 90° and ∠4 = 90°, we conclude that 𝐿1 ⊥ 𝐿2 .
C. In a given plane, through a given point, there is exactly one-line perpendicular to
a given line.
Proof:
Let point A and D are in the plane R. Since the two
points lie in plane R then the line containing the points
⃡ perpendicular to
A and D are also in the plane R. Let 𝐵𝐶
⃡ at A, we want to know that there is exactly one-line
𝐴𝐷
perpendicular to ⃡𝐴𝐷.
Since ⃡𝐵𝐶 ⊥ ⃡𝐴𝐵 at a single point A and forming a right
angle by definition of perpendicular lines, we conclude
that there’s exactly one-line perpendicular to given line.

I. Try These!
In the figure, line 𝑎 is parallel to line 𝑏.
State the reason why:
1. ∠ 1 ≅ ∠5
2. ∠4 ≅ ∠1
3. ∠1 ≅ ∠8
4. ∠3 ≅ ∠2
5. ∠3 ≅ ∠7

20 DO_Q4_MATHEMATICS_8_LESSON5
II. Keep Trying!
Directions: Using the figure on the right, state the reason why:
1. ∠ 5 is a right angle.
2. ∠7 ≅ ∠8
3. ∠7 ≅ ∠5
4. ∠2 is a right angle.
5. line 𝑙 is perpendicular

Directions: Complete each sentence using the words that have been discussed.
1. __________ lines are lines that intersect to form right angle.
2. __________ are lines that do not intersect.
3. A line that intersects two or more lines is called a ______________.
4. Two lines are parallel if the Interior angles on the same side of the transversal
are __________________.
5. Two lines are parallel if the alternate-interior angles are ___________________.

Directions: Name the segments that must be parallel

using the given information. If there are no segments,
indicate so.
1. 𝑎 = 𝑒 4. 𝑐 = ℎ
2. 𝑒 = 𝑓 5. 𝑐 = 𝑔
3. 𝑑 = ℎ

Multiple choice. Write the letter of your answer on a separate sheet of paper.
1. All the statements below prove parallelism between two lines, EXCEPT:
A. Alternate Interior Angles are congruent
B. Same-side Exterior Angles are supplementary
C. Corresponding Angles are equal
D. Adjacent Angles are congruent
2. In the figure x ⊥ y, which of the following is NOT true? x
A. ∠1, ∠2, ∠3, and ∠4 are right angles.
B. ∠1 and ∠2 are both complementary angles.
C. ∠1 and ∠2 are linear pair.
D. ∠1 and ∠4 are supplementary angles.

3. All of the following theorems show that two lines are perpendicular, EXCEPT:
A. If two lines are perpendicular to each other, then the pair of adjacent angles
they form are congruent
B. If two lines intersect to form a pair of congruent adjacent angles, then the lines
are perpendicular.
C. In a given plane, through a given point, there is exactly one-line perpendicular
to a given line.
D. None of the above.

21 DO_Q4_MATHEMATICS_8_LESSON5
4. Lines 𝑎 and 𝑏 are parallel in the figure below. Find the value of 𝑥.
A. 70° 100°
B. 80° x
C. 100°
D. 110° a b

5. Which of the following is true if ∠1 and ∠3 are linear pair?

A. ∠1 and ∠4 are complementary
B. ∠2 and ∠3 are complementary
C. 𝑎 and 𝑏 are parallel 𝑏
D. 𝑎 and 𝑏 are perpendicular

After going through this module, you are expected to illustrate the experiment,
sample space, outcome, and event. M8GE-lVf-1.0

Multiple Choice: Write the letter of the correct answer on a separate sheet.
1. Which branch of mathematics measures of how likely something is to happen?
A. Algebra B. Geometry C. Probability D. Statistics
2. Which of the following activities show probability?
A. Computing the median C. Solving the missing term.
B. Converting measurements D. Getting a queen in deck of cards.
3. It refers to any activities with observable result.
A. Event B. Experiment C. Outcome D. Sample space
4. It is a subset of sample space.
A. Element B. Event C. Experiment D. Outcome
5. What do you call to the result of your experiment?
A. Event B. Experiment C. Outcome D. Sample space

Lesson Experiment, Sample Space, Outcome,

6 and Event
Get a rolling die and roll it 5 times. What numbers did you
get? List it below.
Is it possible to determine your successful chances to
get the numbers you want? Why? Why not?

In this module you will learn about how to illustrate the experiment, sample
space, outcome, and event. M8GE-lVf-1.0

Probability is a branch of mathematics that measures how likely something is to

happen.

