CITY COLLEGE OF ANGELES

Arayat Blvd., Barangay Pampang,

Angeles City
S.Y. 2022-2023

Lesson Plan in Mathematics 8

I. OBJECTIVES:
Content Standards: demonstrates understanding of key concepts of inequalities in a triangle, and parallel and
perpendicular lines.

Performance Standards: is able to communicate mathematical thinking with coherence and clarity in
formulating, investigating, analyzing, and solving real-life problems involving triangle inequalities, and parallelism
and perpendicularity of lines using appropriate and accurate representations.

Learning Competency: proves properties of parallel lines cut by a transversal. (M8GE - IVd – 1)

At the end of the lesson, the students must be able to:

1. identify pairs of angles in parallel lines;

2. prove properties of parallel lines; and
3. apply the concept of transversal in real-life problems.

II. CONTENT: Proving parallel lines cut by a transversal

III. LEARNING RESOURCES:

A. REFERENCE: K to 12 MELCs in Mathematics 8

Learning Activity Sheets in Mathematics 8, Quarter 4, pages 26-28
B. MATERIALS: laptop, Power point presentation, Flat screen, cartolina paper, printed materials,
board, model, protractor

IV. PROCEDURES:

Teacher’s Activity Students’ Activity

A. PREPARATION, REVIEW, AND MOTIVATION:

The teacher will lead the prayer, check the

attendance, check the cleanliness and orderliness of The students are attentive while praying and
the classroom. doing the preparations.

Class, let’s have a review, what have we discussed Sir, we discussed about writing proof.
last meeting?
Sir, we make use of the two column proof to
Can you tell something about it? prove a statement.

Very good!

Before we proceed to our next lesson. Let us have an The students will supply the missing parts of the
activity. (Neptune Dash) triangles.
In finding the missing parts, we make use of the sum
of the interior angles of a triangle, which is equal to Exterior Angle Inequality Theorem - The
180 degrees. measure of any exterior angle is greater than the
measure of either of the two remote interior
B. PRESENTATION AND DISCUSSION: angles.
Can you read what is on the board class?

In this figure, we have the two interior angles and

one exterior angle of a triangle. Based from this
theorem, the measure of the exterior angle which is
1 in this case, is greater than the measure of either
of the two remote interior angles, namely angle 2 m1 > m2 , m1 > m3
and 3. It is also implied that the measure of the Sir, the measurement of exterior angle is 100
exterior angle is equal to the measure of the sum of degrees and its adjacent angle is 80 degrees
the two remote angles. For example, if the measure according to the concept of linear pair.
of angle 2 is 30 degrees and angle 3 is 70 degrees,
what is the measurement of the exterior angle? How
about the adjacent angle of the exterior angle?

Very good! Let’s consider this figure.

The students will answer the questions and

formulate inequalities based from the given.

Based from this figure, what are the exterior angles

of the triangle? How about the remote interior angle
of angle 1? How about angle 2? Can you make The students will answer the problem using the
inequalities based from these information? symbols to complete the table.

Try to solve this problem.

Direction: Complete the table by using <, >, or =
based on the figure below.

m ∠ BCE m ∠ DCB

m ∠ BCA m ∠ BDC

m ∠ BAC m ∠ BCD

m ∠ DBC m ∠ BCA

m ∠ BCD m ∠ EDB

Angle-Side Inequality Theorem - If one angle of

a triangle is larger than another angle, then the
side opposite the larger angle is longer than the
side opposite the smaller angle.
Let’s proceed to the next theorem. Can anyone read
what is on the board?
Thank you! If we want to understand this theorem
in a simple manner, let us use an example and
illustration.

The students will use a table to identify the

longest, longer, and shortest side and their
corresponding angle in the triangle.

In this example, can you identify the longest side The students will provide a conclusion on the
and its corresponding angle? How about the longer measurements of the corresponding angle.
side and its corresponding angle? Lastly, the
shortest side and its corresponding angle? Side-Angle Inequality Theorem - If one side of a
What can you conclude on the measurements of triangle is larger than another side, then the
their corresponding angle? measure of the angle opposite the longer side is
greater than the measure of the angle opposite
We also have the opposite of this theorem. Can the shorter side.
anyone read its definition?
Thank you! Similarly, we will use an example and
illustration to clearly understand this theorem.

The students will use a table to identify the

largest, larger, and smallest angle and their
corresponding side in the triangle.

Based from this illustration, can you identify the The students will draw a conclusion on the
largest angle and its corresponding side? The larger measurements of the corresponding side.
angle and its corresponding side? And the smallest
and its corresponding side?
What can you conclude on the measurements of
their corresponding side?

