DAILY LESSON LOG OF M8GE-Ivb-1 (Week Two-Day 4)

School Grade Level Grade 8

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Fourth
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of inequalities in a
triangle.
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 using accurate representations.
Competency: Applies theorems on triangle inequalities (M8GE-Ivb-1)

C. Learning Competencies/ 1. Recall Hinge theorem and the converse of Hinge.

Objectives 2. Applies theorems of triangle inequalities to compare statements of
inequalities.
3. Display appreciation of the lesson by actively answering the exercises given.
II. CONTENT Triangle Inequalities
III. LEARNING RESOURCES teacher’s guide, learner’s module, reference books
A. References
1. Teacher’s Guide pages Pages
2. Learner’s Materials pages Pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources GEOMETRY by Littell p. 304
IV. PROCEDURES
The teacher lets the students compare the size of the following figures:

Using the Hinge Theorem and its Converse, complete with <, > or =.

1. RS ____ TU 2. m∠1 ____ m∠2 3. m∠1 ____ m∠2 4. AB ____ CB

A. Review previous lesson or
presenting the new lesson

Answer key: 1. < 2. < 3. = 4. >

Let the students realize that recognizing and understanding triangle inequality
B. Establishing a purpose for
the lesson
theorems are important skills needed to solve real-life problems, such as
deciding which of the two planes is farther from the airport.
The teacher presents this situation on the board:

A car jack is used to lift a car. The jack shown below is one of the simplest still in
C. Presenting examples/
use today.
instances of the new
lesson

What have you noticed with the following as the jack is lowered?
D. Discussing new concepts
and practicing new skills
#1 a. legs of the isosceles ∆ ABC they remain congruent
b. the included ∠A? ∠A widens
c. the side opposite ∠A? BC lengthens
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery The teacher lets the students answer the following items
(leads to formative
by pair:
assessment 3)

1. Which is a possible measure for ∠JKM?

a. 200 c. 300
 b. 250 d. cannot be determined

2. The position of the swings changes based on how hard the swing is pushed.
a. Which pairs of segments are congruent?
AB and DE ; AC and DF

b. Which is greater the m∠A or the m∠D? Explain.

the measure of ∠D is greater because its opposite side
EF is longer than the opposite side of ∠A
The teacher lets the students answer the exercise below.

Travel Distances You and your friend are flying separate planes. You leave the
airport and fly 120 miles due west. You then change direction and fly W 30 0 N
for 70 miles. (W 300 N indicates a north-west direction that is 30 0 north of due
west.) Your friend leaves the airport and flies 120 miles due east. She then
changes direction and flies E 40 0 S for 70 miles. Each of you has flown 190 miles,
but which plane is farther from the airport?

Solution: Your flight is represented by ∆ PQR and your friend’s flight is

represented by ∆ PST .

G. Finding practical
applications of concepts
and skills in daily living
Because these two triangles have two
sides that are congruent, you can apply
the Hinge Theorem to conclude that RP
is longer than TP . So your plane is
farther from the airport than your
friend’s plane

Boating Rose and Connor each row

across a pond heading to the same point.
Neither of them has rowed a boat
before, so they both go off course as shown in the diagram. After two minute
they have each traveled 50 yards. Who is closer to their destination?

Rose is closer to their destination.

The teacher summarizes the mathematical skills or principles used to recognize

the triangle inequality theorems and apply it in real life.

H. Making generalizations
1. What did you do to arrive at the answer?
and abstractions about
the lesson 2. Where there mathematical skills or principles used in recognizing Hinge and
its converse theorem?

Answers can be drawn from the students.

The teacher lets the students answer the items below:

1. CRANES
In the diagram, a crane is shown lifting an object to
two different heights. The length of the red arm of the
I. Evaluating Learning crane is fixed. Which is shorter MN or RS ?
Explain your reasoning.
RS < MN because its opposite angle is smaller

2. LOCKERS
 Neva and Shawn both have their lockers open as
shown in the diagram. Whose locker forms a larger
angle? Explain your reasoning.
Shawn’s locker forms a larger angle since its opening
is wider than Neva’s.

Multi-step Problem Use the diagram of the tank cleaning system’s expandable
arm shown below.

J. Additional activities or
remediation
a. As the cleaning system arm expands, ED gets longer. As ED
increases, what happens to m∠EBD? What happens to m∠DBA?
m∠EBD increases; m∠DBA decreases
b. Name a distance that decreases as ED gets longer.
distance between A and D decreases

Explain how the cleaning arm illustrates the Hinge Theorem.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I The teacher localizes and contextualizes the lesson in the presentation, developing, practical
use/ discover which I wish applications and in the evaluation part.
to share with other
teachers