A DETAILED LESSON PLAN IN GRADE 8- MATHEMATICS

Name of School Piapi High School

Name of the Student Melva Mae M. Frejoles
Teacher
Subject Taught Mathematics 8

Topic Triangle Inequalities

Total Time Allotment 2 hours

Learning Targets/ Specific

Objectives
A. Content Standards The learner demonstrates understanding of key concepts of inequalities in a triangle, and parallel and perpendicular lines.
B. Performance Standards The learner 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.
C. Learning Competencies Illustrates theorems on triangle inequalities (Exterior Angle Inequality Theorem, Triangle Inequality Theorem, Hinge Theorem). (M8GE-IVa-1)
D. Learning Objectives Knowledge: Identify and illustrate the theorems on triangle inequalities such as exterior angle inequality theorem, triangle inequality theorems, hinge
theorem and its converse;
Skill: use the theorems on inequalities in triangles to prove statements involving triangle inequalities in real life problems and
construct a triangle based on the given measurements;
Attitude: show cooperation, determination, appreciation and patience in acquiring the skill; and
Values: practice harmonious participation during class discussion on triangle inequalities.
Learning Content Geometry
Learning Resources
A. References Grade 8 Mathematics Quarter 4 Learning Module: Illustrating Theorems on Triangle Inequalities
B. Other Learning Resources https://www.youtube.com/watch?v=BfK_z2BlBhU
https://www.youtube.com/watch?v=Mtjkofq8_-I
https://www.youtube.com/watch?v=07EeBd-YgD0
https://www.youtube.com/watch?v=eWotAj7wvpo
https://www.youtube.com/watch?v=Anv6j4-F2no
Procedure TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Reviewing previous lesson 1. Prayer

or presenting the new lesson Before anything else, may I request everyone to please stand for a prayer to be led by Mister President: “Let us all put ourselves in the presence of
our class president. Mister President kindly lead the prayer. the Lord as we say, In the name of the Father, and of the Son,
and of the Holy Spirit, Amen. “Our Father...” (Everyone is
Amen. Thank you, Mr. President! praying.)

2. Greetings
“Good afternoon my dear grade
10 students!” Everyone: “Good afternoon, Miss Frejoles!”

“How’s your day my dear?” Everyone: “It’s great Miss!”

“Before you seat properly class, please pick up all the pieces of papers under your (Students will pick up the pieces of papers and arrange their
chairs and arrange your chairs properly.” chairs)

“Very Good! You can now take your seats. How does everyone feel today?” Everyone: “We are all okay, miss! How about you, miss?”

“Well thank you for asking! I’m okay too.” (Class secretary will stand up)

3. Checking of Attendance
“May I know the number of absentees for today, Ms. Secretary?” Ms. Secretary: “Everyone is present, Miss Frejoles!”

“Wow! It’s nice to hear that!”

4. Classroom Rules
“These are our classroom rules that needs to be followed. Please read and
comprehend everyone.”
1. Show respect for teachers and classmates.
2. Be on time.
 3. Keep the classroom clean.
4. Raise your hand before speaking. (Everyone will read.)
5. Avoid using bad words.
6. Strictly no cheating.
7. Actively participate.

5. Recall (Students are raising their hands) (Student will stand up)
“Who can recall on what we had discussed last meeting? Anyone?” Selected student: “Last meeting we ma’am we talked about
Applying Triangle Congruence to Construct Perpendicular
Lines and Angle Bisectors.”
“Very good! Last meeting, we talked about the application of triangular congruence to
construct perpendicular lines and angle bisectors.”

“What is a bisector everyone?” (Students are raising their hands) (Student will stand up)
Selected Student: “It’s dividing a line ma’am into two equal
parts.”
“Very good. Bisector is a line that divides a line or an angle into two equivalent parts.

“Again, what is a perpendicular bisector?” (Students are raising their hands) (Student will stand up)
Selected Student: “It is a line that divides the line segment into
two equal or different parts.”
“Very good. Perpendicular bisector is a line segment that intersects another
line segment at a right angle and it divides that other line into two equal parts at
its midpoint.”