22 DO_Q4_MATHEMATICS_8_LESSON6
A probability is composed of:
• Experiment is any activity with observable result.
• Outcome is the result of an experiment.
• Cardinality is a number of elements in a set.
• Sample space is the set of all possible outcomes. It is usually denoted by S.
• Event is a subset of sample space and denoted by E. It is the set of outcomes
of an experiment to which a probability was assigned.

Example 1: A spinner has 6 colors with equally divided area. What is the chance
that you will get violet? Determine the experiment, outcome, sample space and event.

Identify the experiment, outcome, sample space and event.

Experiment is turning the spinner.
Sample Space: 𝑆 = {𝑦𝑒𝑙𝑙𝑜𝑤, 𝑟𝑒𝑑, 𝑣𝑖𝑜𝑙𝑒𝑡, 𝑔𝑟𝑒𝑒𝑛, 𝑜𝑟𝑎𝑛𝑔𝑒, 𝑏𝑙𝑢𝑒}
Cardinality of 6.
Event: to get violet. 𝐸 = {𝑣𝑖𝑜𝑙𝑒𝑡}. Cardinality of 1.
Outcome the actual results you get when you turn the
spinner.

Experiment 2: A single 6-sided die is rolled. Determine the experiment, outcome,

sample space and the cardinality of the following event.
a) An odd number. d) composite.
b) An even number. e) Multiple of 5
c) An even and prime. f) Prime

Experiment: rolling a die.

Outcome: the actual results you get when you
rolled a die.
Sample Space: 𝑆 = {1,2,3,4,5,6}. Cardinality of 6.
Event (a): 𝐸 = {2,4,6}. Cardinality of 3.
Event (b): 𝐸 = {1,3,5}. Cardinality of 3.
Event (c): 𝐸 = {2}. Cardinality of 1.
Event (d): 𝐸 = {4,6}. Cardinality of 2.
Event (e): 𝐸 = {5}. Cardinality of 1.
Event (f): 𝐸 = {2,3,5}. Cardinality of 3.

1. EXPERIMENT
2. SAMPLE SPACE
3. OUTCOME
4. EVENT
I. Try These! 5. EVENT
Directions: Identify whether each is an experiment, outcome, sample space, or an
event.
1. Rolling a die and tossing coin
2. 𝑆 = {1ℎ𝑒𝑎𝑑, 1𝑡𝑎𝑖𝑙, 2ℎ𝑒𝑎𝑑, 2𝑡𝑎𝑖𝑙, 3ℎ𝑒𝑎𝑑, 3𝑡𝑎𝑖𝑙, 4ℎ𝑒𝑎𝑑, 4𝑡𝑎𝑖𝑙, 5ℎ𝑒𝑎𝑑, 5𝑡𝑎𝑖𝑙, 6 ℎ𝑒𝑎𝑑, 6 𝑡𝑎𝑖𝑙}
3. The result on the top of a die when rolling it and the result of tossing a coin.

23 DO_Q4_MATHEMATICS_8_LESSON6
4. A= {2 𝑎𝑛𝑑 𝑎 ℎ𝑒𝑎𝑑 𝑎𝑝𝑝𝑒𝑎𝑟}
5. B= {𝑒𝑣𝑒𝑛 𝑛𝑢𝑚𝑏𝑒𝑟 𝑎𝑛𝑑 𝑎 ℎ𝑒𝑎𝑑 𝑎𝑝𝑝𝑒𝑎𝑟}

II. Keep Trying!

Directions: Identify whether each is an experiment, outcome, sample space, or an
event.
1. Choosing a card/s from a deck of cards.
1. EXPERIMENT
2. 𝑆 = {𝑥|𝑥 52 𝑐𝑎𝑟𝑑𝑠 𝑓𝑟𝑜𝑚 𝑎 𝑑𝑒𝑐𝑘 𝑜𝑓 𝑐𝑎𝑟𝑑𝑠}
2. SAMPLE SPACE
3. The result when you get a card/s from a deck of cards. 3. OUTCOME
4. A = {4 𝑎𝑐𝑒𝑠 𝑎𝑝𝑝𝑒𝑎𝑟} 4. EVENT
5. B = {4 ℎ𝑒𝑎𝑟𝑡𝑠, 𝑘𝑖𝑛𝑔 ℎ𝑒𝑎𝑟𝑡𝑠, 𝑞𝑢𝑒𝑒𝑛 ℎ𝑒𝑎𝑟𝑡𝑠, 𝑗𝑎𝑐𝑘 ℎ𝑒𝑎𝑟𝑡𝑠 𝑎𝑝𝑝𝑒𝑎𝑟} 5. EVENT

Describe experiment, sample space, outcome, and event.

Connecting to the Real World!

