TEACHING GUIDE

Module 8: Inequalities in Triangles

A. Learning Outcomes

All activities and inputs in this module that you have to facilitate are aligned with the content and performance standards of the K
to 12 Mathematics Curriculum for Grade 8. Ensuring that students undertake all the activities at the specified time with your maximum
technical assistance lies under your care. The table below shows how the standards are unpacked.

UNPACKING THE STANDARDS FOR UNDERSTANDING

SUBJECT: LEARNING COMPETENCIES

Grade 8 • (KNOWLEDGE) State and illustrate the theorems on triangle inequalities such as exterior angle inequality
Mathematics theorem, triangle inequality theorems, hinge theorem and its converse.
QUARTER: • (SKILL) Apply theorems on triangle inequalities to:
Third Quarter a. determine possible measures for the angles and sides of triangles.
STRAND: b. justify claims about the unequal relationships between side and angle measures.
Geometry • (SKILL) Use the theorems on inequalities in triangles to prove statements involving triangle inequalities.
TOPIC: ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:
Inequalities in
Triangles Students will understand that inequalities in triangles can be How can you justify inequalities in trian-
LESSON: justified deductively. gles?
Inequalities in
Triangles
TRANSFER GOAL:
Students will on their own justify inequalities in triangles that are evident in the things around us such as in artworks
and designs.

403
B. Planning for Assessment

To assess learning, students should perform a task to demonstrate their understanding of Inequalities in Triangles. It is expected that
students, having been equipped with knowledge and skills on inequalities in triangles, would come up with a product—a design and a
miniature model of a folding ladder that can reach as high as 10 feet. This task is found in Activity No. 23 of the module

Assessment Map
To ensure understanding and learning, students should be engaged in different learning experiences with corresponding assessment. The
table below shows the assessment at different stages of the learning process. Details of this assessment map will guide you which items in
each stage of assessment are under specific domains—Knowledge, Process/Skills, Understanding or Performance. . Be sure to expose
students to varied assessment in this module in order to develop their critical thinking and problem solving skills.

TYPE KNOWLEDGE PROCESS/SKILLS UNDERSTANDING PERFORMANCE

• Pre-Test Items • Pretest Items • Pretest Items • Pretest Items

Pre – assessment/
No. 1,2 and 10 No. 3, 4, 7, 12, and 13 No. 5, 6, 8, 9, 11, No. 14-20
Diagnostic
and 14

404
 Revisiting and Modifying Revisiting and Revisiting and • Answering Questions of
Answers in Activity No. 1 Modifying Answers in Modifying Answers the following activities:
Activity No. 3 in Activity No. 2 Act. Items
• Quiz • Completing the tables • Answering 8 1-2
Quiz Items of the following Questions of
9 8-9
activities: 4, 5, 6, 7, 9, the following
1 A 1-3 10 5
10 activities:
2 A 1-3 • Answering Questions 21 1-11
Act. Items
3 A 1, 5 of the following 4 1-5
4 1 activities: • Answering Quiz Items
5 1-5, 8
Act. Items Quiz Items
7 4
4 6 9 1-8 1 A 1-3
5 6-7 10 1-4 2 C
Formative
6 1-2 22 1-3 3 9-12
7 1-3 • Answering Quiz 5 E1
• Completing the proofs items
of the following Quiz Items • Answering Questions:
activities: No. 11, 12, 1 C  Mathematics in the
13, 14, 15, 16 Kitchen
3 A 6-11
• Answering Quiz items  Mathematics in Art:
4 2-3
Quiz Items Geometric Shapes for
5 A 1-4, Foundation Piecing
1 B B 1-5,  Mathematics for Eco-
2 B D Architecture
3 A 2-4  Mathematics in the
5 C 1-4 Garden

405
 • Answering the  Mathematics in
Questions Geography
about Watch-  Mathematics in
this problems Architecture: The World’s
in the following Thinnest House
activities: 17, 18,  Mathematics in Art: Color
19, 20 Triangle
 Mathematics in
• Solving It’s-Your- Psychology
Turn problems of  Mathematics in Fashion
the following  Career in Mathematics:
activities: 17, 18, Air Traffic Controller
19, 20
TYPE KNOWLEDGE PROCESS/SKILLS UNDERSTANDING PERFORMANCE
• Post-Test Items • Pretest Items • Pretest Items No. • Pretest Items
No. 1,2 & 10 No. 3, 4, 7, 12, & 13 5, 6, 8, 9, 11, & 14 No. 14-20

Finalizing Answers in Finalizing Answers in Finalizing Answers Act 23: Creation of a design and a
Activity No. 1 Activity No. 3 in Activity No. 2 miniature model of a folding ladder
that can reach as high
as 10 feet—allowing its user to
gain access to their ceilings/ roofs
during floods caused by typhoons
Summative or monsoon rains.

