8 Republic of the Philippines

Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF TARLAC PROVINCE
LA PAZ NATIONAL HIGH SCHOOL
LA PAZ, TARLAC

MATHEMATICS 8
Quarter 4: Learning Activity Sheet
 Mathematics 8

Name: Date
Section: Quarter 4-Week 1

Triangle Inequality
Background Information

The Exterior Angle Theorem

Definitions

An exterior angle of a triangle is an angle which forms a linear pair with an interior
angle of the triangle.
A remote interior angle is an angle of a triangle that does not form a linear pair with
the given exterior angle.

In the figure below, ∠4 is an exterior angle of Δ ABC and it is adjacent to ∠3 while ∠1 and ∠2 are
remote interior angles with respect to ∠4.

There are two exterior angles at each vertex. See the figure below.

The exterior angle inequality theorem states that the measure of any exterior angle of a triangle is
greater than any of its remote interior angles.

Corollary: The measure of an exterior angle of a triangle is equal to the sum of the measures of its
two remote interior angles.
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 Example: Find the measures of x, y and z in the figure below:

Solution:
y + 70 = 180 z + 150 = 180
y = 180 – 70 z = 180 – 150
y = 110 z = 30

x + y = 150
x + 110 = 150
x = 150 – 110
x = 40

The Triangle Inequality Theorem

In a triangle, the sum of the lengths of any two sides of a triangle is greater than the
length of the third side.

b
a

c
Example 1: Determine if it is possible to draw a triangle with side measures 12, 11 and 17
Solutions:
12 + 11 > 17
23 > 17, Yes

12 + 17 > 11 Note: All 3 sets of sides satisfy the rule

29 > 11, Yes therefore a triangle can be constructed

11 + 17 > 12
28 > 12, Yes

Example 2: Determine if it is possible to draw a triangle with side measures 10, 4 and 3
Solutions:
10 + 4 > 3
14 > 3, Yes
Note: As soon as 1 pair does not sum up to a
10 + 3 > 4 greater length than the third, therefore the 3
13 > 4, Yes sides cannot make a triangle.

4 + 3 > 10
7 > 10, No

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GENERAL DIRECTION: Read carefully the directions indicated in the following activity, then, provide
what is needed or asked in each item.

Activity 1:

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Activity 2:
Write YES if the given lengths can be measures of the sides of a triangle and NO if not then
justify your answer.
Yes or No Justification
1) 2 cm, 4 cm, 6 cm __________, _____________________
2) 4 dm, 6 dm, 8 dm __________, _____________________
3) 6 cm, 6 cm, 6 cm __________, _____________________
4) 19 cm, 13 cm, 4 cm __________, ___________________
5) 9 m, 2 m, 7 m __________, ___________________
6) 11 km, 12 km, 7 km __________, ___________________
7) 2.3 dm, 12 dm, 12.2 dm __________, ___________________
8) 100 cm, 100 cm, 5 cm __________, ___________________
9) 4.7 dm, 9 dm, 4.1 dm __________, ___________________
10) 14 in, 15 in, 30 in __________, ___________________

Activity 3:

Activity 4: Name the largest and smallest angle in each triangle.

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Activity 5: Name the longest side and the shortest side of each triangle.

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 Activity 6:

Ardie was tasked to draw triangles given the lengths of the two sides. What are the
possible lengths of the 3rd side of the triangle Ardie will draw? Let t be the third side. (Number
1 is done for your guidance)

LENGTHS OF 2 SIDES POSSIBLE LENGTH OF POSSIBLE INTEGER

THE 3RD SIDE LENGTHS FOR THE 3rd
SIDE
11, 15 4 < t < 26 25
8, 14
30, 22
15, 35
17, 23
9, 22

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 Mathematics 8

Name: _________________________________ Date: ___________

Grade and Section: ______________________ Quarter 4- Week W2-W3

PROVING TRIANGLE INEQUALITIES

Background Information

The triangle inequality theorem describes the relationship between the three sides of a
triangle. According to this theorem, for any triangle, the sum of the lengths of two sides is always
greater than the third side. In other words, this theorem specifies that the shortest distance between
two distinct points is always a straight line.
Proving is the process, effort, or operation to establish or discover a fact. It is the degree of
evidence which convinces the of any truth or fact.
In proving something, we have to do the following: a test by facts or arguments which induce or
tend to induce certainty of the judgment; conclusive evidence; illustration and demonstration. This
module applies theorems on triangle inequality and proves inequality in triangle.
Introductory Activity:
This activity is easy to follow, let’s make proving of triangle inequality fun and enjoyable.
So, let’s start.
1. Put your hands together, just like when we are praying.
Form an angle, open your hands a little, your fingers will serve as a side of the angle.
2. Again form another angle, so this time open your hands wider as in the first one. Same your fingers
serve as the sides of the angle.
3. Then put line on the tip of your middle fingers for the first and the second angles you formed, to make it
triangles.