Situation: In a cafeteria, there are caldereta, tinola, adobo, and menudo in the
menu. Show the event for (a) caldereta, (b) tinola and (c) menudo. Show the sample
space. (2points) ______________

Multiple Choice: Write the letter of the correct answer on a separate sheet of paper.
1. Which branch of mathematics of that measures of how likely something is to
happen?
A. Algebra B. Geometry C. Probability D. Statistics
2. Which of the following activities show probability?
A. Computing the median C. Solving the missing term.
B. Computing the volume D. Get queen in deck of cards.
3. It is any activities with observable result.
A. Event B. Experiment C. Outcome D. Sample space
4. What is a subset of sample space?
A. Event B. Experiment C. Outcome D. Sample space
5. What is the result of your experiment?
A. Event B. Experiment C. Outcome D. Sample space

After going through this module, you are expected to count the number of
occurrences of an outcome in an experiment: (a) table; (b) tree diagram; (c) systematic
listing; and (d) fundamental counting principle. M8GEIVf-g-1

24 DO_Q4_MATHEMATICS_8_LESSON7
Multiple Choice: Write the letter of the correct answer on a separate sheet of paper.
1) A restaurant serves 5 main dishes, 3 salads, and 4 desserts. How many different
meals could be ordered if each has a main dish, a salad, and a dessert?
A. 12 B. 15 C. 20 D. 60
2) When you tossed a coin, there are ________ possible outcomes.
A. one B. two C. three D. four
3) Find the number of possible outcomes in rolling 2 dice.
A. 6 B. 12 C. 24 D. 36
4) Maggie brought 7 T-shirts and 5 pairs of shorts to summer camp. How many
different outfits consisting of a T-shirt and a pair of shorts does she have?
A. 5 B. 7 C. 12 D. 35
5) Four D’ café serves two deserts, cake (C) and a pie (P). They also serve three
beverages, coffee (K), milk tea (T) or juice (J). Suppose you choose one desert
and one beverage. Which of the following show the correct systemic listing?
A. S = {(C, K), (C, T), (C, J), (P, K), (P, T), (P, J)}
B. S = {(C, T), (C, J), (P, C), (P, T), (P, J), (T, T)}
C. S = {(C, K), (C, T), (C, J), (P, K), (P, T), (J, J)}
D. S = {(C, K), (C, T), (C, J), (P, T), (P, J), (P, P)}

Lesson Counting the Number of Occurrences

7 of an Outcome in an Experiment
Mathematics began with counting. Initially, fingers, beans, and buttons were
used to help with counting, but these are only practical for small numbers. What
happens when many items must be counted?
In this module you will learn about how to count the number of occurrences
of an outcome in experiment: (a) table; (b) tree diagram; (c) systematic listing; and (d)
fundamental counting principle. M8GEIVf-g-1

A probability is composed of:

• Experiment is any activity with observable result.
• Outcome is the result of your experiment.
• Sample space is the set of all possible outcomes.
• Event is a subset of sample space.

There are four (4) ways on how to count the number of occurrences of an outcome
in an experiment:
✓ table
✓ tree diagram
✓ systematic listing and
✓ fundamental counting principle.
25 DO_Q4_MATHEMATICS_8_LESSON7
 Probability is a branch of mathematics that deals with analyzing the chance
that a particular event will occur.
COUNTING TECHNIQUES
• Tree Diagram is a technique used to determine all possible outcomes of a
probability experiment. It consists of line segments from a starting point and from
the outcome point.
• Systematic Listing provides a technique to organize the information of a problem
in a systematic way.
• Table is a set of facts and figures arranged in columns and rows.
• Fundamental Counting Principle states that we can find the total number of
ways that different events can occur by multiplying the number of ways each
event can happen.
The example below shows how to determine the occurrences of an outcome in an
experiment using Table, Tree Diagram, Systematic Listing and Fundamental
Counting Principle.
Example 1:
List all the possible outcomes for the experiment of tossing a 1 – peso
coin and 5 – peso coin.
Solution:
✓ The possible outcomes for the 1 – peso coin are head and tail.
✓ The possible outcomes for the 5 – peso coin are head and tail.
✓ The list of all possible outcomes for the experiment is shown in the table
below.
H T
H HH HT
T TH TT
The same result can be obtained by using a tree diagram.
1 – peso Coin 5 – peso Coin
H H, H
H
T H, T

H T, H
T
T T, T

Using Fundamental Counting Principle Technique

(2) (2) = 4 possible outcomes
1-peso coin X 5-peso coin

Thus, the sample space is the set {HH, HT, TH, TT}. There are 4 possible
outcomes.

Example 2:
If a coin is tossed and a die is rolled, how many outcomes are there? List down all
these outcomes using a tree diagram, a table and systematic listing.

