Mathematics

Quarter 4 – Module:
8
Week 1 – Week 4

Department of Education • Republic of the Philippines

Mathematics – Grade 8
Alternative Delivery Mode
Quarter 4 – Module: Week 1- 4
First Edition, 2020

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Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:

Development Team of the Module

Authors: Flora S. Isada , Madilane A.Malla, Lanie M.Salamanes, Cherry F.Clerigo,
Daryl T.Dela Cruz
Editor: Gina L. Aguitez
Reviewers: Name Flora S. Isada
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 8

Mathematics
Quarter 4 – Week 1-4:

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
[email protected].

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

Introductory Message

For the facilitator:

This module is designed to provide the facilitator with background

knowledge and understanding with these four basic components : (1) an
appreciation of the discipline of mathematics itself – what it means to “do
mathematics” , (2) an understanding on how students learn and construct
ideas, (3) an ability to design and select tasks so that students learn
mathematics in a problem solving environment, and (4) the ability to
integrate assessment with the teaching process in order to enhance
learning and improve daily instruction. This gives an instruction for you to
orient the learners and support the parents, elder sibling etc. of the
learners on how to use the module. Furthermore, this also instructs you
to remind the learners to use separate sheets in answering the pre-test,
self-check exercises, and post-test.).

For the learner:

To get the most out of this module, here are a few reminders:

1. Take your time in reading the lessons

2. Write down points for clarification. You may discuss these points
with your teacher or mentor.
3. Perform all activities and answer all exercises. The activities and/or
exercises here are designed to enhance your understanding of the
ideas and concepts being discussed.
4. Answer all tests in this module, including the assessment and check
your answers in the answer key. These tests will give you idea, how
well you understand the lessons.
5. As a courtesy to the next user, PLEASE DO NOT WRITE ANYTHING
on any part of this module. Write all your answers on a separate
sheet of paper. These shall be part of your formative evaluation.

This module is self- instructional and allows you to learn in your own space
and pace. So, relax and enjoy!

3
 What I Need to Know

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.

The module is divided into four lessons, namely:

 Lesson 1 – Exterior Angle Inequality Theorem, Triangle Inequality
Theorem, Hinge Theorem and Converse of Hinge Theorem
 Lesson 2 – Theorems on Triangle Inequalities
 Lesson 3 – Proving Inequalities in a triangle
 Lesson 4 – Proving Poperties of Parallel lines cut by a transversals-

After going through this module, you are expected to:

 illustrates theorems on triangle inequalities (Exterior Angle Inequality
Theorem, Triangle Inequality Theorem, Hinge Theorem and Converse of
Hinge Theorem.)
 Apply theorems on triangle inequalities to solve problems involving the
sides of a triangle.
 proves inequalities in a triangle by completing a proof in supplying the
statements and reasons.
 Illustrates parallel lines and perpendicular lines.
 Illustrates and proves properties of parallel lines cut by a transversal.
 Determines and proves the conditions under which lines and segments
are parallel.

4
 What I
Know
Choose the letter of the best answer. Write the chosen letter before each number.

Directions: Identify the theorem being illustrates in each number.

1. Find the measure of each angle indicated.
a. 880 b. 300 c. 1100 d. 850
2. Which of the following angles are remote interior angles to angle d?
a. a & b b. b & c c. a & c d. a , b & c
3. Find CBA in the following figure.
a. 950 b. 1130 c. 760 d. 850
4. The Triangle Inequality Theorem states the sum of the lengths of any two sides of a
triangle is ________________ the length of the third side.
a. greater than b. less than
c. equal to d. none of the above
5. Name the smallest angle in this triangle.
a. A b. B c. C d. ACB
6. Does a triangle with these side lengths exist? 15, 12, 9
a. yes b. no c. maybe d. I don’t know
7. Which of the following does not represent the lengths of the sides of a triangle?
a. 2 cm, 6 cm, 7 cm b. 5 cm, 2 cm, 5 cm
c. 5 cm, 5 cm, 8 cm d. 3 cm, 10 cm, 15 cm
8. Two of the smaller sides of a triangle are 8 feet and 11 feet. Which of the following
could be the smallest possible length of the third side?
a. 18 ft b. 19 ft c. 20 ft d. 21 ft
9. Two sides of a triangle have side lengths of 17 meters and 12 meters. What is the
range of possible lengths for the third side?
a. 12 < x < 17 b. 12 < x < 29
c. 5 < x < 17 d. 5 < x < 29
10. The longest side of a triangle would be located where on a triangle?
a. Opposite the smallest angle b. Opposite the largest angle
c. Cannot tell. d. Adjacent to the smallest side.

Weel 1- Day 1&2

Exterior Angle Inequality Theorem, Triangle Inequality
Lesson 1 Theorem, Hinge Theorem & Converse of Hinge Theorem

What’s In

For a triangle:
The exterior d equals the a plus b
The exterior d is greater a or b

If a side is longer, then the other two sides don't meet:

If a side is equal to the other two sides it is not a triangle (just a straight line back and
forth).

Exterior Angle Theorem

The Exterior Angle Theorem states that

5
 What’s New
An exterior angle of a triangle is equal to the sum of the two remote interior angles.

Note: Remote Interior angle means the opposite and not adjacent to the exterior angle.

Example 1:
The exterior angle is
40° + 27° = 67°

And 67° > 40°

And 67° > 27°
Example 2:

Find the values of x and y in the following triangle.

