Lesson Plan in Mathematics

Grade 8

Content Standard:

 The learner demonstrates understanding of key concepts of inequalities in a triangle.

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.
Learning Competences and its Codes:
 The learner illustrates theorems on triangle inequalities. (M8GE-IVa-1)

I. Lesson Objectives:
At the end of the lesson, the students will be able to:
a. Define the Triangle Inequality Theorem;
b. Determine if the three given side lengths can form triangle; and
c. connect theorems in triangle inequalities in real-life setting.

II. Subject Matter:

Topic: Understanding the Triangle Inequality Theorem.

Reference: Mathematics Quarter 4 : Self-Learning Modules
Instructional Materials: Manila paper, marker, chalk, blackboard, scotch tape,
scissor, cartolina, eraser, etc.

III. Procedure

Preliminaries
1. Setting of Students
2. Opening Prayer
3. Checking Attendance
4. Review
The teacher will ask the students about what they have learned in the previous
topic about proving two triangles are congruent. To attest students’
understanding about the last lesson.
5. Motivation:
Guess the riddles
1. I have three sides, but no hands to grasp,
 In geometry's realm, I hold a steadfast grasp.
With angles and vertices, I define my form,
In shapes and patterns, I am the norm.
What am I? Answer: A

triangle

2. I am a symbol, small but mighty in my

place, Comparing two values, I set the pace.
When one is greater or lesser, I make it clear,
In equations and statements, my presence is near. What
am I?

Answer: The inequality symbol ("<" or ">")

Lesson Proper

A1. Activity
Measuring Angles and Sides
Materials needed: protractor, ruler, paper and pencil/pen
Directions: Using measuring tools, construct an angle based on the given measurements
of the angle and the length of the sides. Lastly connect the end point of each side to
form a triangle and find its measurement. Write your answer on a separate sheet of
paper. An illustration is provided to guide you in how to do the measurement.

 Hands-on Experiment: Provide students with straws or sticks of different lengths. Let them
try forming a triangle using different combinations.
 Ask: "Can all sets of three sticks form a triangle? Why or why not?"

A2. Analysis
1. What can you say about the length of the side connecting the
endpoints? What pattern were you able to establish?
 2. What can you say about the relationship of the measurement of the
angle and the length of the opposite side?
3. Is there a relationship between the length of a side of a triangle and the
measure of the angle opposite it? If your answer is YES, indicate its
relationship.

 Guide students to notice patterns in their experiment.

 Introduce the Triangle Inequality Theorem:
o "The sum of the lengths of any two sides of a triangle must be greater than the third
side."
 Show examples (both valid and invalid sets of sides).

Lesson Proper

There are various theorems on triangle inequalities. These theorems can be

illustrated in one triangle and in two triangles. The most used theorems in one triangle
are Angle-Side Relationship Theorem, Triangle Inequality Theorem, and Exterior
Angle Inequality Theorem. On the other hand, the Hinge Theorem (SAS Inequality
Theorem) and the Converse of Hinge Theorem (SSS Inequality Theorem) illustrate
the inequalities in two triangles. To fully understand these theorems, read and
understand the figures and illustrations below.

Inequalities in One Triangle

In your activity in Measuring Angles and Sides you found out that there is a
relationship between the measure of the angle and the length of the side of a triangle.
This theorem is referred to as Angle-Side Relationship Theorem which states that: In
a triangle, the side opposite the larger angle is the longer side and vice versa. To
know more about this theorem, examine the following examples:

Example 1: Compare the length of the sides of the following triangle.

Solution:
Step 1: Find the measure of the third angle. The sum of all the angles in any triangle is
180º.

∠𝐹 + ∠𝑈 + ∠𝑁 = 180°
50° + 105° + ∠𝑁 = 180°
Sum of interior angles of a triangle

∠𝑁 + 155° = 180°
By substitution

∠𝑁 + 155° + (−155°) = 180° + (−155°)

Adding 50° and 105°

∠𝑁 + 0 = 180° − 155°
Addition property of equality

∠𝑁 = 25°
Identity property of addition
By simplifying

∠𝑁 < ∠𝐹 < ∠𝑈
Step 2: Look at the relative sizes of the angles and compare.
Step 3: Following the angle-side relationship we can order the sides accordingly.