26 DO_Q4_MATHEMATICS_8_LESSON7
Solution:
Using a tree diagram:

H T

1 2 3 4 5 6 1 2 3 4 5 6

Using a table:
Coin H H H H H H T T T T T T
Die 1 2 3 4 5 6 1 2 3 4 5 6
Using systematic listing:
E = {(H, 1), (H, 2), (H, 3), (H, 4), (H, 5), (H, 6), (T, 1), (T, 2), (T, 3), (T, 4), (T, 5), (T, 6)}

Using Fundamental Counting Principle Technique

(2) (6) = 12 possible outcomes
coin X die
Thus, there are 12 outcomes namely (H, 1), (H, 2), (H, 3), (H, 4), (H, 5), (H, 6),
(T, 1), (T, 2), (T, 3), (T, 4), (T, 5), and (T, 6).

Example 3: Find the number of possible outcomes of the following events using
Fundamental Counting Principle Techniques
a. tossing a coin 4 times, and
b. rolling 3 dice.
Solution:
a. There are always 2 possible outcomes when a coin is tossed.
Therefore, possible outcomes = (2)(2)(2)(2) = 24 = 16.
b. There are 6 outcomes in rolling a die, 3 dice rolled and the outcome of one is not
affected by the outcome of the other.
Therefore, possible outcomes = (6)(6)(6) = 216

I. Try These!
Directions: Complete the tree diagram and use systematic listing to determine the
total number of possible outcomes. Write your answer on a separate sheet.

A new polo shirt is released in 4 different colors and 5 different sizes. How many
different color and size combinations are available to the public?
Colors – (Red, Blue, Green, Yellow)
Sizes – (S, M, L, XL, XXL)

a) How many possible outcomes are there?

b) List down the set of all the possible outcomes.
II. Keep Trying!
Directions: Carefully analyze the problem then answer what is asked for. Write your
answer on a separate sheet.
One of your dreams is to have a new cell phone. You went to a cell phone dealer,
and he gave you the following options. How many available cell phones could you
choose from?
27 DO_Q4_MATHEMATICS_8_LESSON7
Brand: M A T H QUESTIONS:
1. How many brands are there?
2. How many colors are available?
Color: black(B), red(R), white(W) 3. How many models are given?
Models: X, Y 4. Show a table which can be used to find the
total number of choices.
5. Based on the illustration, how many
available cell phones could you choose from?

Think of an experiment and show the outcomes using the different counting
techniques.

I. Connecting to the Real World! Directions: Use the illustration below to answer
the questions. Write your answer on a separate sheet.

I was invited by my cousin to attend his birthday party. I only have few choices
left for shirts, pants, and shoes. How many different outfits can I choose?

1. How many T - shirts are there?

2. How many pairs of long pants are there?
3. How many pairs of shoes are there?
4. How many different outfits can you choose?

Directions: Read each statement carefully. Write the letter of the correct answer
on a separate sheet.

1. It refers to the set of all possible outcomes.

A. Event B. Experiment C. Outcome D. Sample space
2. Which of the following terms can we classify the activity tossing a coin?
A. Event B. Experiment C. Outcome D. Sample space
3. Which of the following terms can we classify the result tail in tossing a coin?
A. Event B. Experiment C. Outcome D. Sample space
4. How many possible outcomes do we have in tossing a coin?
A. 0 B. 1 C. 2 D. 3
5. Which of the following terms can we classify getting 4 in rolling a die?
A. Event B. Experiment C. Outcome D. Sample space

28 DO_Q4_MATHEMATICS_8_LESSON7
 After going through this module, you are expected to find the probability of a
simple event. M8GE-IVh-1

Multiple Choice: Write the letter of the correct answer on a separate sheet.

1) If you tossed a die, what is the probability that it will land on a number that is a
multiple of 3?
1 1 1 1
A. B. C. D.
2 3 4 6
2) Tickets numbered 1 to 20 are mixed up and then a ticket is drawn at random.
What is the probability that the ticket drawn has a number which is a multiple
of 2 or 3?
3 7 9 13
A. 20 B. 20 C. 20 D. 20
3) Three unbiased coins are tossed. What is the probability of getting exactly two
heads?
3 1 3 7
A. 4 B. 4 C. 8 D. 8
4) A card is drawn from a standard deck of 52 cards. The probability of getting a red
card is:
1 1 1 1
A. B. C. D.
2 13 26 52
5) A glass jar contains 9 marbles with colors red, yellow, green, and blue. The
probability of drawing a single red marble at random is 1/3. What does this
mean?
A. There are 7 red marbles in the glass jar.
B. There are 5 red marbles in the glass jar.
C. There are 3 red marbles in the glass jar.
D. There are more red marbles than the others.