(Students are raising their hands) (Student will stand up)

“How about the angle bisector, what is it again?” Selected Student: “It is a line or ray that divides an angle into
two congruent angles.”
“Very good. Angle bisector refers to a line that splits an angle into two equal angles.

“Now dear students, are we all clear with our last meeting’s topic, constructing
perpendicular bisector and angle bisector?” Everyone: “Yes, ma’am.”

“Very good, everyone!”

6. Motivation
“Let me ask you a question first, what objects around us are triangular in shape? (Answers may vary.)
Anyone?
(Students will listen to the direction or mechanics of the
“Today, we will discuss the last lesson for this third quarter but before we will proceed activity.)
to our proper discussion, let’s have first a quick yet interesting activity.”
(Everyone will participate.)
--------------------presenting the different images---------------------------

“As you can all see, you are presented with different images of triangles that can be (Answers may vary.)
seen in your surroundings. Now, what have you observed in these pictures?”
(Answers may vary.)
“Have you observed inequalities in triangles in the pictures?”
(Answers may vary.)
“How can you justify inequalities in triangles in these designs?”

7. Presentation
 “Now, dear students, from our brief activity, were you able to guess what will be our
lesson for today? Anyone? Who can guess it?” (Answers may vary.)

“Very good! Triangle inequalities. Theorems on Triangle Inequalities (Exterior Angle

Inequality, Triangle Inequality Theorem, and Hinge Theorem) to exact will be our new
lesson to discover.”

B. Establishing the purpose “Your previous discussion with ma’am Mendez was all about triangle congruence.
for the lesson Today, we are going to talk about triangles whose measurement of the sides are not
congruent, and that is what we called Triangle Inequalities. You will be learning today
the different theorems on triangle inequalities such as: Exterior Angle Inequality
Theorem, Triangle Inequality Theorem, Hinge Theorem which all of you, dear students
are expected to……please read everyone our today’s objectives:

1. Knowledge: Identify and define triangle inequality theorem,

2. Skill: illustrate theorems in triangle inequalities,
3. Attitude: show cooperation, determination, appreciation and patience in (Everyone will read the objectives.)
acquiring the skill; and
4. Values: practice harmonious participation during class discussion on triangle
inequalities.

“Thank you for reading everyone. Now, after reading the objectives, why do we need
to learn about triangle inequalities? And how does it connect to our daily experiences? (Answers may vary.)
Anyone who wants to share their idea?”

“Very good, all your answers are all correct. There is a need for us to learn triangle
(Everyone will listen.)
inequalities for us to have an awareness of the different structures of triangles, solve
problems in things like building and designing and improve your attention to details.”

C. Presenting examples or GROUP ACTIVITY: JUSTIFY ME!

instances of the new lesson
“Students, Start counting off from 1 onwards, starting from the left side. The first group
will consist of odd-numbered students from 1 to 15, the second group will include odd-
numbered students from 16 to 30. The third group comprises even-numbered students (Students will count off.)
from 1 to 15, and the fourth group involves even-numbered students from 16 to 30.
Now, move quietly to your assigned groups; that will be your group throughout the (Students will move to their respective groups.).)
lesson today.”

(Students will listen to the instruction.)

“Before giving you a thorough discussion of the concepts of triangle inequalities, I want
to test first your understanding and critical thinking skills through this group activity that
you are about to take.”

“This activity is called "JUSTIFY ME." Each group will receive a set of straws. Here's
how it works: you need to create a triangle using the provided materials (straw,
scissors, Scotch tape, and bond paper). However, you can't form it however you like; (Students will listen and comprehend to the mechanics.)
specific measurements are provided. I'll give you precise dimensions for the triangle
you need to create, and you must strictly adhere to them. That's why you have
scissors—to cut the specified measurements. Ensure that the straws only touch at the
ends to form a triangle. If there's an excess line, it means it's not a triangle. It's up to
you to identify and analyze.”

Length measurements:
Group 1: 4, 5, 6
Group 2: 3, 5, 7
Group 3: 2, 6, 3
Group 4: 1, 6, 8

“Do you understand? Do you have any questions? Am I making myself clear?” Everyone: “Yes, ma’am!”