Step 1 Step 2 Step 3 Step 4

Question:
1. Which angle is smaller? The first angle that you formed with your hands is smaller.
2. Which angle is bigger? The second angle that you formed with your hands is bigger.
3. Why is the angle small? The first angle is small because the gap between your hands is narrower.
4. Why is the second angle bigger than the other? The second angle is bigger because the gap
between your hands is wider.

Based on the previous activity we learned to form a triangle the sum of the two sides is greater
than the third side, the Theorem of Triangle Inequality says that: In a triangle, “the sum of the
lengths of any two sides is greater than the length of the third side”

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Learning Competencies:
1. Applies theorem on triangle inequalities. (M8GE-IV-1)
2. Proves inequalities in a triangle. (M8GE-IVc-1)
General Direction: Read and do what is asked on the following activities.

Activity 7: Given the length of sides, identify the largest and smallest angle in each triangle. Apply the
Unequal Angle Theorem. Illustrate the triangle on a clean sheet of paper, that would help you to
determine the largest and smallest angle.

Activity 8. Write your correct answer on the space after each question.

_______1. Which of the following combinations could be three sides of a triangle?

a. 5, 6, 11 b. 1, 3, 5 c. 5, 16, 20 d. 5, 5, 10
2. Two sides of a triangle are 15 and 8. Which of the following cannot be the third side?
a. 9 b. 13 c. 21 d. 25
3. Two sides of a triangle are 13 and 51. Which answer represents the range of the third side?
a. 15 < 3rd side < 64 b. 38 < 3rd side < 64 c. 38 > 3rd side < 64 d. 23 < 3rd side < 64
4. Supposed two sides of a triangle both measured 5 units, write all the possible whole number
measurements of the third side. _______________________________________
5. Two sides of a triangle measured 12 and 15, what should be the length of the third side in whole
number? ______________________________________.

Activity 9. Arrange the angles/ sides in descending order (or decreasing size).

4. Arrange the sides in descending order: ________, ________, _________.

5. Arrange the angles in descending order: _______, ________, _________.

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 Mathematics 8

Name: _________________________________ Date: ___________

Grade and Section: _______________________ Quarter 4-Week 4

Properties of Parallel Lines cut by a Transversal

Background Information

Line is a one-dimensional figure that consists of points. It has no thickness and that
extends in different directions.
Line AB can be written as AB
A B
Other examples of lines are:
a. Road
b. Chopstick
c. Baseball bat

Key symbols:

1. - symbol for line

2. ∠ - symbol for angle
3. ≅ - congruent symbol and read as “is congruent to”
4. - symbol for parallel lines

There are five (5) common lines in Proving the Properties of Parallel Lines cut by a
Transversal: (1) coplanar lines; (2) parallel lines; (3) intersecting lines; (4) perpendicular lines; (5)
transversal lines.

1. Coplanar lines are lines lying on the 2. Parallel lines are coplanar lines that do
same plane. not intersect.

r
k
s
j

3. Intersecting lines are coplanar lines that

have a point in common. 4. Perpendicular lines are lines that
intersect at right angles

5. Transversal line is a line intersecting two or more coplanar lines that are usually parallel.
a - transversal line

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 A Transversal creates different angle pairs. To illustrate, let f be a transversal line of
and h. lines g

1 2
3 4 g

5 6
h
7 8

Pair of Corresponding angles are: Interior angles are:

∠1 and ∠5, ∠2 and ∠6 ∠3, ∠4, ∠5, and ∠6
∠3 and ∠7, ∠4 and ∠8 Exterior angles are:
∠1, ∠2, ∠7, and ∠8
Pairs of alternate interior angles: Pairs of alternate exterior angles:
∠3 and ∠6 ∠1 and ∠8
∠4 and ∠5 ∠2 and ∠7
Pairs of same-side interior angles: Pairs of same-side exterior angles:
∠3 and ∠5 ∠1 and ∠7
∠4 and ∠6 ∠2 and ∠8

Based on the given example, the relationship between angle pairs formed by
parallel lines cut by a transversal line are stated in the following postulates and theorems.