Solution:

x + 50° = 92° (sum of remote interior angles = exterior angle)

x = 92° – 50° x = 42°

y + 92° = 180° (interior angle + adjacent exterior angle = 180°.)

y = 180° – 92° y = 88°

Example 3: Find x.

DAY 2:

Triangle Inequality Theorem (S1 + S2 > S3)

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

AB + AC > BC
AB + BC > AC
AC + BC > AB
Example 1:
Can a triangle be constructed with sides of lengths 3cm, 7cm, and 8cm?

Solution: 3 + 7 > 8 7+8>3 3+8>7

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

6
Example 2:

In ∆BOS, BO = 8, OS = 10, BS = x. What is the range of possible values for BS?

Solution:

The x must be greater than 2 and less than 18 or 2 < x <18.

10 – 8 = 2 and 10 + 8 = 18

To get the range of the possible values for the unknown side… it is greater than the
difference of the two given sides and is less than the sum of the two given sides.

Triangle Inequality Theorem (Ss→ Aa)

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.

Example 3:

Arrange the angles in descending order.

Solution:

∠C > ∠A > ∠B
Arrange the sides in Ascending order.

Solution:
̅̅̅̅
𝐴𝐵 < ̅̅̅̅
𝐵𝐶 < ̅̅̅̅
𝐴𝐶

What is it
Exercise 1
Find the measure of each angle indicated:

What’s More

7
Exercise 1: State if each set of three numbers can be lengths of the sides of a triangle:

1. 7, 2 , 11 4. 2, 13, 20 7. 11, 10, 8

2. 3, 5, 10 5. 5, 2, 8 8. 9, 12, 24
3. 13, 5. 11 6. 5, 12, 12 9. 4, 10, 16
10. 2, 6, 13
Exercise 2: Name the largest and the smallest angle:

List the angles of ABC from smallest to largest:

̅̅̅̅ =17 , 𝐵𝐶
3) 𝐴𝐵 ̅̅̅̅ =21 , 𝐴𝐶
̅̅̅̅ =18
̅̅̅̅ =15 , 𝐴𝐶
4) 𝐴𝐵 ̅̅̅̅ =16 , 𝐵𝐶
̅̅̅̅̅=17

List the sides in order, underline the side with the shortest length:

List the sides of ABC from the longest to shortest:

7) mA = 460 , mB = 300 8) mC = 1010 , mB = 700

What I Have Learned

Fill in the blanks:

1. The exterior angle of a triangle is equal to the ________of the 2 remote interior angles.
2. In a triangle, the sum of the lengths of any two sides is ____________ the length of the
third side.
3. If one side of a triangle is longer than a second side, then the angle ___________ the
first side is ____________ the angle opposite the second side.
4. If one angle of a triangle is ____________ a second angle, then the side opposite the first
angle is ____________ the side opposite the second angle.
Answer Key
Assessment 6. 300
5. 950
4. 1050 8. 𝐴𝐵 ̅̅̅̅ > 𝐵𝐶
̅̅̅̅̅ > 𝐴𝐶 ̅̅̅̅
I Tell whether a triangle can be 3. 1200 7. 𝐴𝐵 ̅̅̅̅ > 𝐴𝐶
̅̅̅̅̅ > 𝐵𝐶 ̅̅̅̅
constructed with segments having 2. 650 6. 𝐸𝐹 ̅̅̅̅ > 𝐸𝐷
̅̅̅̅̅ > 𝐷𝐹 ̅̅̅̅
these length. 1. 700 5. 𝐴𝐶 ̅̅̅̅ > 𝐴𝐵
̅̅̅̅̅ > 𝐵𝐶 ̅̅̅̅
a.) 9, 7, and 15 Exercise 1: 4. C < B < A
b.) 6, 6 and 12 3. C < B < A b. 𝐸𝐹 ̅̅̅̅ < 𝐷𝐹
̅̅̅̅ < 𝐷𝐸 ̅̅̅̅
II Find the range of the length of the Activities: a. 𝐴𝐶 ̅̅̅̅ < 𝐴𝐵
̅̅̅̅ < 𝐵𝐶 ̅̅̅̅
third side. Smallest angle: B IV.
a.) 9 and 14 10. b 2. Largest angle : E
b.) 5 and 40 9. d Smallest angle: B b.E<D<F
III Arrange the angles in ascending order.
8. a 1. Largest angle : C a.B<C<A
a.) ∆ABC, AB = 9, BC = 10
7. d Exercise 3: III.
and AC = 6
6. a
5. b 10.no b. 35<x<45
b.) ∆DEF, DE = 18, EF = 14, 4. a 9. No II. a. 5<x<23
and DF =12 3. a 8. No b. no
IV Arrange the sides in ascending order. 2. a 7. Yes I. a. yes
a.) ∆ABC, ∠C = 102° and ∠B = 32°. 1. c 6. Yes Post Test
b.) ∆DEF, ∠E = 76° and ∠F = 65°. Pretest

8
Week 1- Day 3&4

Hinge Theorem and Converse of Hinge Theorem

What I Know

Directions: Identify the theorem being illustrates in each number.

1. 3.

then m∠A>m∠B then x = 55⁰

2. 4.

then BC>AB

If BU+US>BS, BS+BU>SU,
SU+BS>BU, then it is a triangle

What’s In

There are two different ways in writing the sample space of an experiment:

UNEQUAL SIDE THEOREM

If two sides of a triangle are unequal, then the measures of the angles opposite these sides
are unequal, and the greater angle is opposite the greater side.

