Republic of the Philippines

DEPARTMENT OF EDUCATION
Cordillera Administrative Region
Schools Division of Tabuk City

TOPPAN INTEGRATED Grade

School: SCHOOL Level: VIII
GRADE 8 Learning
DAILY LESSON Teacher: JUDY-ANN GURION Area: MATHEMATICS
LOG Teaching Dates
and Time: Quarter: FOURTH

I. OBJECTIVE
A. Content Standard Demonstrates understanding of key concepts of inequalities in a triangle, and parallel and perpendicular lines.
B. Performance Is able to communicate mathematical thinking with coherence and clarity in formulating investigating, analyzing,
Standards and solving real-life problems involving triangle inequalities, and parallelism and perpendicularity.
C. Learning M8GE-Iva-1. Illustrate theorems on triangle inequality (Exterior angle Inequality Theorem, Triangle Inequality
Competencies Theorem, Hinge Theorem)
Learning At the end of the lesson, the students are able to;
Objectives a. demonstrate understanding Triangle Inequality Theorem;
b. apply the Triangle Inequality Theorem to determine whether a given set of three side lengths can form a
triangle;
c. explore and establish the formula for finding the possible values of a missing third side in a triangle.
d. engage in cooperative learning and appreciate the real-world applications of inequalities

II. CONTENT Triangle Inequality Theorem

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials www.ck12.org
from Learning https://www.mathsisfun.com/geometry/triangle-inequality-theorem.html
Resource (LR) portal https://www.canva.com/design/DAGgTt4-RkY/tgshOWYLFXBnlKA5aY_A0w/edit

B. Other Learning Manipulatives: Straws, cardboards, printed materials

Resources
IV. PROCEDURES
A. Review previous Before starting the session, make sure that;
lesson or presenting  all students are in their proper seats,
the new lesson  chairs are arranged accordingly and no dirts scattered,
 everyone are aware of the classroom rules(Sign symbols).
 make sure that everybody has prepared their daily scoring sheet
Let the students arrange the letters:
Guess the Phrase!
‘T I R A G L N E’ ‘TRIANGLE’
‘Y T I L A U Q E N I’ ‘INEQUALITY’
‘H E O R T M E’ ‘THEOREM’

B. Establishing a Triangle Inequality Adventure! (5 minutes)

purpose for the (Before proceeding to the activity, ask them first this question: How many sides do we need to form a
lesson
triangle? How many sides does a triangle have?)

Guide Question: Basing on the illustration presented, what do you think are the possible
combinations of side lengths can we use to form a triangle? (Give example if needed for clearer
instruction.)
Instruction:
 One at a time, come to the front and choose a set of side lengths that can form a triangle.
 Use the straws to explore whether the given lengths can create a triangle before making your
choice.
 Write your name inside the box of your chosen set.
 Choose as many correct combinations as you can!
 Earn 2 points for every correct answer.
C. Presenting (Before checking the students' answers, introduce the Triangle Inequality Theorem. Then, go through
examples/ instances each chosen combination and verify if it satisfies the theorem.)
of the new lesson 1. Start by introducing the Triangle Inequality Theorem. Display the definition on the screen and
have the students read it aloud together.

2. Go through the students’ selected side length combinations one by one.

3. Ask the class: "Does this combination satisfy the Triangle Inequality Theorem?"
4. Work together to check if the sum of any two sides is greater than the third.
5. Confirm Correct Answers and Give Points:
 If the combination is correct, praise the student and award 2 points.
 If incorrect, guide them to understand why using the theorem.

D. Discussing new The Mystery of the Missing Side!

concept and
practicing new skills
#1

1. Ask the students: "Have you ever wondered what happens if only two sides of a triangle
are given? How can we determine the possible lengths for the third side?
2. "Let’s explore a triangle where we know two sides: one is 2, and the other is 3. How do
we find the possible values for the third side? Remember, the sum of any two sides
must be greater than the third side. Let’s apply the rule and see what we get!"
3. Stand & Sit Challenge
a. Time for a quick challenge! I’ll say a number, and you tell me if it could be the third
side of the triangle.
b. Assign "Yes" to standing up and "No" to sitting down.
c. Randomly pick a student to explain why.
4. Highlight the correct answers and explain why some numbers don’t work.
5. Reinforce the Triangle Inequality Theorem using the example.
E. Developing mastery 1. Have you notice that only certain numbers work as the third side? That’s not a coincidence!
There must be a way to find the smallest and largest possible values for the missing side. Let’s
figure it out using another example!