Let us use a word problem to deepen your

understanding on the theorem. A triangle has one The students will provide a solution for the
side of length 12 cm and another of length 8 cm. inequality of the possible measurements of the
Determine the possible lengths of the third side. third side.

Let 12 cm be the measurement of the first side, 8 cm

be the measurement of the second side, and x be the
measurement of the third side. In this case, we will
have three inequalities to identify the possible
lengths of the third side.
Based on our answers, we will not consider the 2nd
solution since it yields to a negative answer.
Therefore, the possible lengths of the 3rd side is from
4 cm to 20 cm. in symbols, it can be written as 4 < x
< 20. Notice that 4 is the difference of the given
sides and 20 is the sum of the given sides. The Hinge Theorem - If two sides of one triangle are
procedure can be shortened as follows: congruent to two sides of another triangle, but
12 – 8 < x < 12 + 8 the included angle of the first triangle is larger
4 < x < 20 than the included angle of the second, then the
And then, we have the last theorem on triangle third side of the first triangle is longer than the
inequalities. Can anyone read what is on the board? third side of the second triangle.
Let us use an example to understand this theorem.
If AB ≅ AD, and m∠1 > m∠2, what can you
conclude on the given figure?

The students will give the congruent sides and

angle and conclude a statement using the hinge
theorem.

What sides and angle are congruent in the figure? Converse of the Hinge Theorem - If two sides of
Applying the hinge theorem, what can you conclude one triangle are congruent to two sides of
in the given? another triangle, the third side of the first
triangle is longer than the third side of the
Very Good! Similar to the previous theorem, hinge second, then the angle opposite the longer side is
theorem has a converse statement. Can anyone read larger than the third angle opposite the third side
what is on the board? of the second triangle.

Likewise, let us use an example and illustrate it to

understand the theorem.
If OE is the median of ∆ BON and BO>ON , what can
you conclude on the given figure?

The students will give the congruent sides in the

figure and a conclusion using the converse of
hinge theorem.

What sides are congruent in the figure? What can

you conclude using the converse of hinge theorem? The students will complete the statements using
the symbols in triangle inequality.
Since you understand the idea behind hinge
theorem, try to solve this problem .
Direction: Use the symbol <, >, or = to complete the
statements about the figure shown.

1. If AC ≅ AD and m ∠ 1=m∠ 2, then BC _____

BD.
2. If BC ≅ BD and AC > AD , then m ∠ 4 _____
m ∠ 3.
3. If AC ≅ AD and m ∠ 1> m∠ 2, then BC _____
BD.
4. If BD ≅ BC and AD> AC , then m ∠ 4 _____
m ∠ 3.
5. If AD ≅ AC and m ∠ 1< m∠ 2, then BD _____
BC . The students will name one exterior angles of the
triangles in the figure.
C. REINFORCEMENT AND ENRICHMENT:
A. Direction: Name only one of the exterior angles
of the triangles shown in the figure below.

1. △ VXZ ______________________

2. △ SUY ______________________

3. △ UVW ______________________

4. △ ZYU ______________________
The students will identify the largest and smallest
angle in the triangle.
5. △ WXY ______________________

B. Direction: Determine the smallest and largest

angles of the given triangles. Write your answers in
symbols.

C. Direction: Using Hinge Theorem and its converse,

write a conclusion
about each figure.
1.

The students will draw a conclusion based from

the given using the theorem.
Conclusion: FD _____ AC

2.

Conclusion: ____ < ____

D. GENERALIZATION:

Class, let us recap what we have discussed for today.

Anybody who would like to do it?
Very Good!
In practice, civil engineers use the triangle
inequality theorem because their work involves Sir, we discussed about the three theorems in
surveying, transportation, and urban planning. The triangle inequality. They are exterior angle
triangle inequality theorem assists them in inequality theorem, angle-side and side-angle
calculating unknown lengths and estimating various inequality theorem, and hinge and converse
dimensions. hinge theorem.
E. EVALUATION:

Direction: Identify all possible measures of the third

side (x) of the triangle given the other
measurements of the two sides. Answers must be in
the form a < x < b.
1. 4in and 8in The students will identify all the possible
2. 6cm and 9cm measurements of the third side.
3. 12m and 14m
4. 8cm and 13 cm
5. 11ft and 18ft

V. ASSIGNMENT:

Construct a triangle applying exterior angle inequality theorem, angle-side and side-angle inequality
theorem. Using a table, label the corresponding sides and angles, 3 exterior angles, and remote interior
angles of the 3 exterior angles.

VI. REMARKS:

VII. REFLECTIONS:

Prepared by: Checked by:

MARVIN C. SISON EVER G. VILLANUEVA

Pre-Service Teacher Master Teacher I