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Lesson Plan Triangle InequLITY

The lesson plan summarizes a mathematics lesson on triangle inequalities for 8th grade geometry. The lesson objectives are to define the Triangle Inequality Theorem and illustrate theorems on triangle inequalities. Students will participate in group activities to discover relationships between triangle angles and sides and apply the triangle inequality theorem to problems. The lesson consists of preliminaries, review, group activity, analysis, abstraction, and application sections to meet the objectives.

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achumbre
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207 views5 pages

Lesson Plan Triangle InequLITY

The lesson plan summarizes a mathematics lesson on triangle inequalities for 8th grade geometry. The lesson objectives are to define the Triangle Inequality Theorem and illustrate theorems on triangle inequalities. Students will participate in group activities to discover relationships between triangle angles and sides and apply the triangle inequality theorem to problems. The lesson consists of preliminaries, review, group activity, analysis, abstraction, and application sections to meet the objectives.

Uploaded by

achumbre
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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Lesson Plan in Mathematics 8

Geometry (4th Quarter)

Content Standards: The Learner demonstrates understanding of key concepts of inequalities in a


triangle, and parallel and perpendicular lines.

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.

Learning Competencies: The Learner will be able to illustrate theorems on triangle inequalities
(Triangle Inequality Theorem, Unequal Sides Theorem, Unequal Angles Theorem)
Code: M8GE-IVa-1

I-Objectives:

At the end of the lesson, the students will be able to:


1. define Triangle Inequality Theorem
2. illustrate theorems in triangle inequalities; and
3. participate in group activity and value the importance of inequalities

II- Subject Matter: Triangle Inequality


References: Learner’s Module pages 390-391, 393-396, 409-412, Emath, Tutorvista.com

Materials: paper, pen, white board, strips, cartolina, Laptop, DLP

III- Instructional Procedures

A. Preliminaries
 Prayer
 Greetings
 Checking of Attendance
 Settling of Classroom Standards (Cleanliness and reminders)
B. Drill
Students will compare the given values shown in the projector. They will answer
only greater than, less than or Equal.

C. Review
How do you describe isosceles Triangle?

Motivation: Compare me!


Students are grouped into 5 and pictures will be shown in AVP. They will compare the
pictures who is better or more. Each group will write their answer on the whiteboard.
(10 seconds per question)
D. Activity
1. Students will be group into 5.
2. They will complete the information in the given cartolina.
3. Discover relationships of angles and sides.
4. Respective points will be given according to the rubrics
 Group Activity (same group). When can you say “enough”?
 Group Activity (same group).What if it’s larger”?
 Group Activity (same group). What if it’s longer”?

RUBRICS FOR THE OUTPUT


Criteria Outstanding (4) Satisfactory (3) Developing (3) Beginning(1) Rating
Mathematical Explanation shows Explanation Explanation Explanation
reasoning thorough reasoning shows substantial shows gaps in shows illogical
and insightful reasoning reasoning reasoning
justification
Presentation The presentation is The presentation The presentation is It does not use any
delivered in a very is delivered in a delivered in a visual materials
convincing manner clear manner disorganized
and appropriate. manner
Collaboration Very well Very disciplined Noisy but shows Very noisy and
disciplined and and shows unity unity in answering does not show
shows unity in in answering the the activity unity in answering
answering the activity the activity
activity
Rating

Post Activity
 They group will present their output and they will choose one
representative to report.

B-Analysis
After the activity (what if it’s longer), the students will be asked the following;
1. Is there a relationship between the length of the side of a triangle and the measure of angle
opposite to it?
2. What is the relationship between the longest side of a triangle and the measure of the angle
opposite to it?
3. What is the relationship between the shortest side of a triangle and the measure of the
angle opposite to it?
4. What can you conclude in between the angles of triangle and the sides opposite to them?
After the activity (what if it’s larger?), the students will be asked the following;

1. Is there a relationship between the size of an angle and the length opposite to it?
2. What is the relationship between the largest angle of a triangle and the side opposite to it?
3. What is the relationship between the smallest angle of a triangle and the side opposite to it?
4. What can you conclude between the angles of triangle and the opposite to them?
After the activity (When can you say enough?), the students will be asked the following;

1. Were you able to make a triangle to the given 3 lengths of strips?


2. Do the lengths of a triangle matter in making a triangle? Why or why not?
3. What can you conclude in forming/making a triangle between their lengths?
C- Abstraction

Triangle Inequality Theorem 1 (Ss-Aa) states that “If one side of a triangle is longer than the
second, then the angle opposite the longer side is larger than the angle opposite the second
Example: side”.

Therefore ∠A > ∠C

Triangle Inequality Theorem 2 (Aa-Ss) states that “If one angle of a triangle is larger than
the second angle, then the side opposite the larger angle is longer than the side opposite the second
angle”.

Example:

Therefore, 𝐴̅𝐶̅ > 𝐵̅𝐶̅

Triangle Inequality Theorem 3 states that “the sum of the lengths of any two sides is greater than
the length of the third side.

Example:

D- Valuing
Do you think Life is unfair?

E- Application
This will be done by pair.
A given 10-problem is shown through the projector. They will answer what is being asked within 15
seconds.
1. Select the measurements that match the sides of a triangle.
A. A. 7, 9, 29
B. B. 7, 12, 1
C. C. 7, 7, 7
D. D. 7, 7, 16
2. What is the shortest side?

3. Arrange the angles in descending order

4.

5. Which cannot be the third side of a triangle which has two sides as 8 cm and 12 cm?

A. 13
B. 22
C. 10
D. 5
6. The difference of any two sides of a triangle is ..
A. equal to the third side
B. is not related to the third side
C. greater than the third side
D. less than the third side
7. What is the ascending order for the lengths of the sides of ΔABC?
A. AC < BC < AB
B. AC < AB < BC
C. AB < BC < AC
D. BC < AB < AC
8. In a triangle, the smallest angle is 40o. The largest angle is ____.
A. 139o
B. 99o
C. less than 100o
D. greater than 100o
9. The side lengths of a triangle are 5 cm, 7 cm and z cm respectively. Which of the following is
true?
A. 5 < z < 12
B. 7 < z < 12
C. 2 < z < 12
D. 5 < z < 7
10. In a triangle, which is the side opposite to the obtuse angle?
A. the longest
B. either the longest or the shortest
C. the shortest
D. neither the longest or the shortest
IV- Assessment

A-list the angles of the triangle in order from smallest to largest.

B- List the sides of the triangle in order from shortest to longest.

C. -Can a triangle have sides with the given lengths? Explain.

10 in., 13 in., 18 in.

-The lengths of two sides of a triangle are 4 and 13. Find the range of possible lengths for the third
side.

V- Assignment

Write your answer in a ¼ sheet of paper.

Prepared by:

Charles T. Detecio
Teacher I
Daniel R. Aguinaldo National High School
Division of Davao City

Process Observers;

Dr. Antonio Palma Gil Carmencita J. De Guzman


Education Program Supervisor –Math Education Program Supervisor –Math
Division of Davao Oriental Division of Panabo City

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