𝐹𝑈؊؊؊؊؊؊؊؊ < 𝑈𝑁؊؊؊؊؊؊؊؊ < 𝐹𝑁؊؊؊؊؊؊؊؊ Thus, 𝐹𝑁

Remember it is the side opposite the angle.

side of the largest angle, ∠U, while 𝐹𝑈؊؊؊؊؊؊؊

؊؊؊؊؊؊؊؊ is the longest side since it is the opposite

؊ is the shortest side whose opposite angle, ∠N

measures 25°.
Example 2: Compare the measure of the angles of the following triangle.

Solution:
Step 1: Since the length of the sides were given, we can easily compare the lengths

𝐷𝑌 < ؊؊؊؊؊؊؊؊𝐷𝐴 < ؊؊؊؊؊؊؊؊𝐴؊؊؊؊؊؊؊؊

from shortest to longest.

Step 2: Following the angle-side relationship we can order the angles opposite to these

∠𝐷 < ∠𝑌 < ∠𝐴
sides accordingly.

Therefore, ∠𝐴 is the largest angle whose is opposite to side DY whose side is 6

units. It follows with the other angles. Example 1 and Example 2 illustrate the angle-
side relationship theorem.

How can we form triangles?

Not any three lengths can form the sides of a triangle. Let a, b, and c be the lengths
of the sides of a triangle. A triangle can only be formed under the following
conditions:
a+b>c
a+c>b

Example 3: In ∆ FIT, find the range of the possible lengths of 𝐹𝑇؊؊؊؊؊؊؊؊.

b+c>a

Solution: Let a = 5 and b = 8

Step 1: Using the triangle inequality theorem for the above triangle gives us three

a + b > c ⟹ 5 + 8 > c ⟹ c < 13

statements:

a+c>b⟹5+c>8⟹c>3
b + c > a ⟹ 8 + c > 5 ⟹ c > -3 (disregard because lengths must be
positive)

3 < c < 13 (The length of ؊؊؊؊؊؊؊؊ 𝐹𝑇 is greater than 3 and less than 13)
Step 2: Combining the two valid statements:
Example 4: Which length/s can form a triangle?
A.) 3, 4, 6 B.) 5, 6, 11 C.) 2, 3, 9
Solution: Check the lengths given if it will form a triangle using Triangle Inequality
Theorem.

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

Example 5: In the figure above, if m∠L= 45° and m∠O= 105°, then by Exterior
Angle

𝑚∠𝑂𝑉𝐸 > 𝑚∠𝐿 or 𝑚∠𝑂𝑉𝐸 > 𝑚∠𝑂

Inequality Theorem:

𝑚∠𝑂𝑉𝐸 > 45° or 𝑚∠𝑂𝑉𝐸 > 105°

Inequalities in Two Triangle
The previous theorems deal with inequalities in one triangle, this time, we will be
dealing with inequalities in two triangles.
Example 6: Compare the lengths of the third side of ∆ BLU and ∆ RED.

Given: 𝐵𝐿؊؊؊؊؊؊؊؊ ≅ 𝑅𝐸؊؊؊؊؊؊؊؊ Solution: ∠L > ∠E

𝐸𝐷 ≅ ؊؊؊؊؊؊؊؊؊؊؊؊؊؊ 100° > 91°
؊؊𝐿𝑈 ؊؊؊؊؊؊؊؊𝑅𝐷 > ؊؊؊؊؊؊؊؊𝐵𝑈 ؊؊؊؊؊
؊؊؊𝑅𝐷 ? ؊؊؊؊؊؊؊؊𝐵

From this example, the corresponding two sides of two triangles are congruent but

greater angle is longer. Thus, the opposite side of ∠L which is 𝐵𝑈؊؊؊؊؊

the measure of their included angles differ, it follows that the opposite side of the

؊؊؊ is greater than the opposite side of ∠E which is 𝑅𝐷؊؊؊؊؊؊؊؊.

This theorem is what we called the Hinge Theorem or the SAS Inequality
Theorem.

Are you familiar with hinge devices?