Lesson Finding the Probability of a Simple

8 Event
In the previous module, you have learned the fundamental counting
techniques which is used to determine the number of possible outcomes. Now you
are going to determine what is probability?
Probability is a measurement of how likely an event to happen. The more likely
an event to happen means the higher its probability otherwise, the less likely an
event to happen means lower its probability.
In probability you will be able to answer the questions like:
“If a coin is tossed, what is the chances of landing head up?”
“If you draw a card from a standard deck, what is the probability of getting a
black card?”
“What is the probability of winning in a lottery draw?”
In this module, you will learn to find the probability of a simple event. M8GE-
IVh-1

29 DO_Q4_MATHEMATICS_8_LESSON8
 In math class of Ms. Mary, she asked each of her students to write their
name on a sheet of paper and crampled it. Then, she told them to shoot their
crampled paper in the box at the top of her table without standing.
If you are one of the students in front, what will you feel?
What about if you are sitting at the back?

Theoretical Probability of an event. The expected probability of an event that can

be found with a formula. It is the ratio of the number of possible desired outcomes
to the total number of possible outcomes.
Theoretical probability
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒅𝒆𝒔𝒊𝒓𝒆𝒅 (𝒇𝒂𝒗𝒐𝒓𝒂𝒃𝒍𝒆)𝒐𝒖𝒕𝒄𝒐𝒎𝒆𝒔 𝒊𝒏 𝒕𝒉𝒆 𝒆𝒗𝒆𝒏𝒕
𝑷(𝑬) = , 𝟎 ≤ 𝑷(𝑬) ≤ 𝟏.
𝑻𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 (𝒑𝒐𝒔𝒔𝒊𝒃𝒍𝒆)𝒐𝒖𝒕𝒄𝒐𝒎𝒆𝒔 𝒊𝒏 𝒕𝒉𝒆 𝒔𝒂𝒎𝒑𝒍𝒆
For example, the probability of rolling an even number on a fair, six-sided die is
3/6 = 1/2 since there are 6 equally likely outcomes (1, 2, 3, 4, 5 and 6) and 3
favorable outcomes (2, 4 and 6).

Example 1. If two unbiased coins are tossed, find the following:

a. sample space
b. probability of getting both heads
c. probability of getting both tail
d. probability of getting one head and one tail
Solution: First let us construct a tree diagram to
determine the sample space in tossing two unbiased
coins.
a. sample space
From the tree diagram the sample space is S = {HH, HT, TH, TT}.
b. probability of getting both heads
There is only one outcome in the diagram that both coins are head. Therefore,
1
the probability of getting two heads is 4
c. probability of getting both tails
There is only one outcome in the diagram that both coins are tail. Therefore,
1
the probability of getting two tails is also .
4
d. probability of getting one head and one tail
There are two outcomes in the diagram that one coin is a head and the other
2 1
is a tail. Therefore, the probability of getting one head and one tail is 4
= 2.

Example 2. If a pair of dice is rolled, find the following:

a. sample space
b. event (A) that the same number is on the two faces
c. probability that the same number is on the two faces
d. event (B) that the sum on the two faces is at least 11
e. probability that the sum on the two faces is at least 11
30 DO_Q4_MATHEMATICS_8_LESSON8
Solution: First let us construct a table to determine the sample space in rolling a
pair of dice.
1 2 3 4 5 6
1 1, 1 2, 1 3, 1 4, 1 5, 1 6, 1
2 1, 2 2, 2 3, 2 4, 2 5, 2 6, 2
3 1, 3 2, 3 3, 3 4, 3 5, 3 6, 3
4 1, 4 2, 4 3, 4 4, 4 5, 4 6, 4
5 1, 5 2, 5 3, 5 4, 5 5, 5 6, 5
6 1, 6 2, 6 3, 6 4, 6 5, 6 6, 6
a. sample space
{(1,1), (1,2), (1,3), (1,4), (1,5), (1,6), (2,1), (2,2), (2,3), (2,4), (2,5), (2,6), (3,1), (3,2),
(3,3), (3,4), (3,5), (3,6), (4,1), (4,2), (4,3), (4,4), (4,5), (4,6), (5,1), (5,2), (5,3), (5,4),
(5,5), (5,6), (6,1), (6,2), (6,3), (6,4), (6,5), (6,6)}.
b. event (A) that the same number is on the two faces
{(1, 1), (2, 2), (3, 3), (4, 4), (5, 5), (6, 6)}
c. probability that the same number is on the two faces
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑒𝑣𝑒𝑛𝑡 𝑡ℎ𝑎𝑡 𝑡ℎ𝑒 𝑠𝑎𝑚𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑖𝑠 𝑜𝑛 𝑡ℎ𝑒 𝑡𝑤𝑜 𝑓𝑎𝑐𝑒𝑠
𝑃(𝐴) =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑝𝑎𝑐𝑒 𝑖𝑛 𝑟𝑜𝑙𝑙𝑖𝑛𝑔 𝑝𝑎𝑖𝑟 𝑜𝑓 𝑑𝑖𝑐𝑒
𝑛(𝐴)
𝑃(𝐴) = 𝑛(𝑆)
6 1
𝑃(𝐴) = =
36 6
d. event (B) that the sum on the two faces is at least 11
{(5, 6), (6, 5), (6, 6)}