“Okay, here is our rubric (the teacher will present the rubric) for the group activity.
Aside from the correctness of answers, you’ll be graded also with the presentation,
cooperation and time. The presenters must demonstrate a superior ability to present
 with the class audience. All the group members must cooperate with each other and
the group must finish the activity with the given time 5 minutes to perform the activity,
and once the time is up, you will present your work.”

CRITERIA FOR JUDGING

Accuracy in Measurements 20
Neatness 5
Teamwork and Cooperation 15
Time management 10
TOTAL 50

“Okay! Let’s get started! Your time starts now!”

------------------------------------------------------------------------------------------------------------ (Students will work on the activity.)

“Time is up everyone! Time is up everyone, all groups prepare for your presentation.”

------------------------------------------------------------------------------------------------------------
“How did you find the group activity class? Was it easy?”
“Will you able to make a triangle in all measurements given?” (Answers may vary.)
“Your findings in this activity describe Triangle Inequality Theorem.”

D. Discussing new concepts EXTERIOR ANGLE INEQUALITY THEOREM

and practicing skills #1
“Okay class, let me discuss with you our first theorem, the exterior angle inequality
theorem.”
“What comes into your mind class when you hear the word exterior angle? Anyone?” (Answers may vary.)
(Everyone is raising their hands.) (Selected student will stand
up.)
“So, what is meant by exterior angle inequality theorem? Can anyone read the
definition?” Selected student: The exterior angle inequality theorem states
that the measure of any exterior angle of a triangle is equal to
the sum of the two non-adjacent interior angles. This rule is
satisfied by all the six external angles of a triangle.
“Thank you for reading. The definition simply states that for any triangle, the measure
of an exterior angle is equal to the sum of its two non-adjacent angles. Do you follow
everyone?

(Everyone will listen to the teacher’s instruction.)

“For you guys to fully understand the exterior angle theorem, let us first understand as
to what is an exterior angle and the two non-adjacent interior angles. So, we have here
a triangle (shows an illustration of triangle) where you can see m∠1, m∠2, and m∠3- (Students are raising their hands) (Student will stand up)
they are called? Anyone? Selected Student: “Interior Angles, ma’am.”

“Yes, very good. They are called interior angles.”

“Now, as you can see, I have extended the lower side of the triangle and another angle
outside the triangle has been created, and this is our 4th angle, m∠4. Do you follow?
Am I making myself clear?” Everyone: “Yes, ma’am.”

(Students are raising their hands) (Student will stand up)

“m∠1, m∠2, m∠3 is our interior angles and m∠4 is our…? Anyone?” Selected Student: “Exterior Angles, ma’am.”

“Very good! Another angle is formed when we extend another side of a triangle.”
“Now, how about the two non-adjacent interior angles? The non-adjacent interior
angles are just two angles that do not share a common vertex and opposite from the
exterior angles.”

“Therefore, in this triangle, m∠1 and m∠2 are the non-adjacent interior angles. Do you
follow?” Everyone: “Yes, ma’am.”

“Okay. Very good, everyone! Since you already identify which one is exterior angle and
non-adjacent interior angles, let’s go proceed to the theorem of an exterior angle.”

“Now, the theorem states that the measure of any exterior angle of a triangle is equal
to the sum of the two non-adjacent interior angles. Which means that (Everyone will listen to the teacher’s instruction.)

m∠4 = m∠1 + m∠2

“Do you follow everyone? Do you have any questions?” Everyone: “Yes, ma’am.”
(Students are raising their hands) (Student will stand up)
“Let me ask you, what is the measurement of a one whole triangle? Anyone?” Selected Student: “180 degrees, ma’am”

“Very good. It’s 180°. Now, if our m∠1 measure 60 degrees and m∠2 measures 65 (Students are raising their hands) (Student will stand up and
degrees, what is the measurement of our m∠4 based on the exterior angle theorem? solve on the board)
Anyone who wants to solve on the board?” Selected Student: “m∠4 is 125° ma’am”

m∠4= m∠1 + m∠2

m∠4= 60 + 65
m∠4= 125
“Very good. All you have to do is to add the two non-adjacent angles to get the
measurement of m∠4.”

