K to 12 School DEL CARMEN INTEGRATED HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher AMY N. PONCE Learning Area MATHEMATIC

S
Teaching Dates & Time MAY 8-12, 2023 // 9:20 – 10:10 / 10:10 – 11:00 / 11:00 – Quarter 4TH
11:50

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

EINSTEIN EINSTEIN EINSTEIN EINSTEIN EINSTEIN
NEWTON NEWTON NEWTON NEWTON NEWTON
PASCAL PASCAL PASCAL PASCAL PASCAL
I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of inequalities in a triangle, and parallel and perpendicular lines.
2. Performance The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing and solving
Standards real-life problems involving triangle inequalities, and parallelism and perpendicularity of lines using appropriate and accurate
representations.
3. Learning The learner illustrates The learner applies theorems on triangle inequalities. M8GE-IVb-1
Competencies / theorems on triangle
Objectives inequalities (Exterior Angle At the end of the lesson, the learners should be able to:
Inequality Theorem, Triangle
Inequality Theorem, Hinge a. illustrate examples on applying theorems on triangle inequalities;
Theorem). M8GE-IVa-1 b. apply theorems on triangle inequalities; and
c. appreciate the importance of triangle inequalities to real life problems.
At the end of the lesson, the
learners should be able to
illustrates the theorems on
triangle inequalities (Exterior
Angle Inequality Theorem,
Triangle Inequality Theorem,
Hinge Theorem).

II. CONTENT Theorems on Triangle Inequalities

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages E-Math 8 (Worktext in Mathematics) Oronce, Orlando A. et.al.

4. Additional
Materials from G8_Math_Q4WK1DLP
Learning Resource
(LR) portal
 B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Review Review
previous lesson or
presenting the State the following State the following
new lesson theorems. theorems.
1. Triangle Inequality 1. Hinge Theorem
Theorem 2. Converse of the Hinge
2. Unequal Sides Theorem
Theorem
3. Unequal Angles
Theorem
B. Establishing a Problem of the Day Problem of the Day
purpose for the
lesson Each of Xylie, Marie, Angelo In ΔTRU, TR = 8 cm, RU = 9
and Chris was given an 18- cm, and TU = 10 cm. List the
inch piece of stick. They angles in order from least to
were greatest measure.
instructed to create a
triangle. Each cut the stick in
their own chosen lengths as
follows:
Xylie - 6 in, 6 in, 6 in; Marie -
4 in, 5 in, 9 in; Angelo - 7 in,
5 in, 6 in; and Chris - 3 in, 7
in, 5 in. Who among them
was not able to make a
triangle?
C. Presenting For triangle ABC, order its
examples/ angle measures from least to
instances of the greatest.
lesson

Longest side length:

Largest/Greatest angle
measure:
Shortest side length:
Smallest/Least angle
measure:
Order of angle measures
from least to greatest:
 D. Discussing new Hinge Theorem Example 1
concepts and (SAS Inequality Theorem)
practicing new Can a triangle be constructed
skills #1 If two sides of one triangle with sides of lengths 3 cm, 7 cm,
are congruent to two sides of and 8 cm?
another triangle, but the
included angle of the first Solution:
triangle is greater than the
included angle of the 3+7>8
second, then the third side of 7+8>3
the first triangle is longer 3+8>7
than the third side of the
second. Example 2

In ΔBOS, BO = 8, OS = 10, and

BS = x. What is the range of
possible values of BS?

Solution:

If AB≅ DE, B C ≅ EF , and m Use the Triangle Inequality

Theorem to write three
∠B > m∠E, then A C ≅ D F . inequalities that express the
relationship among the sides in
terms of x.