The standards are as follows:

 Product must be efficient,
 The design must be creative,
All items in Activity  Measurements are accurate
No. 24  Mathematical Justification of the
design is logically clear,
convincing, and professionally
delivered

406
 TYPE KNOWLEDGE PROCESS/SKILLS UNDERSTANDING PERFORMANCE
Answering Activity No. 3 Answering Activity Answering questions in More
Self - assessment Answering Activity No. 1 No. 2 Triangular Designs and
Artworks

Assessment Matrix (Summative Test)

Post-Test Items by Levels of Assessment
Knowledge Process/ Skills Understanding Product
What will I assess? 3 items 5 items 6 items 6 items
15% 25% 30% 30%
Scoring: One point Each
Competency No. 1: State and illustrate the theorems on 1, 2
triangle inequalities such as exterior angle inequality theorem
20
Competency No. 2: Apply theorems on triangle inequalities 4, 11, 13
to determine possible measures for the angles and sides of 5, 10
triangles. 15, 16
3
Competency No. 3: Apply theorems on triangle inequalities 12, 14
to justify claims about the unequal relationships between side
6, 8
and angle measures.
17
Competency No. 4: Use the theorems on inequalities in 7, 9
triangles to prove statements involving triangle inequalities 18, 19
Competency Nos. 1, 2, 3, and 4 Activity: Creation of a Design or Product
Scoring: By Rubrics

407
C. Planning for Teaching-Learning

Introduction:
The unit lesson on Geometry for Grade 8 is to be delivered in the Third Quarter of the school year. Triangle Inequalities is the third
chapter of Geometry for Grade 8. Since there are four chapters in this unit, you are expected to facilitate this lesson within 15 days, non-
inclusive of extra time student spend for tasks that you may most likely assign for students to do in their independent/cooperative learning
time, free time, or after school.

INTRODUCTION AND FOCUS QUESTIONS:

Aside from arresting the attention and interest of the students, the introduction stresses the purpose of studying inequalities in
triangles.

The introduction, through the essential question, serves as a steering mechanism of the lesson. All sections and activities in the lesson
are geared towards the goal of answering it.

As the learning facilitator, your role is to emphasize the Essential Question in the introduction and to remind the students
about it in every section of the module.

Your key role is to underscore that the process of answering the essential question on how inequalities in triangles can be justified
will:

• improve their attention to details;

• shape their deductive thinking;
• hone their reasoning skills; and
• polish their mathematical communication.
.

408
LESSONS AND COVERAGE:

This section of the learning module cites the subtopics of Inequalities in Triangles and the competencies that will be covered in the
module. Your task is to know these competencies so you can ensure that students shall have learned them at the end of the lesson.

MODULE MAP:

Through the Module Map, you will be able to show to the students that

• inequalities exist in one triangle and in two triangles

• four theorems can be developed, verified, and proved regarding inequalities in one triangle
• two theorems can be developed, verified, and proved regarding inequalities in two triangles

PRE-ASSESSMENT:

This section features the test that diagnoses what students already know about the topic before the actual teaching of the lesson. This
feedback information is valuable to you because it directs you on how to proceed as a facilitator of learning. As a result, you are able to
provide the appropriate technical assistance students need as the lesson unfolds.