e. probability that the sum on the two faces is at least 11

𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑒𝑣𝑒𝑛𝑡 𝑡ℎ𝑎𝑡 𝑡ℎ𝑒 𝑠𝑢𝑚 𝑜𝑛 𝑡ℎ𝑒 𝑡𝑤𝑜 𝑓𝑎𝑐𝑒𝑠 𝑖𝑠 𝑎𝑡 𝑙𝑒𝑎𝑠𝑡 11
𝑃(𝐴) =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑝𝑎𝑐𝑒 𝑖𝑛 𝑟𝑜𝑙𝑙𝑖𝑛𝑔 𝑝𝑎𝑖𝑟 𝑜𝑓 𝑑𝑖𝑐𝑒
𝑛(𝐵)
𝑃(𝐴) =
𝑛(𝑆)
3 1
𝑃(𝐴) = 36 = 12

I. Try These! Given the following experiments, determine the sample space and
n(S).
1) Guessing the gender of a newborn child
2) Selecting a month from a calendar
3) Choosing a day from a week
4) Guessing a winner from 5 contestants
5) Selecting randomly a card numbered from 1 to 20
II. Keep Trying!
A. In choosing a day from a week, determine the following:
1) The event (E) that you choose a day that starts with S.
2) n(E)
3) P(E)
B. In randomly selecting a card numbered from 1 to 20 determine the following:
1) The event (E) that you select a prime number.
2) n(E)
3) P(E)
31 DO_Q4_MATHEMATICS_8_LESSON8
C. Two dice are rolled determine the following:
1) the sample space S. 4) n(E)
2) n(S) 5) P(E)
3) the event (E) that the sum is greater than 10.
D. The letters of the English alphabet are each written in a piece of paper and
put it in a bag, if a paper is drawn at random
1) how many possible outcomes are there?
2) how many elements has the event of drawing a consonant?
3) what is the probability of drawing a consonant?
4) what is the probability of drawing a letter which is not a consonant?

Complete the statement below by putting 0 or 1 in each blank.

Probability Rules
1. The probability of any event is a number from ______ to ______.
2. If an event will never happen, then its probability is ______.
3. If an event is sure to happen, then the probability is ______.
4. The sum of the probabilities of all the outcomes in the sample space is ______.

I. Connecting to the Real World! Solve the following problems involving

probability. Write the solution on a separate sheet.
1) A bag contains 6 green balls, 9 white balls, 6 red balls, 3 blue balls, and a
black ball. If a ball is drawn at random, answer the following questions.
a. What is the probability that it is a white ball?
b. What is the probability that it is a blue ball?
c. What is the probability that it is a yellow ball?
d. Which color of the ball have the same probability?
e. Which color of the ball have a lesser probability?

Multiple Choice: Write the letter of your answer on a separate sheet.

1) In a box, there are 8 red, 7 blue and 6 green balls. One ball is picked up
randomly. What is the probability that it is neither red nor green?
A. 1/3 B. 3/4 C. 7/19 D. 8/21
2) What is the probability of getting a sum of 9 from two throws of a die?
A. 1/6 B. 1/8 C. 1/9 D. 1/12
3) Marlon is asked to choose a month in a year. What is the probability of
choosing a month with EXACTLY 30 days?
A. 1/3 B. 1/4 C. 5/12 D. 7/12
4) Which of the following events has the highest chance of occurring?
A. Selecting a vowel in an alphabet.
B. Selecting an S in the word GRADES.
C. Picking a face card in a standard deck of cards.
D. Getting a sum of 8 when two six sided dice are rolled.
32 DO_Q4_MATHEMATICS_8_LESSON8
5) The teacher asked Luigi to find the probability of getting a face card from a
deck of cards. Luigi answered 1/13. Is he correct?
A. No, the answer should be 3/52 because there are 3 face card and 52 cards
in a deck of cards.
B. No, the answer should be 1/52 because he just has to pick just 1 card
from a deck of 52 cards.
C. No, the answer should be 12/52 because there are 12 face card and 52
cards in a deck of cards, so 12/52 = 3/13
D. Yes. because there is only 1 face card in each suit and each suit has 13
cards.

After going through this module, you are expected to:

1. illustrate an experimental probability and a theoretical probability, M8GE-IVi-1.
2. Solve problems involving probabilities of simple events, M8GE-IVi-j-1.