UNEQUAL ANGLE THEOREM

If two sides of a triangle are unequal, then the measures of the angles opposite these sides
are unequal, and the greater angle is opposite the greater side.

In this module, you will learn to identify the larger angle or longer side even the
measurement is not given.

Description: This activity will show the concept of the next topic.
Directions: Determine if the statement is true or false.

1.
then AC>DF

2. then m∠A>m∠D

9
Using the given in the previous activity, how did you know if the conclusion in each
number is true or false? What is your basis? Let’s try to analyze the given figure, if we
get the correct conclusion in each given.

1. In given, there are parts that are congruent: AB≌DE, BC≌EF, and to identify the
longer side between AC and DF, we can use the given measurement of angles. Since
m∠B>m∠E, we can conclude that AC is longer than DF even the measurement of the
third sides are not specified. By the use of the Hinge Theorem.

Hinge Theorem: If two sides of

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

2. In given, there are parts that are congruent: AC≌DF, AB≌DE, and to identify the
larger angle between ∠A and ∠D, we can use the given measurement of sides. Since
BC>FE, we conclude that m∠A is greater than m∠D even the measurement of the two
angles are not specified. By the use of the Converse of Hinge Theorem.

Converse of Hinge Theorem: 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 of the
second triangle.

What is it

A. Directions: Complete the statement by filling <, > and = in each given.
1. 2. 3. 4.

m∠1 ___ m∠4 AL ____ CM m∠GHE ____ m∠FHE TR ____ AP

What’s More

B. Direction: Tell whether the conclusion in each given used Hinge Theorem or
Converse of Hinge Theorem. (Use the given in Activity A)

DAY 4

10
Direction: State the theorem than can be used to make a valid conclusion between the
two given parts.

1. AB, BK 2. ST, SR

3. m∠CDF, m∠EDF 4. m∠R, m∠T

Assessment
Direction: Choose the valid conclusion in each given.

1. AB, BK

A. AB > BK B. AB < BK
C. AB = BK D. AB ≥ BK

2. ST, SR

A. ST < SR B. ST > SR
C. ST = SR D. ST ≤ SR

3. m∠CDF, m∠EDF

A. m∠CDF = m∠EDF B. m∠CDF < m∠EDF

C. m∠CDF > m∠EDF D. m∠CDF ≥ m∠EDF

4. m∠R, m∠T

A. m∠R > m∠T B. m∠R ≤ m∠T

C. m∠R = m∠T D. m∠R < m∠T

5. m ∠FLA, m ∠ALO

A. m∠FLA > m∠ALO B. m∠FLA ≤ m∠ALO

11
 12
Pre-test
1. Unequal Side Theorem
2. Unequal Angle Theorem
3. Exterior Angle Theorem
4. Triangle Inequality Theorem
Checking your Understanding
A
1. <
2.<
3. >
4. <
B.
1. Converse of Hinge Theorem
2. Hinge Theorem
3. Converse of Hinge Theorem
4. Hinge Theorem
Day 4
1. Hinge Theorem
2. Hinge Theorem
3. Converse of Hinge Theorem
4. Converse of Hinge Theorem
Additional Activity
1. x<12, Converse of Hinge Theorem
2. x<7, Hinge Theorem
3. x>6, Hinge Theorem
Post Test:
1. A
2. B
3. B
4. D
5. C
Answer Key
3. 2. 1.
for x.
Direction: Determine the theorem that can be used to find the unknown. Then solve
ADDITIONAL ACTIVITY
D. m∠FLA = m∠ALO C. m ∠FLA < m∠ALO
 Week 2- Day 1&2
Lesson 2 Applies Theorems in triangle Inequalities

What I Know
Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Determine which three lengths can be the measure of the sides of a triangle.
a) 7cm, 5cm, 9cm b) 9cm, 5cm, 15cm c) 18cm, 6cm, 12cm d) 4cm, 9cm, 15cm
2. Which of the following can be the measure of the sides of a triangle.
a) 10m, 5m, 16m b) 17m, 6m, 10m c) 22m, 20m, 5m d) 15m, 4m, 20m
3. The measure of two sides of a triangle are 6 and 10, find the range of the possible
values for the third side.
a) 6 < x < 10 b) 7 < x < 11 c) 4 < x < 16 d) 5 < x < 15
4. If two sides of a triangle measures 5cm and 9 cm, the third side must be less than
how many cm.?
a) 4 b) 5 c) 9 d) 14
5. If two sides of a triangle measures 5cm and 9 cm. If the third is a whole number of
cm in length, how many triangles can be formed?
a) 8 b). 9 c). 10 d). 14

What’s In

You have learned from the previous lesson, the relationship of the measure of the
exterior angle to the measure of the interior angles of a triangle. In a triangle, the
measure of an exterior angle is equal to the sum of the measures of the 2 remote
interior angles. An exterior angle is larger than any of the angles of a triangle not
adjacent to it.
In the given figure, ∠ACD is an exterior
angle of ∆ABC.
m∠ACD = m∠A + m∠B
∠ACD > ∠A; ∠ACD > ∠B

In the given figure at the right, m∠NRP = 700 and m∠RPS = 1200, find the measure of
the following angles.
∠RPN
∠RNP
∠NRT
∠RNM
∠MN

What is it

13
Activity: Materials:Scissors, ruler, paper

Procedure:

1. Cut out strips of paper 1 cm wide with lengths of

2cm, 3cm, 6 cm, 7cm and 9 cm.
2. Draw a line segment down the center of each strip and
write down its length in the middle. (See sample figure
above)

Lengths of the Strips Result (triangle/not triangle)

3. Choose 3 strips at random. See if you can use them to form a triangle.
4. Make a table to record the lengths of the 3 strips and tell whether or not they form
a triangle.
5. Repeat step 3 until you have several combinations of side lengths that do and do
not form triangle.
6. Write an inequality to describe the relationship among the side lengths of any
triangle.