“To complete the measurement of our triangle, what is the measurement of m∠3?”
 “Since the measurement of our triangle is 180°, you just have to subtract the sum of
the two non-adjacent angles and to 180°.”
m∠3= 180 – (m∠1 + m∠2)
m∠3= 180 – (65 + 60)
m∠3= 180+125
m∠3= 55
“Do you follow everyone? Do you have questions or clarifications?” (Answers may vary.)

“Okay. Now, I want anyone to answer this problem.”

“Find m∠1 and m∠3, if m∠2= 86 and m∠4= 128

(Students are raising their hands) (Student will stand up and

“Anyone who wants to solve the problem using the exterior angle theorem on the solve on the board)
board?” Selected Student: “m∠1 is 42° and m∠3 is 52°.”
m∠1= m∠4 – m∠2
m∠1= 128 – 86
m∠1= 42

m∠3= 180 – (m∠2 + m∠1)

m∠3= 180 – (86 + 42)
m∠3= 52
“Very good! Your answer is correct!”
“Are we all clear with the exterior angle theorem?” Everyone: “Yes, ma’am.”
“Again, what is the theorem of exterior angle states? Please read everyone.” (Everyone will read the definition.)

E. Discussing new concepts TRIANGLE INEQUALITY THEOREM

and practicing skills #2
“Let’s now moved on to the 2nd theorem of triangle inequalities.” (Everyone will listen to the teacher’s discussion.)
“We will be dealing with the inequalities of the sides of a triangle, just like what you’ve
done in our first quick activity where you construct a triangle based on my given
measurements.”

“Now, can someone read the definition of Triangle Inequality Theorem?” (Students are raising their hands) (Student will stand up and
read the definition.)
Selected Student: The Hinge theorem states that if two sides
of a triangle are congruent to two sides of another triangle and
the included angle of the first is larger than the included angle
of the second, then the third side of the first triangle is longer
than the third side of the second triangle. (May also be
referred to as the SAS Inequality Theorem).
“Thank you for reading. The definition in triangle inequality theorem simply states that
the sum of any two side of a triangle is greater than the third side. Do you follow
everyone?” Everyone: “Yes, ma’am.”

“So, for example we have here triangle ABC, the theorem means that in triangle ABC
there are three inequalities, and that (Everyone will listen to the teacher’s discussion.)

AB + BC > AC
BC + AC > AB
AC + AB > BC

“Do you understand? Do you have any questions? Am I making myself clear?” Everyone: “Yes, ma’am.”
“Now going back, for you to fully understand triangle inequality theorem, let’s have this
example. Let’s assign some numbers on the sides.”

(Everyone will listen to the teacher’s discussion.)

“Now, to apply the theorem of triangle inequality, where the sum of any two side lengths
is greater than the third side, let’s try adding the given measurements.”
(Students are raising their hands) (Student will stand up and
“Anyone who wants to try it on the board using the formula of these three inequalities?” solve the problem on the board.)
Selected Student:

AB + BC > AC 3 + 4 > 5 TRUE

BC + AC > AB = 4 + 5 > 3 TRUE
AC + AB > BC 5 + 3 > 4 TRUE
“Very good. All your answers are correct. All three inequalities are correct. Remember
to familiarize the theorem for you to be able to justify the measurements of the triangle.”

“To further enhance your knowledge, I’ll give you problems involving triangle
inequalities. And I want someone to solve it on the board.”

“I have here two measurements of triangle and you are to prove on the board if the
measurements can create a triangle. Now, once the measurements can indeed create
a triangle, you are to illustrate by drawing the triangle with their given sides.”

4, 5, 7
2, 3, 6
 “Do you follow everyone? Do you understand? Are we all clear?” Everyone: “Yes, ma’am.”
(Students are raising their hands) (Student will stand up and
“Okay, very good. I want two students to solve it on the board. Anybody?” solve the problem on the board.)

“Very good! Your answers and illustrations are correct! Keep it up, everyone.”

