School Grade Level 8

DIANAWAN NATIONAL HIGH SCHOOL

GRADE 8 DAILY
JESSA C. BALMORES Learning Area MATH
LESSON LOG Teacher
Teaching Dates and MAY 22-25, 2023
Quarter FOURTH
Time 3:15-4:15 PM

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates The learner demonstrates
The learner demonstrates an The learner demonstrates an
understanding of key concepts understanding on the concept understanding on the concept
understanding of key concepts
of inequalities in a triangle. of proving exterior angle of proving Hinge Theorem in a
of inequalities in a triangle.
inequality. triangle.
2. Performance The learner is able to The learner is able to The learners are able to The learners are able to
Standards communicate mathematical communicate mathematical understand what an exterior understand what a hinge
thinking with coherence and thinking with coherence and angle inequality theorem is. theorem is.
clarity in formulating, clarity in formulating,
investigating, analyzing and investigating, analyzing and
solving real life problems solving real life problems
involving triangle inequalities involving triangle inequalities
using appropriate and accurate using appropriate and accurate
representations. representations.
3. Learning
Competencies / Learning Competency: Proves Learning Competency: Proves Learning Competency: Proves Learning Competency: Proves
Objectives inequalities in a triangle. inequalities in a triangle. inequalities in a triangle inequalities in a triangle
(M8GE-Ivc-1) (M8GE-Ivc-1) (M8GE-Ivc-1) (M8GE-Ivc-1)

1. Recall triangle 1. Recall triangle Learning Objectives: Learning Objectives:

inequality theorem 1 and 2. inequality theorem 3.
1. Recall the steps on 1. Recall the
2. Prove inequalities in a 2. Prove inequalities in a
triangle. triangle. how to construct angle definition of hinge theorem.
3. Display appreciation of 3. Display appreciation of bisector.
2. Complete a two-column 2. Complete a
knowledge gained by actively knowledge gained by actively
answering the exercises given. answering the exercises given. proof of exterior angle two-column proof of hinge
inequality. theorem or SAS Inequality
3. Demonstrate Theorem.
appreciation on the
 proving exterior angle 3. Demonstrate
inequality in a triangle. appreciation on the proving
hinge theorem or SAS
Inequality Theorem in a
triangle.

II. CONTENT Triangle Inequalities Triangle Inequalities Proving Exterior Angle Proving Exterior Angle
Inequality Inequality
III. LEARNING teacher’s guide, learner’s module, reference books
RESOURCES
A. References Page 447

1. Teacher’s Page 384

Guide pages
2. Learner’s Page 413
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning Glencoe McGrawhill p. 347 E-math 8 p.380 https://slideplayer.com/slide/

Resources 10549954/

IV. PROCEDURES
A. Reviewing previous The teacher lets the students Review on Triangle Inequality The teacher recall previous The teacher recall previous
lesson or presenting answer the following items: Theorem 3 (S1 + S2 > S3) topic by asking: topic by asking:
the new lesson I. Identify the angle with the 1. What is the definition of
greatest measure. The teacher presents this exterior angle inequality? 1. What is the definition of
a. situation to the students: 2. What are the properties exterior angle inequality?
of triangle congruence and
2. What are the properties
Elma wants to climb Miller’s postulates you learned?
 Peak, but she needs to go to of triangle congruence and
Sutter Spring to get water and postulates you learned?
b. then will hike to Miller’s Peak
from there. Will she have to 3. Can you state some of
hike farther than 6 miles? the postulates/theorems you
Explain. still remember?

3. Can you state some of

II. List the sides in increasing the postulates/theorems you
order still remember?

Yes, the sum of the lengths of

any two sides of a triangle is
greater than the length of the
third side.

