Grades 1 to 12 School CASABULA NATIONAL HIGH SCHOOL Grade Level GRADE 8

DAILY LESSON LOG Teacher MONA LIZA B. BERGONIO Learning Area MATHEMATICS
Teaching Dates and Time JANUARY 14, 2019 / 1:00-2:00 Quarter FOURTH

I. OBJECTIVES

A. Content Standards
B. Performance Standards
Demonstrates understanding of key concepts of inequalities in a triangle, and parallel and perpendicular lines.
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.

C. Learning Competencies/ Objectives

Illustrates theorems on triangle inequalities (M8GE-IVa-1)
Write the LC code for each

II. CONTENT Geometry(Triangle Inequality)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp. 415-462
2. Learner’s Materials pages pp. 348-396
3. Textbook pages Geometry by Dilao and Bernabe
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
Slideshare, Youtube and Geogebra

IV. PROCEDURES
A. Reviewing previous lesson or BRAIN TEASER:
presenting the new lesson

Have a review on inequality (>,<,and =)

REVIEW:

1. 4.

2. 5.

3.

B. Establishing a purpose for the

lesson
C. Presenting examples/instances of ACTIVITY 1:
the new lesson Construct a triangle given the following segments (inches):
6 in, 8 in and 10 in
8 in, 8 in and 16 in
8 in, 10 in and 20 in

Guide Questions:
1. Are you able to construct a triangle in all three situations?
2. In what instances were you able to construct a triangle?
3. What conditions with respect to segment lengths must be satisfied, so that three segments form a triangle?
D. Discussing new concepts and Discussing concept of Triangle Inequality
practicing new skills #1
TRIANGLE INEQUALITY: The sum of the lengths of any two sides of a triangle is greater than the length of the third side

a + b >c
a + c >b
b + c >a

E. Discussing new concepts and ACTIVITY 2: Determine which of the following segments form a triangle
practicing new skills #2 1. 6 in, 8 in and 10 in
6 + 8 > 10
6 + 10 > 8
8 + 10 > 6
It is a triangle
2. 8 in, 8 in and 16 in
8 + 8 = 16
8 + 16 > 8
8 + 16 > 8
Not a triangle
3. 8 in, 10 in and 20 in
8 + 10 < 20
8 + 20 > 10
9 + 20 > 8
Not a triangle

4. Can 16, 10, and 5 be the measures of the sides of a triangle?

No!
16 + 10 > 5
16 + 5 > 10
However, 10 + 5 < 16
 F. Developing mastery (leads to CHALLENGE PROBLEM 1:
Formative Assessment 3) A triangle has side lengths 5, 7, x. Find all the possible integral values of x.

CHALLENGE PROBLEM 2:
What is a possible third side for a triangle with sides 8 and 14?

Note: To find a range of possible third sides given two sides, subtract for the lower bound and add for the upper
bound.

G. Finding practical applications of

concepts and skills in daily living

H. Making generalizations and Fill in the blank

abstractions about the lesson Triangle Inequality Theorem:
The sum of the lengths of any two sides of a triangle is ______________________ than the length of the third side.

I. Evaluating learning Practice Exercises:

J. Additional activities for application

or remediation

V. REMARKS
 VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:

MONA LIZA B. BERGONIO

Teacher III

Checked by:
Noted:

NORMANDY G. DOMINGO NERISSA C. TABION, Ed.D.

Head Teacher III Principal I