409
Answer Key to Pre-Test
III. PRE - ASSESSMENT

1. C The measure of an exterior angle of a triangle is always Find out how much you already know about this topic. On a separate sheet, write
greater than either remote interior angle. Basis: Exterior Angle only the letter of the choice that you think best answers the question. Please answer all
items. During the checking, take note of the items that you were not able to answer correctly
Inequality Theorem. and find out the right answers as you go through this module.
2. B Angle 5 is an exterior angle of triangle TYP because segment
1. The measure of an exterior angle of a triangle is always .
PR is an extension of side TP. Basis: Definition of Exterior
Angle. a. greater than its adjacent interior angle.
3. B Marie was not able to form a triangle because the sum of b. less than its adjacent interior angle.
c. greater than either remote interior angle.
the two shorter lengths 4 and 5 is not greater than the third side d. less than either remote interior angle.
of 9 inches. Basis: Triangle Inequality Theorem
3 (S + S > S ). 2. Which of the following
U angles is an exterior angle of ∆TYP?
4. 1 2 3 o T

A Working Inequality 4x − 3 < 42

Basis: Triangle Inequality Theorem 3 (S1 + S2 > S3) 7
2
5
P

5. B Basis: Converse of Hinge Theorem 36

4
6. B The included angle between two distances 3 km and 4 km R
Y
covered by Oliver is 150o. This is larger than that of Ruel's--140o.
Therefore, Oliver is father because his distance is opposite a A. ∠4 B. ∠5 C. ∠6 D. ∠7
larger angle. Basis: Hinge Theorem.
3. Each of Xylie, Marie, Angel and Chloe was given an 18-inch piece of stick. They
7. B were instructed to create a triangle. Each cut the stick in their own chosen lengths as
8. C Basis: Converse of Hinge Theorem. follows: Xylie—6 in, 6 in, 6 in; Marie—4 in, 5 in, 9 in; Angle—7 in, 5 in, 6 in; and
Chloe—3 in, 7 in, 5 in. Who among them was not able to make a triangle?
9. B Conclusions must be based on complete facts.
10. A m∠D = 180 − (86 + 49) = 45. The shortest side is ∠D. a. Xylie b. Marie c. Angel d. Chloe
Therefore the shortest side is opposite it. Basis: Triangle
Inequality Theorem 2 (AaSs) 4. What are the possible values for x in the figure?
11. C
A
• Considering the triangle with sides p, q and s: 12 11
S F
The angle opposite p is 61°. Hence, s < q < p.
• Considering the triangle with sides r, s and t: (4x–3)0
420
The angle opposite r is 60°. Hence, t < r < s.
Combining both results, t < r < s < q < p E
Basis: Triangle Inequality Theorem a. x < 11.25 c. x ≤ 11.25
b. x > 11.25 d. x ≥ 11.25
(AaSs)

410
12. C Basis: Triangle Inequality Theorem (SsAa)
5. From the inequalities in the triangles shown, a conclusion can be reached using the
13. C Basis: Triangle Inequality Theorem (AaSs) converse of hinge theorem. Which of the following is the last statement?
14. B Basis: Triangle Inequality Theorem 3 (S1 + S2 > S3) O
15. B 8
10
16. D
17. D H M

10 8
E

a. HM ≅ HM c. HO ≅ HE
b. m∠OHM > m∠EHM d. m∠EHM > m∠OHM
24 18
6. Hikers Oliver and Ruel who have uniform hiking speed walk in opposite
directions- Oliver, eastward whereas Ruel, westward. After walking three
18. C III mostly conveys wrong signal to a client. kilometers each, both of them take left turns at different angles- Oliver at an angle
19. A of 300 and Ruel at 400. Both continue hiking and cover another four kilometers
20. D each before taking a rest. Which of the hikers is farther from their point of origin?

a. Ruel c. It cannot be determined.

b. Oliver d. Ruel is as far as Oliver
from the rendezvous.

7. Which of the following is the accurate illustration of the problem? a.

b.

c.

d.

411
Teacher’s Note and Reminders 8. The chairs of a swing ride are farthest from the base of the swing tower when the
swing ride is at full speed. What conclusion can you make about the angles of the
swings at different speeds?

a. The angles of the swings remain constant whether the speed is low or full.
b. The angles of the swings are smaller at full speed than at low speed.
c. The angles of the swings are larger at full speed than at low speed.
d. The angles of the swings are larger at low speed than at full speed.

