Semi-Detailed Lesson Plan

I. Content Standards
The learner demonstrates understanding of key concepts of inequalities in a
triangle, and parallel and perpendicular lines.

II. 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.

III. Learning Competency

The learner illustrates triangle inequalities theorem.

IV. Objectives
At the end of the class discussion, the students should be able to:

1. define the Triangle Inequality Theorem;

2. relate the importance of Triangle Inequality Theorem in real-life situations; and
3. apply the Triangle Inequality Theorem to determine if the given measurements
will be able to make a triangle.

V. Subject Matter
Topic: Triangle Inequality Theorem
References: Grade 8 Math Quarter IV Self Learning Module
1 Grade 8 Learner’s Material page 395-397
https://www.google.com/search?q=2+storey+house+clipart&tbm=isch
https://www.google.com/search?q=among+us+clipart&tbm=isch&ved
Materials: PowerPoint Presentation, paper and pen, set of straws
Values: Teamwork and Participation
Teaching Date/s: July 26, 2021
Time Frame: 1 hour/ 1 session
Subject Code: M8GE-IVa-1

VI. Teaching Strategies and Method: 4 A’s, Inquiry-based teaching, group

activity, individual activity

VII. Procedure
A. Preliminary Activities
• Opening Prayer
• Greetings
• Classroom Management
✓ Pick up some pieces of garbage under the chairs.
✓ Tell the students to arrange their chairs properly before taking
their seats.
✓ Checking Attendance.
✓ Class Rules and Reminders.
✓ Review
B. Lesson Proper
a. Activity “UNSCRAMBLE THE TERMS”
Instruction: Unscramble each word and write the correct term.

1. GELNITAR
2. QUENIEATIIY
3. DSEI
4. MUS
5. NEHGTL
Answer Key:
1.TRIANGLE
2.INEQUALITY
3.SIDE
4.SUM
5.LENGTH

b. Analysis

After the activity, the teacher will ask the following:

1. What words did you find in the unscramble words?

2. What do you observe about the words you find?
3. What do you think our lesson for today?

C. Abstraction
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.

Let a, b, and c be the lengths of a triangle. These lengths may only form a
triangle if the three conditions are satisfied:
Illustration:

a+b>c a b

a+c>b

b+c>a c

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

a. 3 cm, 7 cm, and 8 cm

b. b. 6 cm, 7 cm and 14 cm?

Solution:

a. 3cm + 7cm > 8cm 3cm + 8cm > 7cm 7cm+8cm > 3cm

10cm > 8cm 11cm > 7cm

15cm > 3cm

The sum of any lengths is greater than the third length. Therefore,
a triangle can be constructed. This is TRUE.

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. This is FALSE.

Example 3: Which length/s can form a triangle?

A.) 3, 4, 6 B.) 5, 6, 11

Solution: Check the lengths given if it will form a triangle using Triangle Inequality Theorem.

Given lengths 𝑎=3, 𝑏=4, 𝑐=6 𝑎=5,𝑏=6,𝑐=11

𝑎+𝑏>𝑐 3+4>6 True 5+6>11 False

𝑎+𝑐>𝑏 3+6>4 True 5+11>6 True

𝑏+𝑐>𝑎 4+6>3 True 6+11>5 True

Decision Triangle Not a Triangle

Based on the Triangle Inequality Theorem, only option A satisfies the condition that will form
a triangle.

After the game activity, the teacher and the students will generalize the topic using the
following questions as the guide.

Generalization:
1. How are we able to determine that the given measurements can form triangles?
2. What is Triangle inequality Theorem?
D. Application:
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. 9 cm, 6cm and 2 cm

E. Evaluation

Think -Pair-Share

Direction: Each student will select his/her partner to do the task. Each pair will observe the
map and answer the questions given to them.

Given the sketch map, it indicates that there are two pathways where Teacher Jo will walk from
her house to her workplace.
Path 1: Teacher Jo’s House to Teacher Tina’s House then to School
Path 2: Teacher Jo’s House to School
SKETCH MAP OF
BARANGAY CABINUANGAN
Legend:
Jo’s
Tina’s
School
Path 1
Path 2

River

Questions:

1. Supposed that the distance from Teacher Jo’s house to Teacher Tina’s house is
120 meters and the distance from Teacher Tina’s house to school is 80 meters.
Teacher Jo estimates that the distance from her house directly to school is 180 meters.
Is her estimation correct? Justify your answer.
2. If you were Teacher Jo, 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?
F. Assignment/Agreement (2 mins.)
Directions: Which of the following could be the lengths of the sides of a triangle? Put a
triangle ( ) if it forms a triangle and (X) if it does not form a triangle.
_______1. 1, 2, 3 ________4. 4, 8, 11
______2. 17, 16, 9 ________5. 5, 13, 6
_______3. 9, 11, 18

Prepared by:

VHEA LASERAS
Pre-Service Teacher

Checked by:

PATERNO PACOT
Cooperating Teacher