Multiple Choice: Write the letter of your answer on a separate answer sheet.
1. It is a branch of mathematics which is about the occurrence of a random event.
A. Experiment C. Probability
B. Outcomes D. Statistics

2. Which of the following is TRUE about Experimental Probability?

A. The results are the same every time we do the experiment.
B. It is always equal to the theoretical probability of an event in an experiment.
C. The more trials done with an experiment, the closer the experimental
probability gets to the theoretical probability.
D. Reasoning is used in determining the probability through experiment.
For numbers 3-5:
Alexa rolled a six-sided die 30 times. She recorded whether the number rolled an
odd or even number.
These are the results:
Results 1 2 3 4 5 6
Number of Completed
Trials 4 3 4 5 4 10
3. Based on the table, what is the probability of rolling a “3”?
3 1 4 2
A. B. C. D.
30 2 15 15

4. According to the table, what is the probability of rolling an even number?

28 3 2 13
A. 30 B. 5 C. 5 D. 30

5. In the experiment, the probability of rolling an odd number is ____.

28 3 2 13
𝐴. 30 B. 5 C. 5 D. 30

33 DO_Q4_MATHEMATICS_8_LESSON9
 Experimental Probability and
Lesson
Problem-Solving Involving
9
Probabilities of Simple Events
Probability is a branch of mathematics which is
about the occurrence of a random event. It started in the
17th century when Blaise Pascal and Pierre de Fermat,
French mathematicians, were consulted by gamblers to
know the chance in winning a game.
In this module, we are going to illustrate experimental and theoretical
probability, M8GE-IVi-1 and solve problems involving probability of simple events,
M8GE-IVj-1.

We are going to recall the previous lesson about probability.

Find the sample space of the following experiments.
1. Tossing a coin
2. Rolling two dice
3. Tossing a coin and a die
4. Choosing a letter from the word PROBABILITY
5. Picking a ball from a bag containing yellow, green and red

Theoretical probability is the probability of what is expected to happen based

on mathematics.

Experimental probability is the probability of an outcome of an event based

on an experiment. The more trials done with an experiment, the closer the
experimental probability gets to the theoretical probability.

In this example, we find the probability of getting a head on a coin toss by

theoretical probability and experimental probability.
Experiment 1: Tossing a coin
Event: Getting a Head
Sample Space(S) = {Heads(H), Tails(T)}
Number of Favorable outcomes n(E): There is only 1 head of a coin.
Number of all Possible Outcomes: There are only 2 sides of a coin: Heads or Tails.
Theoretical Probability:
Number of favorable outcomes n(E)
𝑃(𝐻𝑒𝑎𝑑𝑠) =
Number of all possible outcomes n(S)
𝑛(𝐻𝑒𝑎𝑑𝑠) 1
𝑃(𝐻𝑒𝑎𝑑𝑠) = 𝑃(𝐻𝑒𝑎𝑑𝑠) = 2
𝑛(𝑆)

34 DO_Q4_MATHEMATICS_8_LESSON9
Experimental Probability:
We actually toss a coin. The trial is tossing a coin. We are doing the trial 10
times. We record our data and make a table. Tally the results.
Trial 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Result T T T H T T T H T T H T T T

Heads Tails Number of times H occurred = 2

|| ||||-|| Number of timed experiment is repeated = 10

No. of trials the event occured 2 1

𝑃(𝐻𝑒𝑎𝑑𝑠) = = =
Total no. of trials 10 5
The experimental probability is lesser than the theoretical probability.
More trials should be done in the experiment to get the experimental probability
closer to the theoretical probability.
In the next example, we are going to find probabilities given the results of
an experiment.

Experiment 2: Rolling a die

Given below is a table of results of rolling a die 20 times.
Results 1 2 3 4 5 6
Number of Trials the Event Occurred 4 3 4 4 3 2
a) What is the probability of rolling “1”?
b) What is the probability of rolling an even number?
c) What is the probability of rolling a number greater than 2?
Solution:
In the above questions, the total number of trials is 20
4 1
a) 𝑃(1) = 20 = 5
b) We are going to find the sum of the probabilities of 2, 4 or 6.
3 4 2
𝑃(2) = , 𝑃(4) = and 𝑃(6) =
20 20 20
P(even) = 𝑃(2) + 𝑃(4) + 𝑃(6)
3 4 2 9
P(even) = 20 + 20 + 20 = 20

c) There are two ways in finding the probability of rolling a number greater than 2:
1. Find the sum of the probabilities of rolling 3 ,4, 5 or 6
2. Find the sum of probabilities of rolling 1 or 2 then subtract 1 from the result.
Find the sum of the probabilities of rolling 3 ,4, 5 or 6.
4 4 3 2
𝑃(3) = 20 , 𝑃(4) = 20 , 𝑃(5) = 20 and 𝑃(6) = 20
P(greater than 2) = 𝑃(3) + 𝑃(4) + 𝑃(5) + 𝑃(6)
4 4 3 2 13
P(greater than 2) = + + + =
20 20 20 20 20
Find the sum of probabilities of rolling 1 or 2 then subtract 1 by the result.
4 3
𝑃(1) = 𝑎𝑛𝑑 𝑃(2) = ,
20 20
P (greater than 2) = 1 − [ 𝑃(1) + 𝑃(2)]
7
P (greater than 2) = 1 - 20
13
P (greater than 2) = 20