“Are we all clear with the triangle inequality theorem, everyone?” Everyone: “Yes, ma’am.”
“Again, what is the theorem of triangle inequalities state? Please read everyone.” (Everyone is reading the definition.)

F. Discussing new concepts HINGE THEOREM

and practicing skills #3
“Moving on to our third theorems of inequality, the Hinge Theorem. Do you have an
idea what is the word “hinge”? (Answers may vary.)

“Yes, you are right. Hinge is a piece of metal, wood, or plastic that is used to join
two things together so that one of them can swing freely. Do you follow everyone?” Everyone: “Yes, ma’am.”

(Students are raising their hands) (Student will stand up and

“Okay. Now, can someone read the definition of the Hinge Theorem?” read the definition.)
Selected Student: The Hinge theorem states that if two sides
of a triangle are congruent to two sides of another triangle and
the included angle of the first is larger than the included angle
of the second, then the third side of the first triangle is longer
than the third side of the second triangle. (May also be
referred to as the SAS Inequality Theorem)
“Thank you for reading. From the definition, it simply states that if two sides of two
triangles are congruent and the included angle is different, then the angle that is larger
is opposite the longer side. Do you follow everyone?” Everyone: “Yes, ma’am.”

“So now, we have here △ABC and △DEF

(Everyone will listen to the teacher’s discussion.)

“Now, let’s try to understand it slowly by slowly. First, if two sides of two triangles are (Students are raising their hands) (Student will stand up and
congruent…meaning we have two pairs of congruent sides… from the given triangles answer the question.)
which two sides of the first triangle are congruent to the other triangles?” Selected Student: 𝐴𝐵 𝐷𝐸 and 𝐴𝐶
̅̅̅̅ ≅ ̅̅̅̅ ̅̅̅̅ ≅ 𝐷𝐹
̅̅̅̅

“Very good we have ̅̅̅̅ 𝐷𝐸 and ̅̅̅̅

𝐴𝐵 ≅ ̅̅̅̅ 𝐷𝐹 . So, how do you know that they are (Students are raising their hands) (Student will stand up and
𝐴𝐶 ≅ ̅̅̅̅
congruent even if both of them don’t have measurement?” answer the question.)
Selected student: “Because of line marks, ma’am.”

“Very good. Because of their line marks. Second, the included angle of the first is larger
than the included angle of the second, then the third side of the first triangle is longer
than the third side of the second triangle. Now, we need to find out which of the 𝐵𝐶 ̅̅̅̅ (Everyone will listen to the teacher’s discussion.)
and ̅̅̅̅
𝐸𝐹 are longer. With the use of hinge theorem, even if no measurements are given,
we can directly justify which of the two is longer.”

“Say for example this scissor, as you can all see, if I try to open its both tips, the length
of these sides, even if I opened it, doesn’t change at all. Now, by opening this scissor
measuring both tips with a pencil, and opening it again higher measuring both tips with
a pencil, we can say that there’s a difference with the angle measurements, right?” Everyone: “Yes, ma’am.”
“And that’s how hinge theorem is all about. Now going back to our two triangles, which (Students are raising their hands) (Student will stand up and
of the two triangles has the largest angle? Is it ∠A or ∠D?” answer the question.)
Selected student: “It’s ∠A, ma’am.”

(Students are raising their hands) (Student will stand up and

“Very Good! ∠A > ∠D. Since we already proved that ∠A has the largest angle because answer the question.)
of hinge theorem, then, which of the two triangles has the longest side? Selected student: “It’s 𝐵𝐶
̅̅̅̅ , ma’am.”

“Very good! 𝐵𝐶
̅̅̅̅ > 𝐸𝐹
̅̅̅̅ . So, because of hinge theorem, we can prove which triangle has
the longer side even if there’s no measurement given.”

“Now, how about if both triangles have measurements?”

̅̅̅̅
𝐵𝐶 ? ̅̅̅̅
𝐸𝐹

(Students are raising their hands) (Student will stand up and

answer the question.)
“Can anybody answer, which of sides, BC and EF, is longer?” Selected student: “𝐸𝐹
̅̅̅̅ > 𝐵𝐶
̅̅̅̅ "

“Very good! Your answer is correct. Side EF is longer than side BC because the
opposite angle, ∠D of side EF is larger than the opposite angle of side BC, ∠A.”