What’s More

The Triangle Inequality Theorem

Let us recall ,that the sum of the lengths of any two sides is greater than the length of
the third side.
In ∆ABC, AB + BC >AC
AB + AC > BC
BC + AC > AC
Example 1:
Can a triangle be drawn with sides of lengths 12 cm, 24 cm,
and 18 cm?
Solution:
Apply the Triangle Inequality Theorem. Get the sum of the two segments and compare it
with the third side.
12 cm + 24 cm = 36 cm 36 cm > 18 cm
12 cm + 18 cm = 30 cm. 30 cm > 24 cm
18 cm + 24 cm = 42 cm 42 cm > 12 cm

Therefore, a triangle can be drawn with sides of lengths 12 cm, 24 cm and 18 cm.
Example 2:
In ∆DOG, DO = 10 and OG = 14. What is the range of the possible lengths of DG?

Solution:

14
Apply the Triangle Inequality Theorem to find the range. Write three inequalities that
express the relationships among the sides in terms of x.

10 + 14 > x 10 + x > 14 14 + x > 10

24>x, x>4 x> -4

Taking the intersection of these three conditions, x must be less than 24 and greater than
4 or 4<x<24. Since DG = x, 4<DG<24.

What I Have Learned

Fill in the blanks.

1. In a triangle, the ________of the lengths of any two sides is _________ than the
length of the third side.
2. In ∆MTH, MT + MH ______TH, MH + _____>MT and MT + TH > _______
Assessment

A. Which of the following can be the measures of the sides of a triangle?

1. 3, 8, 10
2. 4, 6, 17
3. 6, 8, 13
4. 8, 11, 12
5. 3, 13, 16
B. Complete the table:

Measure of side 1 Measure of side 2 Measure of side 3 is Measure of side 3 is

greater than less than

4 ft. 10 ft

8 inches 13 inches

11 ft 21 ft.

24 m 45 m

100 cm 250 cm

15
 Triangle - 6,7,8
Triangle - 3,6,9
Answer Key Triangle - 3,6,7
Not triangle - 2,3,9
Not triangle - 2,3,7
Not triangle - 2, 4, 6
What is it/
500
1300
Cannot be 1100
Can be 500
Can be 600
Cannot be What ‘s in?
A. Can be b
Assessment d
c
>, TH, MH c
Sum; greater a
What I have Learned What I know

Week 2- Day 3&4

What I Know

Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. In ∆EFG, EF = 5, FG = 8 and EG = 10, which is the largest angle?

a) ∠E b). ∠F c). ∠G d). cannot be determined
2. In problem no. 1, which is the smallest angle?
a) ∠E b). ∠F c). ∠G d). cannot be determined

3. In ∆RST, m∠R = 55, m∠S = 65 and m∠T = 80, which is the longest side?
a). RS b). RT c). ST d). cannot be determined

4. In ∆MAN, m∠M = 65, m∠A = 40 and m∠N = 75, which is the shortest side?
a) MA b). MN c). AN d). cannot be determined
5. In the given figure, the shortest segment is
a) AB b). BC b). DC d). AD

What’s In

You have learned from the previous lesson, the Triangle Inequality Theorem that states
the relationship among the sides of a triangle. Based from the theorem, in a triangle the
sum of the lengths of any two sides is greater than the length of the third side.

16
 Given ∆PQR,

PQ + PR > QR
PQ + QR> PR
PR + QR> PQ

What is it

Activity:
Materials: Compass, Ruler, Paper
Procedure:
1. Use a ruler and compass to draw triangles with the following lengths of the sides.
a. 5 cm., 7 cm., 11 cm.
b. 8 cm., 8 cm., 14 cm.,
2. Use a protractor to measure each angle of the triangle.
3. Draw triangles with the following angle measures.
a. 400, 600, 800
b. 200, 600, 1000
4. Use a ruler to measure each side of the triangle. Answer the following questions:
a. From the measurement done in step 2a, the largest angle is opposite which
side? _________ side. The smallest angle is opposite the __________________ side
b. In step2b, the largest angle is opposite the _________side.
c. In step 3, the shortest side is opposite which angle? ___________ angle
d. What conclusion can you make about the relationship between the side
lengths and angle measures?

Unequal Sides Theorem

If two sides of a triangle are not congruent, then the angles opposite them are not
cogruent, and the larger angle is opposite the longer side.

In ∆RPS, RP = 31, RS = 35 and PS = 42, therefore all

the sides are not congruent. The longest side is PS
and its opposite angle ∠R is the largest angle. The
shortest side is RP and its opposite angle ∠S is the
smallest angle.

Example:

Arrange the angles of ∆PQR in descending order.

Solution:

Applying the Unequal Sides Theorem, since QR is the

longest side and the angle opposite it is ∠𝑃, therefore
this is the largest angle. Also since PQ is the shortest
side, the angle opposite it which is ∠R is the smallest
angle. Hence, ∠P>∠Q>∠R.