Problems Involving Probabilities of Simple Events

In these examples, we will answer the following problems involving probability
of simple events.
1. If a letter is chosen at random from the word ENGLISH, what is the probability
that the letter chosen is E?
35 DO_Q4_MATHEMATICS_8_LESSON9
Solution:
1
Since there are 7 letters in the word ENGLISH, then, P(E) = 7.

2. A box contains 31 red, 45 blue and 21 green balls. A ball is drawn at random.
Find the probability that the ball is either red or green.
Solution:
To find the probability of drawing a red (R) or a green ball (G), we find the sum of
the probabilities of drawing a red ball and drawing a green ball. The number of
possible outcomes n(S) = 104
31 21 31 21 52
𝑃(𝑅) = , 𝑃(𝐺) = P(R or G) = 𝑃(𝑅) + 𝑃(𝐺) P(R or G) = + =
97 97 97 97 97

I. Try These!
Find the theoretical and experimental probability of the following events.
Experiment 1: Rolling a die
Event: Rolling an even number.
Theoretical Probability:
Sample Space: ____________
No. of Elements in Sample Space n (S): ______
No. of favorable outcomes n(E): ________
Theoretical Probability: ________
Experimental Probability:
Trial: Roll a die (30 trials) Trial 1 2 3 4 5 6 7 8 9 10
Tally the results Result
Even? (Y or N)
Odd Even Trial 11 12 13 14 15 16 17 18 19 20
Result
Even? (Y or N)
Trial 21 22 23 24 25 26 27 28 29 30
Result
No. of Trials the Even? (Y or N)
Event Occurred: _______
Experimental Probability: ________
II. Keep Trying!
1. Given below is a table of results of tossing two coins 10 times.
Results HH HT TH TT
Number of Trials the Event
3 2 1 4
Occurred
Based on the results, find the probability of:
a. getting two heads
b. getting two tails
c. getting at least a tail
d. getting exactly one head
2. Given below is a table of results of drawing a card from a standard deck
40 times (The card is shuffled back to deck after each draw)
Results Club Spade Heart Diamond
Number of Trials the Event Occurred 9 10 14 7
Based on the results, find the probability of:
a. drawing a club?
b. drawing a red suit?
c. getting a spade?
d. getting diamond?
36 DO_Q4_MATHEMATICS_8_LESSON9
Answer the following questions.
1. How do you solve the experimental probability of an event?
2. Why is the experimental probability important in our lives? Cite an
example and explain how experimental probability is applied.

I. Connecting to the Real World!

There are people reporting to a Red Cross one day are typed for blood.
The following counts are found:
Blood Group O A B AB
No. of people 6 9 11 6

1. How many people reported to Red Cross on that day?

2. If a person will report to Red Cross, what is the probability that this person’s blood
is:
a. Type A b. Type O or A c. not Type AB d. not O

Multiple Choice: Write the letter of your answer on a separate sheet.

1. It is a branch of mathematics which is about the occurrence of a random event.
A. Experiment C. Probability
B. Outcomes D. Statistics
2. Which of the following is TRUE about Experimental Probability?
A. The results are the same every time we do the experiment.
B. The more trials done with an experiment, the closer the experimental
probability gets to the theoretical probability.
C. It is always equal to the theoretical probability of an event in an experiment.
D. Reasoning is used in determining the probability through experiment.

For numbers 3-5

Amber rolled a six-sided die 50 times. She recorded whether the number rolled
an odd or even number. These are the results.

Results 1 2 3 4 5 6
Number of Completed
Trials 8 6 10 11 8 7
3. Based on the table, what is the probability of rolling a “3”?
1 1 1 1
B. B. C. D.
3 4 5 6

4. According to the table, what is the probability of rolling an even number?

1 12 13 3
B. 5
B. 25
C. 25
D. 4

5. In the experiment, the probability of rolling an odd number is ____.

1 12 13 3
A. 4 B. 25 C. 25 D. 4

37 DO_Q4_MATHEMATICS_8_LESSON9
For inquiries or feedback, please write or call:
Department of Education – SDO Valenzuela
Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-4340
Email Address: sdovalenzuela@deped.gov.ph

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