B. Establishing a Let the students realize that

The teacher lets the students
The teacher lets the students
recognizing the different
purpose for the understand on how to prove understand on how to prove
lesson properties, postulates and that hinge theorem.
that exterior angle of a
theorems is an important skill
triangle is greater than its
needed to make a two-column
remote interior angle.
proof.
C. Presenting examples/ The teacher lets the students The teacher lets the students The teacher lets the learners in
instances of the lesson work in triads to complete the work in triads to complete the group of three, do the activity
proof given below: proof below: below.
Given:
Given: CA = CT The teacher will start by calling
Prove: AD > AC.
a representative to make a
A Prove: CL + LT > CA simple construction by
following the steps posted on
the board.
Complete the two column proof
B
D
C
Given: JK = HL

Proof:

Prove: JH KL

D. Discussing new The teacher helps the students The teacher discusses with From the student’s After checking students’
concepts and practicing complete the proof by asking the students and guides them construction, the teacher will answers, the teacher
new skills #1 questions like: in proving the inequality discuss further by writing discusses thoroughly the
1. What are you trying to statement by asking the number to angles which is definition of hinge theorem and
prove? questions like: needed to prove that m the importance of
understanding its definition in
2. How do you know that 1. What are you trying to .(sample
able to prove. Furthermore,
prove? illustration below )
? he/she also states that the
2. What should be the first
importance of their knowledge
statement of the proof?
3. What should be the second about theorems, postulates
3. How do you know that CA =
statement? Why? CT? and other mathematical
4. What should be the system is also a factor in do
4. How will showing that
statement for no. 2? proving
help you show AD > 5. How will showing that CA = After writing the angle
 numbers, the teacher will ask
questions like:
1. Based from your
classmate’s answer,
are the procedures
followed properly?
2. What makes the
construction correct?
Or if wrong, what
makes it incorrect?
3. What are the things to
AC? consider in constructing
CT help you show CL + LT > a midpoint? How about
5. Why should this statement
CA? the angle bisector?
be proven first?
6. What other information do
After the student’s responses.
6. What other information do you need to be able to prove
(by Pair) Allow the students to
you need to be able to prove that CL + LT > CA?
that AD > AC? prove that m
by completing the two-column
proof based from the
construction presented.
Choices:

E. Discussing new After checking students’

concepts and practicing answers, the teacher
new skills #2 discusses thoroughly that
exterior angle of a triangle is
greater than its remote interior
angles based form the tow
column proof presented.
F. Developing mastery The teacher will let the The teacher will let the The teacher give another The teacher give another
students work in pairs to do students work in pairs to do activity as practice to be done activity as practice to be done
(Leads to Formative the task below: by pair. by pair.
Assessment 3)
Given : PQ m and PR is any Directions: Complete the table
by filling in the correct
the task below: segment from P
statements or reasons found
Fill in the missing that is different from inside the box.
statement/reason of the two PQ.
Given: RS
column proof. Prove : PR PQ
Prove: RS

G. Finding practical Sports

applications of
concepts and skills in
daily living

Ben, Gilberto and Hannah are

playing Ultimate. Hannah is
trying to decide if she should
pass to Ben or Gilberto. Which
player should she choose in
order to have the shorter
passing distance? Explain your
 reasoning
H. Making generalizations The teacher summarizes the
and abstractions about mathematical skills or The teacher summarizes the
the lesson The teacher summarizes The teacher summarizes the principles used through mathematical skills or
the mathematical skills mathematical skills used to questions like: principles used through
used to prove the prove the inequality 1. How did you find the questions like:
inequality statements by statements by asking
activity? 1. How did you find the
asking questions like: questions like:
2. If it is easy, what makes it activity?
1. What mathematical 1. What mathematical skills easy? If hard, what makes 2. If it is easy, what makes it
skills are used to create a are used to create a two- it hard? easy? If hard, what makes
two-column proof? column proof? 3. What is an exterior angle it hard?
2. Did you think through a 2. Did you think through a plan theorem implies? 3. What does hinge theorem
plan for your proof before for your proof before you imply?
you started? started?
3. What did you do to 3. What did you do to
complete the proof? complete the proof?
4. How did you create the 4. How did you create the two-
two-column proof? column proof?

I. Evaluating learning Direction: Complete the proof Direction: Complete the two Given : In Given : MD = IL
using the statements and column proof for the item
reasons inside the box. below

Prove: MI DL
 J. Additional activities for Direction: Complete the proof
application or using the statements and
remediation reasons inside the box.
1. Given:

Prove: AD > CD

V. REMARKS

VI. REFLECTION

1. No.of learners who

earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for remediation.
3. Did the remedial lessons
work? No.of learners
who have caught up with
the lesson.

4. No.of learners who

continue to require
remediation

5. Which of my teaching
strategies worked well?
Why did these work?

6. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

7. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by:
JESSA C. BALMORES
Teacher I

Checked by:
VILMA L. EUGENIO
Secondary School Principal I