Hinge devices are used to fasten or join two things together and
allow adjustment, rotation, twisting or pivoting. The picture in the
left is called hinge which is attached to our doors at home. It is
responsible for the opening and closing of our doors. Scissors,
compass and folding ladder are just some of the examples of
hinge

Example 7: Which of the following pictures show a wide opening of the scissors

Answer: Obviously, the answer is Picture B since its angle is greater than that of
Picture A. Although, a pair of scissors has the same length, its opening (dashed
line) depends on the angle of adjustment of the user.
Conversely, we can also tell which included angle is greater based on the length of
the third side given that corresponding two sides of two triangles are congruent.
This theorem is the converse of Hinge Theorem or the SSS Inequality Theorem.

Example 8: Given that ∆SAY and ∆TEL have two congruent sides as shown in the

∠A or
figure, which angle is greater,

∠E?

In the figure, we can observe that SA؊؊؊؊؊؊؊؊ ≅ TE؊؊؊؊؊؊

Answer:

؊؊ and AY؊؊؊؊؊؊؊؊ ≅ 𝐸𝐿؊؊؊؊؊؊؊؊. It is also given

that 𝑆𝑌؊؊؊؊؊؊؊؊ is longer than 𝑇𝐿؊؊؊؊؊؊؊؊. With these, the
Converse of Hinge Theorem or SSS Inequality Theorem tells us that ∠A is greater
than ∠E.

In summary, the following are theorems in triangle inequalities.

 A3. Abstraction
1. State the relationship between the longest side and the largest angle in the
triangle and vice versa.
2. What are the theorems under the inequalities of one triangle? How about the
theorems under the inequalities of two triangles?
3. Can you connect theorems in triangle inequalities in a real-life setting? State
some examples.

Abstraction (Generalization)

 Summarize the theorem using mathematical notation:

o If a, b, and c are the sides of a triangle, then:
 a+b>ca + b > c
 a+c>ba + c > b
 b+c>ab + c > a
 Let students practice checking if given sets of three numbers can form a triangle.

A4. Application
Activity 1: Identify Me
Directions: Write your answer on a separate sheet of paper. Answer what is asked in the given
problem
IV. Evaluation
Activity 2: Fill in the blanks!
 Directions: Complete the paragraph below by filling in the blanks with correct word/s
or figure/s which you can choose from the box below. Each word or figure may be
used repeatedly. Write your answer on a separate sheet.

There are two types of theorems of inequalities in triangles. One is the Inequalities in
One T r i a n g l e . One t h e o r e m u n d e r t h e i n e q u a l i t i e s in one triangle
is the
in which if two angles of a triangle are not congruent, then the
larger side is to the larger angle. The second one is the
which states that the sum of the lengths of any two sides of
a triangle is the length of the third side. The third one is
the Theorem which states that the measure of an exterior
angle of a triangle is greater than the measure of its . On the
other hand, there are also theorems of the inequalities in Two Triangles. One of its
theorems is the or SAS Inequality Theorem in which if the two
sides of one triangle are congruent to two sides of another triangle, but the included
angle of the first triangle is greater than the included angle in the second, then the
third side of the first triangle is
the third side of the second. The other theorem is the
Converse if Hinge Theorem or which states that 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 of the
first triangle is larger than the included angle of the second.

Activity 3: Am I a Triangle?
Directions: Which of the following could be the lengths of the sides of a triangle?
Put a triangle (𝛥) 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

V. Assignment
Activity 4
Directions: Read the problem below and answer the questions that follow. In the map
below, the locations form a triangle. Dina, a student, is at home while Alvin, her
classmate, is at school. In this situation, answer the questions that follow.

Questions:
1. Who is farther from Church given their locations, Dina or Alvin? What triangle
inequality theorem is applied in this situation?
2. Dina requested Alvin to pick her up in going to Church. Will Alvin be able to
travel the shortest path to go to Church given Dina’s request? What triangle
inequality theorem is applied in this situation?
3. Given the same time started and same rate of walking, who among the two can
arrive at the Market first?
4. If a new road will be constructed connecting the School and the Market, is the
constructed road longer than the road between Home and Church? What triangle
inequality theorem is applied in this situation?