4 A’s SEMI DETAILED LESSON PLAN IN GRADE 8
Name Aireshane S. Parcon, LPT Grade Level Grade 8
Contact Number 09203064696 Subject Mathematics
Email Address
[email protected] Quarter 4
I. Objectives At the end of the class discussion, the students are expected to:
a. state the Triangle Inequality Theorem;
b. relate the importance of Triangle Inequality in real-life situations; and
c. apply the Triangle Inequality Theorem to determine if the given measurements will be
able to make a triangle.
II. Subject Matter Topic: Applying Theorems on Triangle Inequalities
Content Standard: The learner demonstrate understanding of key concepts of inequalities in a
triangle, and parallel and perpendicular lines.
Performance Standard: 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 Competency: The learner Illustrates theorems on triangle inequalities.
.
References: https://academicguides.waldenu.edu/writingcenter/grammar/sentencestructure
Materials: Powerpoint presentation, paper and pen, set of straws
Literacy and Numeracy:
In literacy, reading and writing activities that strengthen students’ comprehension and
communication skills. In numeracy, explore this theorem by working with different sets of
numbers to understand the conditions under which a triangle can be formed.
Integration Across Curriculum: Science, Geography, Arts and Design, History
Positive Discipline: Cooperation, Adaptability, Creativity, and Improve Skills.
Values Integration: Critical Thinking, Precision and Accuracy, Respect for Rules and
Boundaries, Ethical Decision-Making, Collaboration and Communication.
III. Procedure
a) Prayer
b) Greetings
A. Preliminary c) Checking of attendance
Activities d) Announcement
e) Review
f) Motivation
B. Activity ACTIVITY 1. FOLLOW MY STEPS
Instructions:
4 A’s SEMI DETAILED LESSON PLAN IN GRADE 8
1. The class will be divided into 4 groups.
2. Each group must form a circle as instructed by the teacher.
3. Each group will be given a set of popsicle sticks with different lengths and an
answer sheet provided by the teacher. the direction of the activity is indicated at
the activity sheets given.
4. After 10-15 minutes, the output will be presented by 2 selected representatives.
One will hold the paper and 1 will explain.
Materials: Popsicle stick, ruler, glue, vellum board
Directions: Do as directed, then answer the questions that follow. Write your answer on a
separate sheet of paper.
1. Prepare the popsicle sticks from the envelope.
2. Determine the measurement of each popsicle stick. Then try to form a triangle using the it.
3. Position the sticks as shown in the illustration. Simultaneously move the two shorter
lengths up then down.
C. Analysis After the activity, the teacher will ask the following:
1. How did you find the activity?
2. Will you able to make a triangle in all measurements given?
3. How a triangle be constructed?
4. What pattern did you observe with the sets of straws that form and do not form a triangle?
5. Your findings in this activity describe Triangle inequality Theorem. How can you state the
theorem by describing the relationship that exists between the lengths of any two sides and the
third side of a triangle?
D. Abstraction THE TRIANGLE INEQUALITY THEOREM:
For inequalities in one triangle, the following theorems apply:
1. Exterior Angle Inequality Theorem
The measure of an exterior angle of a triangle is GREATER THAN the measure of
either remote interior angle.
2. Triangle Inequality Theorem 1 (𝑆𝑠 → 𝐴𝑎)
If one side of a triangle is longer than a second side, then the ANGLE OPPOSITE of
the first side is larger than the angle opposite the second side.
3. Triangle Inequality Theorem 2 (𝐴𝑎 → 𝑆𝑠)
If one angle of a triangle is larger than a second angle, then the SIDE opposite the first
4 A’s SEMI DETAILED LESSON PLAN IN GRADE 8
angle is longer than the side opposite the second angle.
4. Triangle Inequality Theorem 3 (𝑆1 + 𝑆2 > 𝑆3)
The sum of the lengths of any two sides of a triangle is GREATER THAN the length of
the third side.
E. Application Activity 3. GAME KANA BA? (10 minutes).
Mechanics of the game:
1. The class will be divided into two groups.
2. The game consists of three rounds of questions (easy, average, and difficult rounds). For
each question, the group will select a representative to press the buzzer. Players should not be
repeated unless everyone has finished answering. The team members can help the
representative by solving the presented questions for the average and difficult rounds only for
30 seconds and 1 minute, respectively.
3. Scores per round: Easy: 1 point; Average: 3 points; Difficult: 5 points.
4. Each round will have a time limit: Easy (10 seconds), Average (30 seconds) and Difficult (1
minute)
5. Players should refrain from using external sources (e.g., calculators, smartphones, and the
internet) to find answers during the game.
6. If the group can answer a question, they will get a point.
7. The group with the highest number of points will be declared the winner.
. F. Evaluation ACTIVITY 4.
G. Assignment Study in advance the Triangle Inequalities for Two Triangles.
Prepared by: AIRESHANE S. PARCON, LPT
Teacher I Applicant