Unequal Angles Theorem

17
If two angles of a triangle are not congruent, then the sides opposite them are not
congruent, and the longer side is opposite the larger
angle.

In ∆DEF, ∠D= 300, ∠E= 700 and ∠F= 1000, therefore

all the angles are not congruent. The largest angle
which is ∠F is opposite the longest side DE.

Example:

Arrange the sides of ∆CAT in descending order.

Solution:

The measure of ∠C= 500 , ∠A= 900 and ∠T = 400. Applying

the Unequal Angles Theorem, since ∠A is the largest angle,
CT, its opposite side is the longest. Also, since ∠T is the
smalles angle, AC, its opposite side is the shortest side.
Therefore, CT>AT>AC.

What I Have Learned

Fill in the blanks with the correct answer.

1. If two sides of a triangle are not congruent, then the angles opposite these two sides
are _________.
2. The longest side of a triangle is opposite the ________ angle.
3. If two angles of a triangle are not congruent, then the sides _______ these angles are
not congruent.
4. The largest angle of a triangle is opposite the _______ side.

Assessment
A. Refer to the figure at the right to answer the following:
1. Name the largest angle in ∆TAS.
2. Name the smallest angle in ∆TAS.
3. Name the largest angle in ∆MAE.
4. Name the smallest angle in ∆MAE.
5. Name the greatest of the six angles in the two
triangles.

B. From the given figure at the right, answer the

following
1. Name the longest side of ∆ABD.
2. Name the shortest side of ∆ABD.
3. Name the longest side of ∆BEC.
4. Name the shortest side of ∆BEC.
5. Name the longest side of ∆BCD.
6. Name the shortest side of ∆BCD.
7. Which side is the longest among all the sides of the
three triangles?
8. Which side is the shortest among all the sides of the
three triangles?

ANSWER KEY

18
 Week 3- Day 1 – 4

Lesson 3 Proving Inequalities in a triangle

What I Know
Tell whether each statement is TRUE or FALSE.
1. 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.
2. The measure of an exterior angle of a triangle is equal to the measure
of any remote interior angle.
3. If one angle of a triangle is larger than a second angle, then the side
opposite the first angle is shorter than the side opposite the second
angle.
4. The sum of the lengths of any two sides of a triangle is greater than
the length of the third side.
5. The Hinge Theorem states that in two triangles: the greater the
included angle, the longer the third side.

What’s In

The following properties of inequalities which are frequently used with real numbers
can be used as reasons in proving theorems related to inequalities in triangles.

How can I prove

19 inequalities in a
triangle?
PROPERTIES OF INEQUALITIES
Let a, b, x, and y denote real numbers.
1. Trichotomy Property
Exactly one of the following is true.
a. a < b
b. a = b
c. a > b
2. Addition Property of Inequality
If a > b, then a + x > b + x.
3. Multiplication Property of Inequality
If a > b and y > 0, then ay > by.
If a > b and y < 0, then ay < by.
4. Transitive Property of Inequality
If a > b and b > c, then a > c.
If a < b and b < c, then a < c.

What is it

Consider the following theorem.

Theorem:
*The whole is greater than any of its parts.

Given: AB > XY and BC = YZ

Prove: AC > XZ

A B C X Y Z

Proof:

Statements Reasons
1. AB > XY and BC = YZ 1.Given
2. AB + BC > XY + YZ 2. Addition Property of
Inequality
3.AB + BC = AC 3. Betweenness
XY + YZ = XZ
4. AC > XZ 4.Substitution Property

Study how the following inequality theorems are proved.

A. Exterior Angle Inequality Theorem
*The measure of an exterior angle of triangle is greater than the measure of its
remote interior angles.

1. Given: ∠4 is an exterior angle of ∆PQR.

Prove: m∠4 > m∠1
m∠4 > m∠2

Proof:

20
 Statements Reasons
1. ∠4 is an exterior angle of 1. Given
∆PQR.
2. m∠4 = m∠1 + m∠2 2. Exterior Angle Theorem
3. m∠4 > m∠1 3. The whole is greater than
m∠4 > m∠2 any of its parts.

2. Given : LMN with exterior LNP

Prove : mLNP > mMLN

Proof:
Let us prove that mLNP > mMLN by
constructing the following:
1. midpoint Q on ̅̅̅̅ 𝐿𝑄  ̅̅̅̅
𝐿𝑁 such that ̅̅̅̅ 𝑁𝑄
2. 𝑀𝑅 through Q such that 𝑀𝑄  ̅̅̅̅
̅̅̅̅̅ ̅̅̅̅̅ 𝑄𝑅

Statements Reasons
̅̅̅̅  ̅̅̅̅
1. 𝐿𝑄 ̅̅̅̅̅  𝑄𝑅
𝑁𝑄 ; 𝑀𝑄 ̅̅̅̅ 1. Given
2. m3  m4 2. VAT (Vertical Angle Theorem)
3. LOM  NOR 3. SAS
5. mLNP = m1 + m2 5. AAP (Angle Addition Post.)
6. mLNP > m1 6. Triangle Inequuality Theorem
7. mLNP > mMLN 7. Substitution Property