Corresponding Angles Postulate (CAP): If two parallel lines are cut by a transversal, then
each pair of corresponding angles is congruent.

a
If ∠1 ≅ ∠5, therefore b ∥ c.
b
12 Take note: Congruent means similar, the
3 4 same or identical.
c
5 6
7 8

THEOREM 8.1 Alternate Interior Angles Theorem: If two parallel lines are cut by a
transversal, then alternate interior angles are congruent.

a
Given: b ∥ c
Prove: ∠4 ≅ ∠5
b
12 c
34

5 6

7 8

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 Statement Reasons

1. b ∥ c 1. Given
2. ∠4 ≅ ∠1 2. Vertical Angles Theorem
3. ∠1 ≅ ∠5 3. Corresponding Angles Postulate
4. ∠4 ≅ ∠5 4. Transitive Property of Angle
Congruence

THEOREM 8.2 Alternate Exterior Angles Theorem: If two parallel lines are cut by a
transversal, then alternate exterior angles are congruent.

b Given: b ∥ c cut by transversal a

12
34 Prove: ∠1 ≅ ∠8
c

5 6
8
7

Statement Reasons

1. b ∥ c 1. Given
2. ∠1 ≅ ∠5 2. Corresponding Angles Postulate
3. ∠5 ≅ ∠8 3. Vertical Angles Theorem
4. ∠1 ≅ ∠8 4. Transitive Property of Angle
Congruence

THEOREM 8.3 Same-Side Interior Angles Theorem: If two parallel lines are cut by a
transversal, then the interior angles on the same side of the transversal are supplementary.

Given: b ∥ c cut by transversal a

b
12
3 4
Prove: ∠3 and ∠5 are supplementary
c

6
Take note: Two angles are supplementary
5
8 when they add up to 180°.
7

Statement Reasons

1. b ∥ c 1. Given
2. ∠1 and ∠3 form a linear pair. 2. Definition of linear pair
3. ∠1 and ∠3 are supplementary. 3. Linear Pair Postulate
4. M∠1 + m∠3 = 180° 4. Definition of supplementary angles

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 5. ∠1 ≅ ∠5 5. Corresponding Angles Postulate
6. m∠1 = m∠5 6. Definition of Congruent Angles
7. m∠3 + m∠5 = 180° 7. Statements 4 and 6, and Substitution
Property of Equality
8. ∠3 and ∠5 are supplementary. 8. Definition of supplementary angles.

Based on the postulate and theorems, let us solve the following examples. Let m
and n are cut by a transversal k. Find the value of x that makes m ∥ n.

Examples
a. ∠3 and ∠6, are alternate interior angles, prove that m∠1 = 6𝑥 + 4 is congruent to the
m∠5 = 2𝑥 + 12.
Solution:
Checking:
Given
6𝑥 + 4 = 2𝑥 + 12
6(2) + 4 = 2(2) + 12
−2𝑥 + 6𝑥 + 4 = 2𝑥 + 12 – 24𝑥 + Subtraction property of equality
4 = 12 Simplify 12 + 4 = 4 + 12
−4 + 4𝑥 + 4 = 12 – 4 Subtraction property of equality 16 = 16
4𝑥 8 Therefore, the m∠1 = 6𝑥 + 4 is
= Division property of equality
4 4 congruent to the m∠5 = 2𝑥 + 12.
𝑥 =2
b. ∠3 and ∠5, are same-side interior angles, prove m∠1 = −8𝑥 + 5 is congruent to the
m∠5 = 13𝑥 + 20.
Solution: Checking:
Given
8𝑥 – 5 = 13𝑥 – 20 8(3) – 5 = 13(3) – 20
Subtraction property of equality
−13𝑥 + 8𝑥 – 5 = 13𝑥 – 20 – 13𝑥 24 – 5 = 39 – 20
Simplify
−5𝑥 – 5 = −20 19 = 19
Subtraction property of equality
5 + −5𝑥 – 5 = −20 + 5
−5𝑥 Therefore, the m∠1 = −8𝑥 + 5 is
= −15 Division property of equality
−5 −5 congruent to the m∠5 = 13𝑥 + 20.
𝑥=3
c. ∠3 and ∠6, are alternate exterior angles, prove m∠3 = 150° is congruent to the m∠6
= 3𝑥 – 15.
Solution: Checking:
Given
3𝑥 – 15 = 150 Addition property of equality 3(55) – 15 = 150
15 + 3𝑥 – 15 = 150 + 15 165 – 15 = 150
3𝑥 165 Division property of equality 150 = 150
=
3 3
𝑥 =55 Therefore, the m∠3 = 150° is
congruent to the m∠6 = 3𝑥 – 15.