9. Will you be able to conclude that EM > EF if one of the following statements is not
established: AE ≅ AE, AF ≅ AM, m∠MAE > m∠FAE?
A
a. Yes, I will.
b. No, I won’t. 36 42o
o

c. It is impossible to decide.
d. It depends on which statement is left out.
E M
F

10. Which side of ∆GOD is the shortest? O

86o

a. GO c. DG
b. DO d. GD
49o D
G
11. The diagram is not drawn to scale. Which of the following combined inequalities
describes p,q,r,s, and t?

a. q
D ’t p < q < r < s < t o

on b.
s < p < q < r < t s
Forget! P t
c. 60 o
t < r < s < q < p

d. q < p < t < r < s

59o 61o
r

412
Teacher’s Note and Reminders 12. In ∆TRU, TR = 8 cm, RU = 9 cm, and TU = 10 cm. List the angles in order from
least to greatest measure.

a. m∠T, m∠R, m∠U c. m∠R, m∠T, m∠U

b. m∠U, m∠T, m∠R d. m∠U, m∠R, m∠T

13. List the sides of ∆LYK in order from least to greatest measure.

84o

Y 58o 38o
L

a. LY, YK, LK c. LY, LK, KL

b. YK, YL, LK d. YK, LK, LY

14. What is the range of the values of the diagonal d of a lot shaped like a
parallelogram if adjacent sides are 10 inches and 14 inches?

a. 4 ≥ d ≥ 24 c. 4 ≤ d ≤ 24

b. 4 < d < 24 d. 4 > d > 24

For items no. 15-20, use the figure shown.

15. A balikbayan chose you to be one of the contractors to design an A-frame house
maximizing the size of two square lots with dimensions 18 ft and 24 ft on each side.
Don’t Which of the following is affected by the dimensions of the lot if the owner would
Forget! like to spend the same amount of money on the roofs?

I. The width of the base of the house frames

II. Design of the windows
III. The height of the houses
IV. The roof angles

a. I and IV c. II, III and IV

b. III and IV d. I, II, III, and IV

413
Teacher’s Note and Reminders 16. Which of the following theorems justifies your response in item no. 15?

I. Triangle Inequality Theorem 1

II. Triangle Inequality Theorem 2
III. Triangle Inequality Theorem 3
IV. Hinge Theorem
V. Converse of Hinge Theorem
a. I, II, and III b. IV only c. IV and V d. V only
17. If the owner would like the same height for both houses, which of the following is
true?
I. Roof costs for the larger lot is higher than that of the smaller lot.
II. The roof of the smaller house is steeper than the larger house.
a. I only c. neither I nor II
b. II only d. I and II

18. What considerations should you emphasize in your design presentation so that
the balikbayan would award you the contract to build the houses?
I. Kinds of materials to use considering the climate in the area
II. Height of floor-to-ceiling corner rooms and its occupants
III. Extra budget needed for top-of-the-line furnishings
IV. Architectural design that matches the available funds
V. Length of time it takes to finish the project

a. I, II, and IV c. I, II, IV, and V

b. I, IV, and V d. I, II, III, IV, V
19. Why is it not practical to design a house using A-Frame style in the Philippines?
I. A roof also serving as wall contributes to more heat in the house.
II. Placement of the windows and doors requires careful thinking.
III. Some rooms of the house would have unsafe low ceiling.
IV. An A-Frame design is an unusually artful design.
Don’t
Forget! a. I and III c. I, II, and III
b. II and IV d. I, II, III, IV
20. Why do you think an A-Frame House is practical in countries with four seasons?
A. The design is customary.
B. An artful house is a status symbol.
C. The cost of building is reasonably low.
D. The snow glides easily on steep roofs.

414
Before engaging the students in the different activities you have to underscore
the following to the students:
Inequalities in
Mathematical Connection — learning new lessons requires the use of lessons
previously learned;
Cooperative Learning — learning is much easier, faster, more meaningful and
Lesson
What to Know
1 Triangles
more fun when working with group mates;
Engagement — learning is maximized through active performance of students
Let’s start the module by doing three activities that will reveal your background
in all activities
knowledge on triangle inequalities.