“Are we all clear with the hinge theorem, everyone?”

Everyone: “Yes, ma’am.”
“Again, what is the theorem of hinges state? Please read everyone.” (Everyone will read the definition.)
G. Discussing new concepts CONVERSE OF THE HINGE THEOREM
and practicing skills #4
“Let’s now moved on to the last theorem, the Converse of the Hinge Theorem.”
“Do you have an idea what is the word “converse”?” (Answers may vary.)

“Converse meaning its reversal or being swapped. Do you follow everyone?” Everyone: “Yes, ma’am.”

“Okay. Now, can someone read the definition of Converse of the Hinge Theorem?” (Students are raising their hands) (Student will stand up and
read the definition.)
Selected student: The converse of the Hinge theorem states
that if the two sides of one triangle are congruent to two sides
of another triangle, and the third side of the first triangle is
greater than the third side of the second triangle, then the
included angle of the first triangle is larger than the included
angle of the second triangle.
“Thank you for reading. Converse of the hinge theorem simply the reverse of the hinge
theorem. In the hinge theorem, we focused on the length of the third side of the two
triangles, here in converse, we will be focusing on the included angle of the two
triangles based on the longest side. Do you follow? Am I making myself clear?” Everyone: “Yes, ma’am.”

“Now, for you to fully understand, using the two triangles from hinge theorem example,
let’s try putting, measurements on its sides

“From the two triangles, we can see that both have two congruent sides. Right?” Everyone: “Yes, ma’am.”
“Now, can you identify each of the longest sides?” Selected student: “It’s side BC and side ED, ma’am.”
“Very good. Sides BC and ED both have the longest sides. From the two longest sides,
which one is longer?” Selected student: “It’s side BC, ma’am.”

“Very good. Side BC is longer than side ED. Now, since you already identified the
longest side, meaning the largest angle opposite side BC is?” Selected student: “It’s ∠A, ma’am.”

“Yes, it’s ∠A. Therefore, using the converse of the hinge theorem, we conclude that
∠A > ∠F. Do you follow everyone? Do you have any questions? Am I making myself
clear?” Everyone: “Yes, ma’am.”

“How does it happen again? Since side BC is the longer that side ED, this means that
the opposite angle of side BC is larger that the opposite angles of side ED.” (Everyone will listen to the teacher’s discussion.)

“Okay. Now, let’s have another triangle, and I want a volunteer to answer it.”

(Students are raising their hands) (Student will stand up and

answer the question.)

Selected student: “∠DBC > ∠ABC since side CD is longer

“Now, which is larger, ∠ABC or ∠DBC? And explain why.” than side AC, ma’am.”

“Very good. ∠DBC is larger than ∠ABC since side CD is longer than side AC and
thus, the opposite angle of side CD is larger than the opposite angle of side AC.”

“Are we all clear with the hinge theorem, everyone?” Everyone: “Yes, ma’am.”
“Again, what is the theorem of hinges state? Please read everyone.” (Everyone will read the definition.)
H. Developing Mastery “Finally, we are done delving the four theorems of triangle inequalities. Now, I want all
of you to solve in pair what’s presented on the screen.”

PAPER WORK BY-PAIR 1

Illustrate by supplying the missing (?) measures of angles.

(Everyone will participate.)

“What theorem is being used in this activity, everyone?” Everyone: “Exterior Angle Theorem”

PAPER WORK BY-PAIR 2

Give at least two sets of the lengths of the side of a triangle.

“What theorem is being used in this activity, everyone?” Everyone: “Triangle Inequality Theorem”

PAPER WORK BY-PAIR 3

Illustrate by identifying the shortest and the longest side of △ABC.
 “What theorem is being used in this activity, everyone?” Everyone: “Hinge Theorem”

PAPER WORK BY-PAIR 4

Illustrate by identifying the smallest and the largest angles of △ABC.

“What theorem is being used in this activity, everyone?” Everyone: “Converse of the Hinge Theorem”

“How did you find the four problems? Is it hard? Or easy?” (Answers may vary.)