Learning Competency
Proves properties of parallel lines cut by a transversal. (8GE-Ivd-1)

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General Directions: Read carefully the directions indicated in the following activity, then, provide
what is needed or asked in each item. Write the answers on a separate sheet of paper.
Activity 10: For items 1-5, refer to the figure below. Tell whether each statement is TRUE or
FALSE. Write TRUE if the statement is correct, otherwise change the underlined word to make
the statement true.
q
1 2
1. ∠1 and ∠5 are corresponding angles. r
4 3
2. ∠4 and ∠6 are pairs of alternate exterior angles.
3. ∠3 and ∠5 are pairs of alternate interior angles. 5 6
s
4. ∠2 and ∠8 are same-side exterior angles. 8 7
5. ∠1, ∠2, ∠7, ∠8 are interior angles.

Activity 11: Do as indicated.

A. State each postulate and theorem.
1. Corresponding Angles Postulate (CAP) –
2. Theorem 8.2 –
3. Theorem 8.1 –
4. Theorem 8.3 –
B. Let p and q are cut by a transversal n. Find the value of x that makes p ∥ q. Solve problem.
∠4 and ∠6, are alternate interior angles, prove that m∠4 = 𝟕𝒙 + 𝟓𝟐 is congruent to the
m∠6 = 𝟏𝟒𝒙 + 𝟏𝟎. Show your solution.
C. For items 1-5, refer to the figure from activity 1.
Given: r ∥ s, m∠7 = 102°.
1. Find m∠3 =
2. Find m∠4 =
3. Find m∠6 =
4. Find m∠2 =
5. Find m∠5 =

Activity 12: Complete the proof of the Alternate Interior Angles Theorem.
l
Given: m ∥ n
Prove: ∠3 ≅ ∠6 m
1 2
3 4
n
5 6
78

Statement Reasons

1. 1.
2. ∠3 ≅ ∠2 2.
3. 3. Corresponding Angles Postulate
4. 4. Transitive Property of
Angle Congruence

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 Mathematics 8

Name: _________________________________ Date: ___________

Grade and Section: _______________________ Quarter 4-Week 5

PARALLELISM AND PERPENDICULARITY

Background Information

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Learning Competency:
• Determine and prove the conditions under which lines and segments are parallel or perpendicular.
(M8GE-IVe-1)

GENERAL DIRECTION: Read carefully the directions indicated in the following activity, then, provide what is needed
or asked in each item.

Activity 13:
A. Determine if a and b are parallel. Justify your answer.

1. 4.

2. 5.

3.

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B. Find the values of x, given that s ⊥ t.

1. 2.

3. 4.

5.

Quarter 4- Week 6-7

BASIC CONCEPTS OF PROBABILITY

Background Information

For this lesson, the basic concepts of probability and counting the number of
occurrences of an experiment using tabular listing, tree diagram, systematic listing
and fundamental counting principle will be discussed.

Probability is a branch of mathematics that provides quantitative description of the

likely occurrence of the specific experiment. It is a measure or estimation of how likely
an event will occur.

For simplicity, the following terms are defined.

Experiment – any activity that involves chance that has a well-defined result, such as
tossing a coin, rolling a die, picking a card from a deck of cards.
Outcome – any possible result of an experiment.
Sample space – set of all possible outcomes of an experiment.
Event – any subset of sample space (each individual outcome).