B. Triangle Inequality Theorem

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

1. Given: ∆MNR
Prove: MN + MR > MR
Proof:

Statements Reasons
1.Extend MN to point A so that 1.Ruler Postulate
NR = NA.
2. NR = NA 2. Definition of Congruent
Segments
3. ∠1 ≅ ∠2 3. Isosceles Triangle Theorem
4.m ∠1 ≅ m∠2 4. Definition of Congruent
Angles

21
 5. m∠ARM = m∠2 + ∠3 5. Angle Addition Postulate
6. m∠ARM = m∠1 + ∠3 6. Substitution Property
7. m∠ARM > m∠1 7. Definition of Inequality
8.MA > MR 8.If one angle of a triangle is
greater than another angle, the
side opposite the larger angle is
longer than the side opposite
the shorter angle.
9.MA = MN + NA 9. Segment Addition Postulate
10. MA = MN + NR 10. Substitution
11. MN + NR > MR 11. Substitution

2. Given: ∆MNR
Prove: MN + MR > MR
Proof:

Proof:
Notice that since MN > LN and that MN > LM, then
Its obvious that MN + LM > LN and MN + LN > LM
are true.
Hence, what remains to be proved is the third
statement LM + LN > MN

Let us construct ̅̅̅̅

𝐿𝑃 as an extension of ̅̅̅̅ 𝐿𝑃 ̅̅̅̅̅
𝐿𝑀 such that L is between M and P, ̅̅̅̅ 𝐿𝑁 and
LNP is formed

Statements Reasons
1.Write a statement to describe 𝐿𝑃
̅̅̅̅ and
̅̅̅̅
𝐿𝑁 1. By Construction

2. Describe LNP 2.

3. Describe LNP and LPN 3. Bases of Isosceles triangles are

congruent
4. The illustration shows that LPN and 4. Reflexive Property of Equality
MPN
5. If LNP  LPN and LPN  MPN, then 5. Transitive Property of Equality

6. From the illustration , 6.

mMNP = mLNM + mLNP
7. using statement 5 and statement 6, 7.
mMNP = mLNM + mMPN
8. From statement 7, 8. Property of Inequality
m MNP > mMPN
9. Using statement 8 and the 9. Triangle Inequality Theorem 2
illustration, write a statement with the
reason given

10. From the illustration, what 10. Segment Addition Postulate

operation involving 𝐿𝑀
̅̅̅̅ and 𝐿𝑃
̅̅̅̅ can you
write

22
11. Write a statement using statement 11. Substitution Property of Equality
10 and statement 9

12. Write a statement using statement 11. Substitution Propert of Equality

1 in statement 11

C. Hinge and its Converse Theorem

If two sides of one trisngle are congruent to two sides of another triangle, but
the included angle of the first triangle is greater than the included angle of the
second, then the third side of the first triangle is longer that the third side of the
second.

Illustrative Example:
Given: CAN and LYT ; ̅̅̅̅
𝐶𝐴  ̅̅
𝐿𝑌 𝐴𝑁  ̅̅̅̅
̅̅ , ̅̅̅̅ 𝑌𝑇, mA > mY
Prove : CN > LT

Proof :
1. Construct AW such that:
 ̅̅̅̅̅
𝐴𝑊  ̅̅̅̅
𝐴𝑁  ̅̅̅̅
𝑌𝑇
 ̅̅̅̅̅
𝐴𝑊 is between 𝐴𝐶̅̅̅̅
̅̅̅̅ and
and 𝐴𝑁
 𝐶𝐴𝑊  LYT

Consequently, CAW  LYT by SAS Triangle Congruence Postulate. So ̅̅̅̅̅

𝐴𝑊  𝐿𝑇
̅̅̅̅
Because corresponding parts of congruent triangles are congruent.

𝐴𝐻 of NAW such that

2. Construct the bisector ̅̅̅̅
 H is on 𝐶𝑁̅̅̅̅
 NAH  WAH

Consequently , NAH  WAH by SAS Triangle Congruence Postulate because

̅̅̅̅  𝐴𝐻
𝐴𝐻 𝐴𝑊  𝐴𝑁
̅̅̅̅ by reflexive property of equality and ̅̅̅̅̅ ̅̅̅̅ from construction no.1. so
𝑊𝐻  𝐻𝑁
̅̅̅̅̅ ̅̅̅̅̅ because corresponding parts of congruent triangles are congruent.

23
 What I Have Learned

Fill in the blanks with the right words to make the statements complete:

Statements Reasons
1. 𝐹𝑟𝑜𝑚 𝑡ℎ𝑒 𝑖𝑙𝑙𝑢𝑠𝑡𝑟𝑎𝑡𝑖𝑜𝑛 1.
CN = CH + HN

2. CN = CH + WH 2.

3. In CHW , CH + WH > CW 3.
4. Using statement 2 and 3, CN > CW 4.
5. Using statement in construction 1 5.
and statement 4 : CN > LT

Activity:

24
 Assessment
1. Write the statements supported by the reasons on the right side of the two-column
proof:

𝐻𝑂  ̅̅̅̅
Given : ̅̅̅̅ 𝐸𝐹 , mOHP > mEPH
Prove: 𝑂𝑃 > ̅̅̅̅
̅̅̅̅ 𝐸𝐻

2. Make necessary markings to the congruent angles and sides as you analyse the given
and the meanings behind them. Write the reasons for the statements in the two-column
proof.