Activity No.1:
My Decisions Now and Then Later Activity 1
MY DECISIONS NOW AND THEN LATER
Directions:
Let them perform activity No. 1 in at most 5 minutes. Inform the students that there is 1. Replicate the table below on a piece of paper.
no right or wrong answer because the activity is only intended to find out their 2. Under the my-decision-now column of the first table, write A if you agree with the
background knowledge on Inequalities in Triangles. Tell them these: Your answers statement and D if you don’t.
can be modified after tackling the module. Hence, there will be no checking of your 3. After tackling the whole module, you will be responding to the same statements
responses. Hence, the answer key that follows is used to check their final answers using the second table.
after tackling the module. My Decision
Statement
Now
1 To form a triangle, any lengths of the sides can be used.
Answer Key to Activity No.1 2 The measure of the exterior angle of a triangle can be greater than the measure of its
D two remote interior angles.
D (can be should be replaced with is always) 3 Straws with lengths 3 inches, 4 inches and 8 inches can form a triangle.
D 4 Three segments can form a triangle if the length of the longest segment is greater than the
A difference but less than the sum of the two shorter segments.
A 5 If you want to find for the longest side of a triangle, look for the side opposite the
largest angle.
My Decision
Statement
Later
1 To form a triangle, any lengths of the sides can be used.
2 The measure of the exterior angle of a triangle can be greater than the measure of its
two remote interior angles.
3 Straws with lengths 3 inches, 4 inches and 8 inches can form a triangle.
4 Three segments can form a triangle if the length of the longest segment is greater than the
difference but less than the sum of the two shorter segments.
5 If you want to find for the longest side of a triangle, look for the side opposite the
largest angle.

415
Artistically Yours

Your task is to get students interested in the new lesson. You may start by posing
Activity 2 More
ARTISTICALLY YOURS! Triangular
this task: What objects around us are triangular in shape? You and your Designs

students will find out that most objects are circular or rectangular. Direction: Study the artworks below and answer the questions that and
follow: Artworks
1. Triangular Girl
by Caroline
After a 2-minute discussion, divide the class into groups and let them study the Johansson h t
t p : / /
pictures and answer the questions in ponder time of Activity No. 2 Artistically Yours thecarolinejohansson
.
for at least three minutes. Let all group representatives report their answers to the com/ blog/ 2011/ 10/
triangular-girl-2/
questions. Give each representative at most one minute each to be able to maximize 2. Tile
works:
time. Process all their answers by unifying all their ideas or supplementing them so it Diminishing
Triangles

would converge to the expected answers provided. http://sitteninthehills

64.
blogspot.com/2010/0
5/ tile-house-8.html
3. Repetitive
Invite also the students to discover more triangular designs and artworks by locating Graduation by
Scott Mihalik
them in www.google.com under Images. Instruct them to type any of the http://
mathtourist.
following in the search bar: triangular designs, triangular artworks, triangular blogspot.com/2012/0
2/ flight-of-
architecture, triangular art, and more. tetrahedra.html
4. Maths-the best
use for golf balls
http://www.whizz.co
m/ blog/fun/maths-
best- use-for-golf-

Answer Key to Activity No.2 balls/

5. Luxury sailboat

1. Triangles http://edgeretreats.
com/
1. What features prevail in the artworks, tools,
2. Yes. Some sides are longer than the others and some corners are larger 6. Triangle Card

? equipment, and furniture shown? Stand

http://www.behance.
than the others. 2. Have you observed inequalities in triangles in the n e t / g a l l e r
y / TRIAN GL E-C
3. Possible Answers: Interesting, Practical, creative, artful designs? Explain. AR D -
STAND/3883741
4. Because they have not tackled the lesson yet, possible Answer: Inequalities in 3. What is the significance of their triangular 7. Triangular
Periodic Table
triangles in these artworks and designs are necessary in order to achieve designs? http://www
.meta- s y n t h e s
beauty, artistry, creativity, and usefulness to the designs. 4. How can you justify inequalities in triangles in is.com/
webbook/35_p
these designs? t / pt_database.php?

Teacher’s Note and Reminders PT_ id=40

8. A triangular
approach to fat

Activity 3 HELLO, DEAR CONCEPT CONTRACTOR! loss by Stephen

Tongue
What is a
http://www.flickr.co

Don’t A
contractor?
contractor is
someone who enters
The figure on the next page is a concept museum of inequalities in
Forget!
into a binding
agreement to build
triangles. You will be constructing this concept museum throughout this things.

module.
What is a
museum?
Each portion of the concept museum, mostly triangular, poses a task for Museum is a
you to perform. All tasks are related to knowledge and skills you should learn depository for collecting
and displaying objects
about inequalities in triangles. having scientific or
historical or artistic
value.

