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Semi Detailed Lesson Plan (DLP) Format Mathematics 8 Learning Competency: Code

This document contains a detailed lesson plan for an 8th grade mathematics class. The lesson plan aims to teach students about the Triangle Inequality Theorem. It includes objectives, content overview, learning resources, procedures such as group activities and examples, assessment, and reflections. The lesson uses activities and examples to help students understand and apply the theorem to determine if given measurements can form a triangle.

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Suzy Jean Geverola-Dagani Malaque
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194 views

Semi Detailed Lesson Plan (DLP) Format Mathematics 8 Learning Competency: Code

This document contains a detailed lesson plan for an 8th grade mathematics class. The lesson plan aims to teach students about the Triangle Inequality Theorem. It includes objectives, content overview, learning resources, procedures such as group activities and examples, assessment, and reflections. The lesson uses activities and examples to help students understand and apply the theorem to determine if given measurements can form a triangle.

Uploaded by

Suzy Jean Geverola-Dagani Malaque
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: SUZY JEAN D.

MALAQUE School: BASAG NATIONAL HIGH SCHOOL


Position/Designation: TEACHER I Division: Butuan City
Contact Number: 09501305017 Email address: [email protected]

Semi Detailed Lesson Plan (DLP) Format


DLP No.: 10 Learning Area: Grade Level: 8 Quarter: IV Duration: 1 HR
Mathematics 8 Week 1
Day 1
Learning The learner illustrates theorems on triangle inequalities (Triangle Code:
Competency: InequalityTheorem, Exterior Angle Inequality Theorem, Hinge M8GE-IVa-1
(Taken from the Theorem)
Curriculum Guide)
Key Concepts / Able to communicate mathematical thinking with coherence and clarity in formulating,
Understandings to be investigating, analyzing, and solving real-life problems involving triangle inequalities,
Developed and parallelism and perpendicularity of lines using appropriate and accurate
representations.
1. Objectives:
Knowledge State the Triangle Inequality theorem;
Skills Apply the Triangle Inequality Theorem to determine if the given measurements willbe
able to make a triangle.
Attitude Relate the importance of Triangle Inequality theorem to real life situation; and
Values Teamwork and Participation
2. Content: Triangle Inequality Theorem
3. Learning Grade 8 Math Quarter IV Self Learning Module
Resources:
4. Procedures:
Motivation Tanagram
5 minutes Let the student arrange the shapes to build a square.
Activity The teacher will conduct an activity entitled “Justify Me”. The teacher will divide the
7 minutes class into 5-memeber groups. Each group must form a circle as instructed by the
teacher. Each group will be given a set of straws with different lengths and an answer
sheet provided by the teacher. The direction of the activity is indicated at the activity
sheets given. After 10-15 minutes, the output will be checked through
exchanging their activity sheets with the other groups.

Here are the rubrics of the activity:

Activity Instruction:

1. Use the given sets of straws cut into the following length, 1 in., 2 in., 3 in., and
4 in., try to make a triangle as indicated. Note that straws must touch only the
ends to make a triangle.
2. Refer to the table below and record the results.
Analysis After the activity, the teacher will ask the following:
10 minutes 1. How did you find the activity?
2. Will you able to make a triangle in all measurements given?
3. How a triangle be constructed?
4. What pattern did you observe with the sets of straws that form and do
not form a triangle?
5. Your findings in this activity describe Triangle Inequality Theorem. How can you
state the theorem by describing the relationship that exists between the lengths of any
two sides and the third side of a triangle?
Abstraction Based on the activity, the cases where the three segments of given lengths such that the
15 minutes sum ofthe lengths of any two sides is greater than the length of the third side, a
triangle can beconstructed from the segments.

This conclusion can be summarized in the following theorem:

THE TRIANGLE INEQUALITY THEOREM


In a triangle, the sum of the lengths of any two of its sides is greater than the lengths of
its third side.

Example 1:
Can a triangle be constructed with sides of lengths:

a. 3 cm, 7 cm, and 8 cm b. 6 cm, 7 cm and 14 cm?

Solution:
a.3cm + 7cm > 8cm
10cm > 7cm

3cm + 8cm > 7cm


11cm > 7cm

7cm+8cm > 3cm


15cm > 3cm
The sum of any length is greater than the third length. Therefore, a triangle can be
constructed
b.Is 6cm + 7cm > 14cm?

6cm + 7cm > 14cm


13cm > 14cm

The sum of 6cm and 7cm is not greater than 14cm, contradicting the Triangle
Inequality Theorem. Therefore, a triangle cannot be constructed.

Note: To find a range of possible third sides given two sides, subtract for the lower
bound and add for the upper bound.
Example: What is a possible third side for a triangle with sides 8 and 14.
Solution:
14-8 = 6 Lower Bound
14+8 = 22 Upper Bound
The third side can be between 6 and 22.

The teacher will group the class into two. Each group should complete the tasks given
through game. The student will apply the Triangle Inequality Theorem to
determine the given measurements will be able to make a triangle.The first group who
can finish the task first will raise their triangular flag indicating that they complete the
task. After the game activity, the teacher and the students will generalize the topic
using the following questions as the guide
Application Think-Pair-Share
13 minutes Each student will select his/her partner to do the task. The teacher will present a sketch
of the map of the barangay to the class. Each pair will observe the map and answer the
questions given to them. The teacher will select four pairs randomly to share their
answers to the class
Direction: Given the sketch map, it indicates that there are two pathways where
Teacher will walk from her house to her workplace.
Path 1: Teacher Esmyla’s House to Teacher Marjun’s House then to School
Path 2: Teacher Esmyla’s House to School

Questions:
1. Supposed that the distance from Teacher Esmyla’s house to Teacher Marjun’s
house is 120 meters and the distance from Teacher Marjun’s house to
school is 80 meters.Teacher Esmyla estimates that the distance from her house
directly to school is 180meters? Is her estimation correct? Justify your answer.

2. If you were Teacher Esmyla, which path would you take to go to school?

3. What do you think is the importance of Triangle Inequality Theorem in a real-life


situation based on our activity?

Assessment Test I.
10 inutes Direction:
By applying the Triangle Inequality Theorem, determine if the given measurements
will be able to make a triangle. Show solutions.

1. 10cm, 9cm, and 5 cm


2. 2. 9 cm, 6cm and 2 cm
Test II.
Direction:
Answer the following problem. Justify your answer by showing solutions.
1. Jessely is happy to do some craftwork for the upcoming Nutrition Month. She wants
to make a banner with a triangular frame. She has three sticks of lengths 4cm, 8 cm,
and 2cm. Can she form a triangle using these sticks?

2. Pierce wants to put a flaglets in their backyard for his upcoming birthday. He wants
to decorate his triangular flaglets with a ribbon. The two sides of one of his flaglets are
7meters and 2 meters. How much ribbon is required for the third side?
Study in Advance Exterior Angle Inequality Theorem
Assignment/
Agreement

Concluding Activity
5. Remarks
6. Reflections

Prepared by:

Suzy Jean D. Malaque


Teacher I

Reviewed by:

Valentin S. Catuburan
School Head

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