Given : I is the midpoint of ̅̅̅̅

𝐴𝑇 ,
1  2 , m3 > m4
Prove : HT > FA

3. Write the statement or reason in the two-column proof:

Given : VAE  VEA , AF > EF

Prove: mAVF > mEVF

25
Week 4- Day 1 – 4

Lesson 4 Proving Properties of Parallel Lines cut by a Transversal

What I Know
Match the term in Column A to its definition in Column B. Write your answer on the
space provided before the number.

Column A Column B
1. Parallel lines A. Two nonadjacent exterior angles on
opposite sides of a transversal

2. Alternate Exterior B. A line that intersects two or more

Angles parallel lines

3. Vertical Angle C. Two or more lines that never intersect

26
 each other

4. Corresponding Angles D. Two non-adjacent angles formed by a pair

of intersecting lines that share a vertex

5. Transversal E. Two nonadjacent angles on the same side

of a transversal such that one is an
exterior angle and the other is an interior
angle

What’s In
Activity 1: Name It!

Identify the given pair of lines as either parallel, perpendicular, or intersecting.

1. Line JX and Line NY

2. Line JX and Line UP

3. Line WR and Line AS

4. Line NY and Line AS

5. Line UP and Line NY

What is it

Let us look first on the following definitions:

1. Parallel lines – Two or more lines that never interest each other. For example, lines l
and k are parallel lines.

2. Intersecting lines – Two lines that that meet at exactly one point. For example, line l
intersects with line j.
3. Transversal – A line that intersects two or more parallel lines. For example, line j is
the transversal of lines l and k

What’s More

When two parallel lines are cut by a transversal, there are angles that will be formed.

27
Corresponding Angle Postulate
If two parallel lines are cut by a transversal, then the corresponding angles are
congruent.
Corresponding angles are angles formed by a transversal which are non-adjacent angles
that are on the same side of the transversal such that one is and exterior angle and the
other is an interior angle.
If AB is parallel to CD and line t is a transversal of AB and CD, then the pairs of
corresponding angles are congruent: 1 ≅ 5; 2 ≅ 6; 4 ≅8; 3 ≅ 7
Activity 1: Measure Me!
From the Corresponding Angle Postulate, we can establish other special relationship
between the angles formed by two parallel lines and a transversal.
Using the same figure, do the following activities by using a protractor.
1. Measure the alternate interior angles, 4 and 6, and 3 and 5
2. Measure the alternate exterior angles, 1 and 7 and 2 and 8.
3. Measure the same-side interior angles, 4 and 5, and 3 and 6.
4. Measure the same-side exterior angles, 1 and 8, and 2 and 7
What do you notice about the measures of each pair of angles?
Alternate Interior Angle Theorem and Alternate Exterior Angle Theorem

Alternate Interior Angle TheoremIf two parallel lines are cut by a transversal, then
the alternate interior angles are congruent. l

Alternate interior angles are interior angles on 1

p

2 q
the opposite side of the transversal. 3

Given: p is parallel to q
Transversal l cuts p and q
Prove: <1 ≅ <2

Statements Reasons
1. p is parallel to q Given
Transversal l cuts
p and q
2. 1 ≅ 3 Corresponding Angle Postulate
3. 2 ≅ 3 Vertical Angle Theorem
4. 1 ≅ 2 Transitive Property of Equality
Alternate Exterior Angle Theorem
If two parallel lines are cut by a transversal, then the alternate exterior angles are
congruent.
Alternate interior angles are exterior angles on the opposite side of the transversal.
Activity 2: Prove Me! l
Given: p is parallel to q
1
Transversal l cuts p and q 3
p
Prove: 1 ≅ 2
q
2
Fill in the statement column with correct statements to prove alternate exterior angle
theorem
Statements Reasons
Given
Corresponding
Angle Postulate
Vertical Angle
Theorem
Transitive Property
of Equality
Now let’s apply the theorem to find the measure of the angles in the transversal.
1. If m1 = 102o then, m7 = 102o
because they are alternate

28
exterior angles.
2.. If m3 = (5x + 6)o and m5 = (3x + 18)o,
find m3. Solution: Since 3 and 5 are
alternate interior angle angles, then m3 = m5
5x + 6 = 3x + 18 (substitution)
5x – 3x = 18 – 6 (transpose 3x and 6)
2x = 12 (simplify)
2x/2 = 12/2 (divide both sides by 2)
x=6
m3 = 5x + 6
= 5(6) – 6 (substitute 6 to x)
= 30 – 6 (simplify)
= 24
Activity 3: What’s My Measure?
Using the same figure in the example above, find m<8 given that:
1. m2 = 106o
2. m 2 = (6x – 10)o and m8 = (3x + 26)o
Same-Side Interior Angle and Same-Side Exterior Angle Theorem
Same-Side Interior Angle Theorem
If two parallel lines are cut by a transversal, then the same-side interior angles are
supplementary.
Given: p is parallel to q l
Transversal l cuts p and q p
Prove: 1 and 2 are supplementary 1
2 3
q

Statements Reasons
1. p is parallel to q Given
Transversal l cuts p and q
2. 2 and 3 form a linear pair Definition of Linear Pair

3. 2 and 3 are supplementary Linear Pair Postulate

angles
4. m2 + m3 = 180 Definition of supplementary
angles
5. 1 ≅ 3 Corresponding Angles
Postulate
6. m1 = m3 Definition of congruent angles
7. m2 + m1 = 180 Substitution Property
8. 1 and2 are supplementary Definition of supplementary
angles angles
Same-Side Exterior Angle Theorem
If two parallel lines are cut by a transversal, then the same-side interior angles are
supplementary.
l
Activity 4: Prove Me Again!
1 3
p
Given: p is parallel to q
Transversal l cuts p and q
q
Prove: 1 and 2 are supplementary 2