416
Activity No.3:
Hello, Dear Concept Contractor! Note that the triangles in this concept museum are not drawn to scale and all sides can be
named using their endpoints. Consider using numbers to name the angles of these triangles.
Your task is to make students understand the activity. To do that, these are the Notice that markings are shown to show which angles are larger and which sides are longer.
things that you need to do: These markings serve as your hints and clues. Your responses to the tasks must be justified by
naming all the theorems that helped you decide what to do.
• Check and strengthen their understanding of the definitions of contractor and
museum; How many tasks of the concept museum can you tackle now?
• Explain that the finished concept museum will display all the concepts
H E
and skills about inequalities in triangles and seeing the tasks at this point T Knowing TH>TX>HX, what
Write three inequalities to
provides them an overview of the lesson. question involving
inequality should you describe the sides of Write two
this triangle
• Point out that building the concept museum takes time—that there’s a Write two
Inequalities to
use to check if
they form a
Inequalities to
describe angle 2.
possibility that they may not be able to do any of the tasks listed on the describe angle 1. triangle?
MY
triangles yet but they know already what to expect to learn. Thus, at the end 1 CONCEPT N 2
of the lesson, they will be able to encapsulate all the concepts and skills on X
MUSEUM on 3 Write an if-then 4 C

M Write the combined

inequalities in triangles using the concept museum. inequality you will TRIANGLE INEQUALITIES statement about the
sides given the
use to determine Come visit now!
• Let them see that in order for them to completely build the concept museum, the length of marked angles
MK?
they need to perform all the activities in the succeeding sections.
5

You need to master the concepts and skills of the whole module. To facilitate K
B 6 7
R
Write if-then Write if-then
statement about statement about
that, study the completely built concept museum. Note that the students must have Write a detailed if-
then statement to the angles given
Write
an if-then the sides given
Write a detailed
if-then statement to
built their concept museums at the end of this lesson. describe triangles the marked statement the marked describe triangles

MXK and KBF if sides. about the angles angles. MXK and KBF
In short, the students have the option not to perform any task yet. The activity angle X is larger given the marked if MK is longer
than KF.
than angle B sides.
F W

is just for presentation in order to direct the students of one goal—to build the Replicate two (2) copies of the unfilled concept museum. Use the first one for your
concept museum as the lesson unfolds. responses to the tasks and the second one for your justifications.
T H E

The presentation of this activity must take at least five minutes.

.
Teacher’s Note and Reminders MY
X
CONCEPT N 2
1
MUSEUM
Don’t
3 4 C
M on TRIANGLE
INEQUALITIES

For get! Come visit now!

5
K 6 7 R
B

F W

417
 Answer Key to Activity No.3 Are you excited to completely build your concept museum, Dear Concept
A. Responses Contractor? The only way to do that is by doing all the succeeding activities in
THE
the next section of this module. The next section will also help you answer this
Is TH > TX > HX > TH? EH + EN > HN EH + HN > EN EN + HN∠2
> EH
essential question raised in the activity Artistically Yours: How can you justify
> ∠CEN
∠1 > ∠MTX
∠1 > ∠MXT ∠2 > ∠CNE
inequalities in triangles?
The next lesson will also enable you to do the final project that is inspired
MY CONCEPT MUSEUM on by the artworks shown in Artistically Yours. When you have already learned all the
1 X N 2 concepts and skills related to inequalities in triangles, you will be required to
M 3 4 C make a model of a folding ladder and justify the triangular features of its design.
KX − MX < MK < KX TRIANGLE INEQUALITIESIf ∠5 > ∠4 > ∠3,
+ MXCome visit now!then CN > NR > CR Your design and its justification will be rated according to these rubrics: accuracy,
creativity, efficiency, and mathematical justification.

K
B 6 7
5
R What to Process
If BF > BK, thenIf
∠BKF > ∠BF BW If ∠7 > ∠6, then
If <X of ∆MXK > > BF > FW, BW > RW I f MK of ∆MXK > Your first goal in this section is to develop and verify the theorems on inequalities in
∠B of ∆KBF, then then ∠BFW >
MK > FK ∠BWF > ∠FBW.
FK of ∆KBF, then
∠MXK > ∠KBF
triangles. To succeed, you need to perform all the activities that require investigation.