I. Finding practical GROUP ACTIVITY: THINK & SHARE

applications of concepts and
skills in daily living Direction: By applying theorems of triangle inequality, answer the following real-life
problems. Justify your answer by showing solutions.

1. When constructing the roof of a house, the top angle must measure 90 degrees. If
the other interior angle measures 45 degrees, what is the measure of the exterior angle
the roof makes with the gutter?

(Everyone will listen to the teacher’s instructions.)

2. In a construction field, a triangular shape ABC must be constructed (as shown in the
image), the left side of the triangle is 12 feet and the right side of the triangle is 13 feet,
the base is 26 feet, one angle is45° and another angle is 54° what will be the other
angle in that triangle?

(Everyone will listen to the teacher’s instructions.)

“Okay, here is our rubric (the teacher will present the rubric) for the group activity.
Aside from the correctness of answers, you’ll be graded also with the presentation,
cooperation and time. The presenters must demonstrate a superior ability to present
with the class audience. All the group members must cooperate with each other and
the group must finish the activity with the given time 10 minutes to brainstorm each of
your ideas, and once the time is up, you will present your work as a group.

CRITERIA POINTS
Demonstrates a thorough understanding 20 (Everyone will listen to the teacher’s instructions.)
and applies multiple theorems
effectively.
Clearly presents a well-organized and 10
logical solutions.
Efficiently utilized time, completing tasks 10
well within the allotted time.
Collaborates seamlessly with group 10
members, actively contributing.
TOTAL 50
(Answers may vary.)
Do you have a question?”
 “Okay, since you don’t have questions, you can now start.”
------------------------------------------------------------------------------------------------------------
“Time is up everyone, all groups prepare for your presentation.” (Answers may vary.)

“How did you find the group activity class?

J. Making Generalization and “Now, class, how did you find all the activities you have done?” (Answers may vary.)
abstraction
“To wrap up our lesson today, what are the four theorems of triangle inequalities that
we’ve tackled today?” Everyone: “Exterior angle theorem, triangle inequality
theorem, hinge theorem and converse of the hinge theorem.”
“How does the exterior angle theorem work?”
(Answers may vary.)
“Thank you for answering. Always remember that in the exterior angle theorem, always
adds up to the sum of the two non-adjacent angles.”

“How does the triangle inequality theorem work?” (Answers may vary.)

“Thank you for answering. Always remember that in the triangle inequality theorem, the
sum of the two sides have to be longer than the other side.”

“How does hinge theorem work?” (Answers may vary.)

“Thank you for your answer. Always remember that in the hinge theorem, the larger the
angle, the longer the opposite side.”

“How does converse of the hinge theorem work?” (Answers may vary.)

“Thank for your answer. Always remember that in the converse of the hinge theorem,
the longer the side, the larger the opposite angle.”

“How do you think the four theorems might be useful in everyday situations or even in
designing things like buildings or playgrounds?” (Answers may vary.)
 “Very good. All your answers are correct. These theorems are important most specially
in building things to ensure balance and stability. For example, making a roof,
understanding these theorems helps distribute weight evenly.”

“Do you have any questions? Clarifications? Am I making myself clear, everyone?” Everyone: “Yes, ma’am.”

K. Evaluating learning INDIVIDUAL ACTIVITY

“Please get ¼ sheet of paper and your ballpen and solve what on the screen. You will
only be given 5 minutes to answer the 5-item exam. Each item is equivalent of 2 points.”

(Everyone will answer the provided 5-item problems.)

 “Your time starts now,everyone.”
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“Okay, time is up, everyone! Let’s now check your papers.”

L. Additional Activities for

application and remediation

Reflection
A. Number of learners who
earned 80% in the evaluation.
B. Number of learners who
required additional activities
for remediation
C. Did the remedial lessons
work?
D. Number of learners who
continue to require
remediation.
E. Which of my teaching
strategies work well? Why did
this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I use or
discover which I wish to share
with the other teachers?

Prepared by:

Melva Mae M. Frejoles

Student Intern

Approved by:

Mrs. Shaneille Mendez

Cooperating Teacher