29
 Statements Reasons
1. Given
2. Definition of Linear Pair
3. Linear Pair Postulate
4. Definition of supplementary
angles
5. Alternate Exterior Angle
Theorem
6. Definition of congruent
angles
7. Substitution Property
8. Definition of supplementary
angles
Now let’s apply the theorem to find the measure of the angles in the transversal.
1. If m4 = 38o, find m<5.
Since 4 and 5 are same side
interior angles, then
m4 + m5 = 180
38 + m5 = 180
m5 = 180 – 38
m5 = 142

2. If m2 = (2x + 18)o and m7 = (3x + 22)o, find m2 and m7
m2 + m7 = 180
2x + 18 + 3x + 22 = 180 5x + 40 = 180
5x = 180 – 40 5x = 140
5x/5 = 140/5 x = 28
m2 = 2x + 18 m7 = 3x + 22
= 2(28) + 18 = 3(28) + 22
= 56 + 18 = 84 + 22
= 74o = 106o
Activity 5: What’s My Measure 2?
Using the same figure in the example above, find what is being asked:
1. If m3 = 86o, find m6
2. If m1 = (3x – 25)o and m8 = (5x + 29)o
Conditions that Guarantees Parallelism
Converse of Corresponding Angles Postulate
If two lines are cut by a transversal and the corresponding angles are congruent, then
the lines are parallel.
If lines p and q are cut by transversal l and <2 and <3 are congruent, then
lines p and q are parallel.
Converse of Alternate Interior Angles Theorem
If two lines are cut by a transversal and the alternate interior angles are congruent,
then the lines are parallel.
Given: <2 ≅ <3
Prove: m ║ n
Statements Reasons
1. 2 ≅ 3 Given
2. 1 ≅ 3 Vertical Angle Theorem
3. 1 ≅ 2 Transitive Property of Equality (TPE)
4. m ║ n Converse of corresponding angles postulate
Converse of Alternate Exterior Angles Theorem
If two lines are cut by a transversal and the alternate exterior angles are congruent,
then the lines are parallel.
The proof to this theorem will be left as an exercise.
Converse of Same-Side Interior Angles Theorem

30
If two lines are cut by a transversal and the same side interior angles are
supplementary, then the lines are parallel.
t
Given: <2 and<3 are supplementary m

Prove: m ║ n
Statements Reasons 1
n
3
1. 2 and 3 are Given
supplementary 2

2. 1 and 3 form a Definition of linear

linear pair pair
3. 1 and 3 are Linear Pair Postulate
supplementary
4. m2 + m3 = 180 Definition of
m1 + m3 = 180 supplementary angles
5. m2 + m3 = m1 Transitive Property of
+ m3 Equality (TPE)
6. m2 = m1 Cancellation Property
7. 2 ≅ 1 Definition of
congruent angles
8. m ║ n Converse of
Corresponding Angle
Postulate
Converse of Same-Side Exterior Angles Theorem
If two lines are cut by a transversal and the same side exterior angles are
supplementary, then the lines are parallel.
The proof to this theorem will be left as an exercise

What I Have Learned

Fill in the following boxes on the important things that we need to remember on
the angles formed by a transversal.

Corresponding Angles Alternate Interior and Exterior

Angles

Same-Side Interior and Exterior

Angles

Assessment
A zip line is a very strong cable between two points with a pulley attached to it. This
could be used as a means of transportation. The zip line in the figure goes from a 20-
foot tall tower to a 15-foot tower 150 meters apart in a slightly inclined ground as
shown in the sketch. (Note: Tension of the rope is excluded.)

Guide Questions:
1. What kind of angle pair are <M and A? MHT and ATH?
2. What is the measure of the following angles?
mM =
mA =
mMHT =
mATH =

31
3. Are the two towers parallel? Why do you say so?

4. Is the zip line parallel to the ground? Why do you say so?

ANSWER KEY

REFERENCES:
Baccay, A. (n.d) Geometry fro Secondary Schools, Philippines, Phoenix Publishing House
Jurgensesn, R.C, R.J Brown and J.W Jurgensen (1990) Mathematics 2 An Integrated
Approach, Quexon City; Abiva Publishing House Inc.
Moise E. And F. Downs Jr (1977) Geometry metric Edition. Philippines; Addison-wesley
Publishing House
Strader, W and L. Rhoads (1934) Plane Geometry. Philippine Islands; The John C.
Winston Company
https://mathbitsnotebook.com/Geometry/Probability/PBSampleSpTree.html
https://corbettmaths.files.wordpress.com/2013/02/listing-outcomes-pdf1.pdf
https://studylib.net/doc/9507889/counting-by-systematic-listing
http://www.math.wsu.edu/faculty/martin/Math105/NoteOutlines/section100
1.pdf
https://corbettmaths.files.wordpress.com/2013/02/listing-outcomes-pdf.pdf
https://www.tes.com/teaching-resource/systematic-listing-introduction-
11130197
https://www.slideshare.net/jmpalero/mathematics-8-triangle-inequality
https://www.chino.k12.ca.us/cms/lib/CA01902308/Centricity/Domain/3717
/Math2H%20PracticeTest%20chp7.pdf

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