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Activity 14: Identify Me
Multiple choice: Choose the letter of the correct answer.
1. It is a set of all possible outcomes of an experiment.
a. probability c. sample space
b. experiment d. event
2. It is a measure or estimation of how likely an event will occur.
a. probability c. sample space
b. experiment d. event
3. It is an individual outcome of an experiment.
a. outcomes c. sample space
b. experiment d. event
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4. These are the possible results of an experiment.
a. outcomes c. sample space
b. experiment d. event
5. It is an activity that involves chance that has a well-defined result.
a. outcomes c. sample space
b. experiment d. event

Activity 15: Written Work

Solve the following problems using the given counting technique.

1. A factory makes T-shirts in 3 colors (Red, White, Black) and 3 sizes (S, M, L). How
many different T-shirts can be made?

Use tabular listing:

Color/size

Use systematic listing: { }

Answer:

2. How many different choices of food and drink do you have if the menu says for
food: pancakes or eggdesal; and for drinks: hot chocolate or coffee.

a. Use tree diagram

b. Use systematic listing

For numbers 3-5, use the fundamental counting principle.

3. A mall has 5 entrance gates and 4 exit gates,

3.a. In how many different ways can one enter and exit the mall?
_ _ _

4. How many 3-digit numbers can be formed using the digits 1,2,3,4,5,6,7,8,9
4.a. without repetition?
_ _ _

4.b. with repetition?

_ _ _

5. An ATM pin consist of 4 digits. How many different pins can be made?
a. with repetition?

b. without repetition?

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Activity 16: Performance Task

List 5 precautions that we can take to help slow the spread of the Corona virus.

1
2
3
4
5

Suppose that your barangay officials gave you 3 posters for the
community be educated about these precautions.

In how many ways can a set of precautions be formed? (each poster

must contain 1 precaution only)
Solution:

Show a set of precautions that can be formed.

Quarter 4- Week 8
PROBABILITY OF SIMPLE EVENTS

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24
25
Thus, the probability of getting a white button is

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Activity 17. Identify whether each event is certain, impossible or possible.

1. A dog will lay eggs.

2. If you dip your hand in water, your hand will get wet.
3. A Filipino does not speak Tagalog.
4. June comes after July.
5. There are 12 months in a year.
6. The next Philippine President is a woman.
7. A woman gives birth to a baby.
8. I will pass the test next week.
9. Sugar dissolves in water.
10. Man can climb Mount Everest.

Activity 18. Write three events each that are certain, impossible or possible.

1.
CERTAIN
2.
3.

POSSIBLE 1.
2.
3.

IMPOSSIBLE 1.
2.
3.

Activity 19. Compute the probability of the following simple events.

1.) A fair die is rolled. What is the probability of getting:
a. a multiple of 2;
c. a prime number; and
b. a number greater than 1;
d. a number less than 7?

2.) A bag contains 10 violet marbles, 15 red marbles, 25 pink marbles and 30 yellow
marbles. A marble is picked at a random. Find the probability that it is a:

a. violet marble; c. pink marble; and

b. red marble; d. yellow marble.

3.) A letter from the word P H I L I P P I N E S is randomly chosen. What is the probability of
getting:

a. letter P; e. letter I;
b. a vowel; f. letter H; and
c. letter Z;
g. letter S?
d. a consonant;

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Activity 20. (WRITTEN WORK and PERFORMANCE TASK)

Make a circle that is divided into 10 equal parts to form a spinner. It is numbered 1-10
clockwise with the corresponding color 1-red,2-orange,3-yellow,4-green,5-blue,6-purple,7-
pink,8-white,9-brown, and 10-black. When the pointer is spun, what is the probability that it
will stop at:

a. a “7” with violet color;

b. a composite number;
c. a number less than 11;
d. a negative number; and
e. a square number?

Quarter 4- Week 9

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29
 When a single dice is thrown, there are six possible outcomes. The probability of any
one of them is 1/6.

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Activity 21: Match the situation A with its probability in B.
A B
(Situation) (Probability)
1. A sure event a. ½
2. A 50% chance b. 0.01
3. A chance of 75 out of 100 c. 1
4. A chance of 1 out of 100 d. 0.75
5. An impossible event e. 0

Activity 22: Do what is asked.

A card is drawn from an ordinary deck of playing cards. Find the probability of drawing
each of the following events:
4. The Queen of Hearts
1. Red Ace.
5. A number greater than 9.
2. A Queen.
3. A red card.

Activity 23: Do what is asked:

One letter of the word “SAKALAM” is selected at random. Find the probability of drawing
each of the following events:
4. a vowel
1. S
5. a consonant
2. A
3. L
-End-
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