W
When you make mathematical generalizations from your observations, you are
F
actually making conjectures just like what mathematicians do. Hence, consider yourself little
mathematicians as you perform the activities.

Once you have developed these theorems, your third goal is to prove these theorems.
B. Justifications
THE You have to provide statements and/or reasons behind statements used to deductively prove
the theorems.
Triangle Inequality Triangle Inequality Theorem 3 Exterior Angle Inequality Theorem
Exterior AngleTheorem 3
Inequality Theorem(S1 + S2 > S3)
(S1 + S2 > S3) The competence you gain in writing proofs enables you to justify inequalities in
triangles and in triangular features evident in the things around us.
MY CONCEPT MUSEUM on
1 X N 2 Before you go through the process, take a few minutes to review and master again
M 4 C
Triangle InequalityTRIANGLE INEQUALITIES
3
Triangle Inequality Theorem 3Come visit now!Theorem 2 the knowledge and skills learned in previous geometry lessons. The concepts and skills on the
(S1 + S2 > S3)(AaSs) following topics will help you succeed in the investigatory and proof-writing activities.

1. Axioms of Equality
5
1.1 Reflexive Property of Equality
K
B 6 7 R • For all real numbers p, p = p.
1.2 Triangle Inequality Theorem 1 (SsAa)
Triangle Inequality Theorem 2 (AaSs) Symmetric Property of Equality
Hinge Theorem
Triangle Inequality Theorem 1 (SsAa) Converse of Hinge Theorem
• For all real numbers p and q, if p = q, then q = p.
1.3 Transitive Property of Equality
• For all real numbers p, q, and r, if p = q and q = r, then p = r.
1.4 Substitution Property of Equality
F W
• For all real numbers p and q, if p = q, then q can be substituted for p in any
expression.

418
WHAT TO PROCESS:
2. Properties of Equality
The PROCESS section showcases investigatory activities designed to develop and 2.1 Addition Property of Equality
• For all real numbers p, q, and r, if p = q, then p + r = q + r.
verify the theorems to learn in the lesson. This is also where students are given the
2.2 Multiplication Property of Equality
opportunities to practice the concepts and skills learned in the lesson and to write • For all real numbers p, q, and r, if p = q, then pr = qr.
proofs of the theorems.
This section is characterized by student-centered activities as inspired by this 3. Definitions, Postulates and Theorems on Points, Lines, Angles and Angle Pairs
saying of Kahlil Gibran: 3.1 Definition of a Midpoint
• If points P, Q, and R are collinear (P–Q–R) and Q is the midpoint of PR, then
The teacher who is indeed wise does not bid you to enter the house of his wisdom but PQ ≅ QR.
rather leads you to the threshold of your mind. 3.2 Definition of an Angle Bisector
• If QS bisects ∠PQR, then ∠PQS ≅ ∠SQR.
3.3 Segment Addition Postulate
Your task in this section is to make sure that all the group activities that are • If points P, Q, and R are collinear (P–Q–R) and Q is between points P and
suggested in the learning module shall be completely delivered. R, then PQ + QR ≅ PR.
3.4 Angle Addition Postulate
Your responsibilities involve the following: • If point S lies in the interior of ∠PQR, then ∠PQS + ∠SQR ≅ ∠PQR.
3.5 Definition of Supplementary Angles
1. Conduct a quick but comprehensive review of the pre-requisite skills • Two angles are supplementary if the sum of their measures is 180º.
needed to succeed in the new lesson; and 3.6 Definition of Complementary Angles
• Two angles are complementary if the sum of their measures is 90º.
3.7 Definition of Linear Pair
2. Manage group work. • Linear pair is a pair of adjacent angles formed by two intersecting lines
2.1 Grouping of students 3.8 Linear Pair Theorem
Suggestion: Form at least two sets of groupings so students will learn to work • If two angles form a linear pair, then they are supplementary.
with different group mates 3.9 Definition of Vertical Angles
2.2 Time allotment for each group work • Vertical angles refer to two non-adjacent angles formed by two intersecting
Note: Activities in this section are simplified so that they can be performed lines
in a short span of time. It can be done individually or as a group. Suggestion: 3.10 Vertical Angles Theorem
For the students to finish the whole module on time (within two weeks), you • Vertical angles are congruent.
may opt to let groups do the activity in their free time or after class. Let them
4. How to Measure Angles using a Protractor
write their answers to questions in Ponder Time on a piece of manila paper.
2.3 Do’s and don’ts during group work Internet
2.4 Monitor student behavior during group work to ensure time is spent 90 Learning
Mastering the Skill in Estimating Measures of
on the task. Angles
2.5 Give technical assistance during group work so that group Interactive:

