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Semidt LP

The document outlines a lesson plan for teaching 8th grade mathematics on proving inequalities in triangles. It includes objectives, topics, procedures, activities and an evaluation. Students will learn three triangle inequality theorems and prove statements about sides and angles of triangles through group activities and examples.

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KIMBERLY PANTORILLA
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19 views

Semidt LP

The document outlines a lesson plan for teaching 8th grade mathematics on proving inequalities in triangles. It includes objectives, topics, procedures, activities and an evaluation. Students will learn three triangle inequality theorems and prove statements about sides and angles of triangles through group activities and examples.

Uploaded by

KIMBERLY PANTORILLA
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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SEMI-DETAILED LESSON PLAN

GRADE 8 MATHEMATICS
MAKILALA NATIONAL HIGH SCHOOL

Date: May 19, 2023

I.Objectives
 Discussed and proved the Triangle Inequality Theorem 1, theorem 2, and Theorem
3;
 Show appreciation of the topic by applying the given relationship in real life situation

II. Subject Matter


A. Topic: “Proves Inequalities in a Triangle”
B. References: Grade 8 Mathematics Module pp.409-412 www.mathplanet.com
C. Materials: Visual Aids, Projector, Laptop Photocopy Materials for activity, Pictures for
illustration.

III. Procedure
Teachers Activity

A. Preparatory Activities
a. Prayer
b. Greetings
c. Checking of Attendance
d. Setting of Standard

B. Review of the Previous Topic


Last time we discussed about what?
Yes correct, we discussed about writing proofs which is a very important skill in
Geometry. In writing proofs, we have to determine the appropriate statements and
give reasons for these statements. This helps us to develop our observation skills,
deductive thinking, logical reasoning and mathematical communication.

C. MOTIVATION
I will paste nine different sizes of lines in the board. For every three lines I will call at
least three students to create Triangle on the board using the lines I paste.
Question: What have you observed to the lines?
Does it still create triangle though it differs from sizes?

D. DEVELOPMENTAL ACTIVITIES
a. Presentation of the Topic

Going back to the activity that students participated we observed that there are lines
that differ in sizes but still can create Triangle. So today in relation to our topic Let us
first know or understand the basic types of triangle:
 Equilateral Triangle – has three congruent sides
 Isosceles Triangle - a triangle with two congruent sides
 Scalene Triangle - all three sides are of different measure
(Refer to Activity above)

b. Discussion and Analysis


Since we already have the idea about the basic Types of the Triangle Lets
proceed to TRIANGLE INEQUALITY THEOREM
When we say INEQUALITY it refers to unequal or evenness also in Geometry
there are inequality.
THEOREM 1 Ss- Aa (Side Angle Inequality)
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

GIVEN: MAN
AN > AM
Prove: m<AMN > m<ANM

STATEMENTS REASONS
1. AM≈A1 By construction
2. A1M is isosceles Definition of isosceles
3. <1 ≈ <2 Base angle of an isosceles are
congruent
4. <1 + <3 ═ <AMN Property of Equality
5. m<2═ m<ANM Property of Inequality

THEOREM 2 Aa-Ss (Angle Side Inequality)


If one angle of a triangle is larger than a second angle, then the side opposite of the
larger angle is longer than the side opposite the smaller angle.

GIVEN: <A > <T


Prove: FT> AF
Either FT═ AF, FT >AF, FT <AF

Answer:

a. Suppose FT═AF, then by the isosceles triangle theorem <A ≈<T, This contradicts
the given information then <A < <T;
b. Suppose FT < AF then <T > <A by the side angle inequality theorem, this also
contradicts the given information;
c. Therefore, FT> AF

c. GROUP ACTIVITY
I will group the class into three groups to analyze and answer the given figure by
completing the column for
THEOREM 3
- The sum of the length of any two sides of a rectangle is greater than the length of
the third side.
Given: LME where LE <LM<ME
Prove: ME+LE>LM
ME+LM>LE
LE+LM>ME
STATEMENT REASON

1. PL≈LE
2. LEP is isosceles

3. MP>ME
4. m<MEP > m<MPE
5. <1≈<2

d. Generalization
Okay class I know you find it hard to understand but I know if you let your mind
embrace the topic this will helps you to think critically. Okay What is the first
theorem?
How about the Second one?
Okay very good.

IV. EVALUATION
In your ½ crosswise prove the given triangle by giving reason of each statement. 2
points each.
Given: <5≈<6 Prove: ABC is Isosceles

STATEMENT REASON
1. <5≈<6
2. ABC is isosceles
3. <5 & <3, <4 &<6
4. m<5 ═m<6
5. AB≈AC

V. ASSIGNMENT
STUDY ABOUT HINGE THEOREM

Closing Prayer
CLASS DISMISSED!

Prepared By:

KIMBERLY E. PANTORILLA

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