2. Use the following questions to help guide learners toward the correct answer.
a. Can you figure out the smallest and largest possible values for the missing side? Any
guesses? (Hint: Remember the Triangle Inequality Theorem! The sum of any two sides must
be greater than the third side. How can we use this to find the range of possible values?)
b. Think about it, what happens if the third side is too small? What if it’s too big? How can we
find the limits?
3. Encourage learners to share their process how did they come up with their answers?
4. After gathering their answers, introduce the method for finding the smallest and largest
possible values for the missing third side of the triangle."

5. Let’s go back to our first two examples! The teacher will now apply the correct method to find
the smallest and largest possible values for the missing side. This will help us check if your
answers were truly correct!"

F. Finding practical Chika Time!

applications of 1. Do you think the Triangle Inequality Theorem applies to the recent collapse of the Cabagan-Sta. Maria
concepts and skills in Bridge? Based on what you know about the theorem, what could have caused the structure to fail?
daily living 2. We all know that Engineers design bridges using strong triangles because they are the most stable
shape. But just like in the Triangle Inequality Theorem, where the sum of two sides must be greater
than the third side, a bridge must have strong enough parts to support heavy loads. Now, what happened
to the Cabagan-Santa Maria Bridge?
A dump truck carrying too many boulders (102 tons!) tried to cross the bridge. But the bridge
was not strong enough to hold that much weight.

How does this relate to Triangle Inequality Theorem?

 a. In connection to your science subject specifically on forces and motion, A bridge must
be strong enough to hold weight and withstand forces like wind and vehicles
That’s why a bridge has supports (like the sides of a triangle) that need to be strong
enough to hold any weight passing through.

b. If the weight (like the third side of a triangle) is too big, the bridge cannot hold it—just
like how certain numbers cannot be the third side of a triangle because they break the
Triangle Inequality Rule.
c. If engineers don’t follow this rule, or if too much weight is put on the bridge, it fails and
collapses.

Lesson Learned: The Triangle Inequality Theorem teaches us that balance and
strength are needed to keep things stable—not just in bridges but in life, too.

A. Knowing Your Limits

Just like a bridge has a limit on how much weight it can carry, people also have limits in life—
whether it's physical strength, emotions, or responsibilities. If we take on too much pressure,
like stress or problems, without the right support, we might collapse like the bridge. The key is
knowing when to ask for help and not overburden ourselves. On your English subject, we
always use the idioms “Stronger Together”.

B. Building Strong Foundations

A triangle is a strong shape because its sides support each other. In life, our values, education,
and relationships act as our foundation. If we make wise choices and surround ourselves with
supportive people, we stay strong and won’t easily break under pressure.

Final Thought
The Triangle Inequality Theorem reminds us that strength, balance, and support are
important—not just in math but in real life. By knowing our limits, making good decisions,
and building strong foundations, we can stand firm no matter what challenges come
our way.

3. Aside from that, not just in science nor in math where we can observed the TIT, but also in Arts
Many artworks use triangular patterns because they fit together neatly and create strong,
eye-catching designs. In your Araling Panlipunan, under your lesson “Mga Estruktura ng
Pamahalaan at Lipunan” – A strong society, like a triangle, needs three key elements:
leadership, laws, and people. Without one, stability is lost. If one of these three elements is
weak or missing, the stability of the government and society can collapse, just like how a
triangle cannot exist if the sum of two sides is not greater than the third side. Lastly, in your
 lesson “Wika at Panitikan” (Filipino) “Kahalagahan ng Balanseng Komunikasyon”(elements:
tagapagsalita, tagapakinig at mensahe). Kung wala ang isa sa tatlong elementong ito, maaaring
magkaroon ng hindi pagkakaunawaan, just like how a triangle cannot be formed if the sum of
two sides is not greater than the third side.

G. Making True or False

generalizations and Let’s test your understanding! If the statement is true, give it a happy face . If it’s false, give it a
abstraction about disappointed face .
the lesson

H. Evaluating learners Find the Missing Side! (GROUP ACTIVITY)

Group Setup:
1. Divide the class into 5 groups and let them settle with their members.
2. Each group lists down their members and ensures they maintain discipline.
3. Distribute the materials needed for activity.
 Instructions:
1. I will show two side lengths of a triangle.
2. Each group will choose a possible third side that forms a triangle.
3. Write your answer on the cardboard within 1 minute.
4. When the timer stops, raise your answer!

Measurements to be given:
1. 3 and 6
2. 4 and 7
Possible answers:
1. 4,5,6,7,8
2. 4,5,6,7,8,9,10

I. Additional activities

Prepared by: Checked by: Checked by:

JUDY-ANN GURION SHIRLEY P. ABBACAN ELIZALDE S. BLAZA
Teacher I Master Teacher I School Head