8 + 10 > x
x < 18

x + 8 > 10
x>2

x + 10 > 8
x > -2

Taking the intersection of these

three inequalities, x must be
greater than 2 and less than 18
or 2 < x < 18. Since BS = x, 2 <
BS < 18.
1. Discussing new Converse of the Hinge Example 3
concepts and Theorem (SSS Inequality
practicing new skills Theorem) Arrange the angles in
#2 descending order (or decreasing
If two sides of one triangle size).
are congruent to two sides of
 another triangle, but the
third side of the first triangle
is longer than the third side
of the second, then the
included angle of the first
triangle is
larger than the included
angle of the second.

If ∆ ABC and ∆ DEF with

AC ≅ D F , AB≅ DE,
B C> E F , then m∠A > m∠
D.

2. Developing mastery Add to Heart! Identify the theorem that

(Leads to Direction: Two sides of a best describe each
Formative triangle have the following statement.
Assessment 3) measures. Find the range of
possible values for x using 1. The sum of the lengths of
the Triangle Inequality any two sides of a triangle is
Theorem 3. greater than the length of
Example: the third side.

9, 5, __ 2. If two sides of one

Solution: 9 + 5 > x x > 9 – 5 triangle are congruent to two
(bigger no. minus smaller sides of another
no.) triangle, but the included
angle of the first triangle is
14 > x x > 4 greater than the
included angle of the
So, the answer is 4 < x < 14. second, then the third side of
the first triangle is
The rest is yours... longer than the third side of
1. ) 5, 8,___. the second.
2. ) 6, 10,___
3. ) 6, 9,___ 3. If one angle of a triangle is
 4. ) 11, 8,___ larger than a second angle,
5. ) 14, 11,___ then the side
opposite the first angle is
longer than the side opposite
the second
angle.

4. If two sides of one triangle

are congruent to two sides of
another
triangle, but the third side of
the first triangle is longer
than the third
side of the second, then the
included angle of the first
triangle is larger
than the included angle of
the second.

5. 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.
6. The measure of an
exterior angle of a triangle is
greater than the

measure of either remote

interior angle.
3. Finding practical
applications of As humans progress into the 21st century, more and more career opportunities that require the need for extensive geometry skills
concepts and skills in are being created. Architects, doctors, mapmakers, and chefs all use geometry in their daily work. Below are examples of how some of the
daily living geometry concepts have relevance in the real-world.

Civil Engineers use the triangle inequality theorem frequently because the area that they work in deals with transportation, urban
planning, and surveying. These specific fields use triangle inequalities frequently to efficiently complete the task assigned. By using the
Triangle Inequality Theorem, an engineer can find a reasonable range of values for any unknown distance. This can be extremely beneficial
when trying to find a rough estimate of the amount of material needed to build a structure with undetermined lengths. It makes estimates
more accurate, and engineers can plan better according to it. For example, the engineers who designed the statue below used the Triangle
Inequality Theorem to determine the unknown lengths and also create a rough estimate of the amount of steel needed.

4. Making The teacher lets the student The teacher lets the student
generalizations and complete the sentence complete the sentence
abstractions about below. below.
 the lesson
Today, I have learned that Today, I have learned that
_____________________________ _____________________________
. .

5. Evaluating learning The teacher will let the

students answer the
worksheet for QUIZ #1.
6. Additional activities Assignment: Assignment:
for application or
remediation What are the methods of What are the methods of
gathering/collecting data? organizing data?
V. REMARKS Face-to-Face Mode of Instruction Modular Instruction

The students will answer the module provided by the teacher in digital and
hard copy.

For Wednesday, the students will copy the lecture on their notebook and
watch the video lessons given to them. They can ask questions to the teacher
via chat, email, text, or call.

For Thursday, the students will answer the activities included in their module
and write the answers on their notebook.

For Friday, the students will answer the worksheets given to them and will e
checked next week Monday, also they will have their graded quiz.
VI. REFLECTION
No.of learners who
earned 80% on the
formative assessment
No.of learners who
require additional
activities for remediation.
Did the remedial lessons
work? No.of learners who
have caught up with the
lesson.
No.of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor
can help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?