GRADE 1 to 12 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area Mathematics

Teaching Dates and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of inequalities in a triangle, and parallel and perpendicular lines.
B. 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.
C. Learning Competency/Objectives
Write the LC code for each.
Learning Competency Learning Competency Learning Competency Learning Competency
1. The learner illustrates 1. The learner 1. The learner illustrates 1. The learner
theorems on triangle illustrates theorems theorems on triangle illustrates theorems
inequalities (Exterior on triangle inequalities (Exterior on triangle
Angle Inequality inequalities (Exterior Angle Inequality inequalities (Exterior
Theorem, Triangle Angle Inequality Theorem, Triangle Angle Inequality
Inequality Theorem, Theorem, Triangle Inequality Theorem, Theorem, Triangle
Hinge Theorem).*** Inequality Theorem, Hinge Theorem).*** Inequality Theorem,
M8GE-IVa-1 Hinge Theorem).*** M8GE-IVa-1 Hinge Theorem).***
2. The learner applies M8GE-IVa-1 2. The learner applies M8GE-IVa-1
theorems on triangle 2. The learner applies theorems on triangle 2. The learner applies
inequalities. theorems on triangle inequalities. theorems on triangle
M8GE-IVb-1 inequalities. M8GE-IVb-1 inequalities.
M8GE-IVb-1 M8GE-IVb-1
Objectives: Objective: Objectives: Objectives:
At the end of the session, At the end of the session, At the end of the session, learners At the end of the session,
learners are expected to: learners are expected to are expected to: learners are expected to:
1. define exterior angle solve problems 1. illustrates hinge theorem 1. illustrates hinge
inequality theorem involving Exterior and its converse, theorem and its
Identify the exterior angle Angle Inequality 2. applies hinge theorem and converse,
and remote angle of a Theorem. its converse in problem 2. applies hinge theorem
triangle. solving. and its converse in
2. illustrates exterior problem solving.
angle inequality theorem

II. CONTENT Geometry

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 Inequalities in One Inequalities in One Inequalities in Two Triangles: Inequalities in Two Triangles: Remedial class
Triangle: Triangle: Hinge Theorem or SAS Inequality Hinge Theorem or SAS
Theorem Inequality Theorem
Exterior Angle Exterior Angle Converse of Hinge Theorem or SSS Converse of Hinge Theorem or
Inequality Theorem Inequality Theorem Inequality Theorem: SSS Inequality Theorem:

IV. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials Page 400-402 Page 403-408
pages
3. Textbook pages
4. Additional Materials MTAP review materials
from Learning Resource
(LR)portal
B. Other Learning Resource Grade 8 Mathematics (Patterns &
Practicalities)
By Gladys C. Nivera, Ph.D.
Page 327 – 344
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Reviewing previous lesson Review: Review:
or presenting the new Ask the students to illustrate Ask the students to illustrate
lesson triangle inequality Theorem 1, 2, Exterior Angle inequality
and 3. Theorem.
Let the students give an example Let the students give an example
involving the 3 theorem. involving the 3 theorem
.

B. Establishing a purpose for Ask the students about the problems encountered by the
the lesson carpenter in constructing the roof of this house.
It will give the teacher an opportunity to discuss the
importance of using exterior inequality theorem and hinge
theorem.
The teacher can also use pictures of houses present in their
locality.

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C. Presenting Group Activity (Discovery Given the figure below The teacher will discuss the following illustrations:
examples/Instances of the approach) which of the following
new lesson
statements illustrates
Students will perform the activity
“Measure Mania: Exterior or Exterior Inequality
Remote Interior”? of LM on Theorem.
page400-401. 1. m∠ LBE< M ∠ LED
2. m∠ BLE< M ∠ LED
3m∠ BLE > M ∠ LED
4m∠ BLE > M ∠ LED
5. m∠ LDE < M ∠LDO
6. m∠ LED < M ∠LDO
7m∠ LED > M ∠ LDO
8. m∠ LED > M ∠LDO

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D. Discussing new concepts Group Activity: Gallery walk Activity: Group presentation Activity: Group presentation
and practicing new skills # 1 Let the students do the activity Ask the students perform the Let the students t5o perform the
by group. Give tem 15minutes activity “Clock Wisdom, Pretty One!” activity “Roof-y Facts, Yeah!” of
collaboration and 15minutes for of LM on page 403-404. LM on page 405
group output sharing through
gallery walk.
Name the exterior angle/s of the
triangles shown in the figure.

Considering
ΔBAD
Considering Δ FEH
Considering Δ LJK
2. Use the Exterior Angle
Inequality theorem to write
inequalities observable in the
figures shown.

Considering
ΔBAD
Considering Δ FEH
Considering Δ LJK
E. Discussing new concepts
and practicing new skills # 2
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F. Developing mastery Independent Practice: Independent Practice: Independent Practice
(leads to Formative Name the exterior angle/s of the Use the Exterior Angle Inequality Ask the students to answer quiz number 5 questions A and B on page
Assessment ) triangles shown in the figure. theorem to write inequalities 406.
LMpp402 observable in the figures shown.

ΔBDE
ΔCED
ΔBDC

Considering
ΔDAK
Considering ΔLIE

G. Finding practical application Solve the problem below. A. The students will answer quiz number 5 questions C and D that can be
of concepts and skills in found on page 407 of LM.
daily living

H. Making generalizations and Ask the students to do speech choir or jazz chants using the definition Ask the students to do speech choir or jazz chants using the definition of
abstractions about the of Exterior Angle Inequality Theorem. Hinge Theorem or SAS Inequality Theorem.
lesson Hinge Theorem or SAS Inequality Theorem

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 Exterior Angle Inequality Theorem If two sides of one triangle are congruent to two sides of another triangle,
The measure of an exterior angle of a triangle is greater than the but the included angle of the first triangle is greater than the included
measure of either remote interior angle angle of the second, then the third side of the first triangle is longer than
the third side of the second.
Converse of Hinge Theorem or SSS Inequality 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 angle of the second.
I. Evaluating learning SET A:
Ask the students to answer quiz number 4 OF lm ON The students will answer the following:
PAGE 402

SET B.
Using the figure below, answer the following
questions

1. Name t he exterior angle of ΔMON.

2. use <, =, or > to compare the measures of Angles

m∠ MNO m∠ POM
m∠ NMO m∠ POM
J. Additional activities for
application or remediation
VI. REMARKS

VII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for

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 remediation who scored
below 80%
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?

Footnote:

This material has been formulated for the benefit of the teachers and learners as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your
locality/learners need but not the competencies.

Thank you.

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