responses to activities and process questions are accurate. In

• http://www.mathplayground.com/measuringangles.html
• http://www.teacherled.com/resources/anglemeasure/
anglemeasureload.html
short provide subtle coaching. Games:
• http://www.bbc.co.uk/schools/teachers/ks2_activities/
Suggestion: If you let the groups answer the activity as an assignment, give maths/angles.shtml

1
• http://www.innovationslearning.co.uk/subjects/
them at least 3-5 minutes to review their answers so you may be able to give Origin Base Line maths/
activities/year6/angles/game.asp
them technical assistance if their outputs have errors.

419
 2.6 Processing of outputs in group work
Suggestion: Let them post their work for everyone to see. If groups have To measure an angle, the protractor’s origin is placed over the vertex Mathematical
of an angle and the base line along the left or right side of the angle. The History
similar answers, you may decide (or let the class decide) only one or two groups Who invented
illustrations below show how the angles of a triangle are measured using a the
to discuss their answers to questions in Ponder Time. If there are groups with protractor. first advanced
protractor?
different answers, let the class discuss these answers. Note
that a good teacher facilitator minimizes unexpected answers by giving 90 90

technical assistance to every group before posting outputs.

Capt. Joseph Huddart
Your facilitating role is crucial so that students are able to achieve the goal in this section 40o
(1741-1816) of
United States Navy
the
32o
to develop, verify, and prove all six theorems of inequalities in triangles and to invented the first
advanced protractor in

continue to unlock triangles in their concept museum. 1801. It was a three-

arm protractor and was
used for navigating and
determining the
location of a ship
108o

~Brian Brown of
What to Process www.
ehow.com~

To read more about

the history of
Your first goal in this section is to develop and verify the theorems on protractor, visit these
website links:
inequalities in triangles. To succeed, you need to perform all the activities that • http:// www. counton.
require investigation. org/museum/floor2/

5. Definitions and Theorems on Triangles

When you make mathematical generalizations from your observations, 5.1 The sum of the measures of the angles of a triangle is 180º.
you are actually making conjectures just like what mathematicians do. Hence, 5.2 Definition of Equilateral Triangle
consider yourself little mathematicians as you perform the activities. • An equilateral triangle has three sides congruent.
5.3 Definition of Isosceles Triangle
Once you have developed these theorems, your third goal is to prove these • An isosceles triangle has two congruent sides.
• Is an equilateral triangle isosceles? Yes, since it also has two congruent
theorems. You have to provide statements and/or reasons behind statements used to
sides.
deductively prove the theorems.
• Base angles of isosceles triangles are congruent.
• Legs of isosceles triangles are congruent.
The competence you gain in writing proofs enables you to justify 5.4 Exterior Angle of a Triangle
inequalities in triangles and in triangular features evident in the things around us. • An exterior angle of a triangle is an angle that forms a linear pair with an
interior angle of a triangle when a side of the triangle is extended.
Before you go through the process, take a few minutes to review and 5.5 Exterior Angle Theorem
master again the knowledge and skills learned in previous geometry lessons. The • The measure of an exterior angle of a triangle is equal to the sum of the
concepts and skills on the following topics will help you succeed in the measures of the two interior angles of the triangle.
5.6 Sides and Angles of a Triangle
investigatory and proof-writing
• ∠S is opposite EC and EC is opposite ∠S.
• ∠E is opposite SC and SC is opposite ∠E
• ∠C is opposite ES and ES is opposite ∠C.

420
 Notes to the 6. Definition and Postulates on Triangle Congruence
Internet
Learning
For the review of all the pre-requisite concepts of the lesson on inequality of triangles, Mastering the 6.1 Definition of Congruent Triangles: Corresponding parts of
Triangle
you may decide to present it in a creative manner like making sets of flashcards for Congruence congruent triangles are congruent (CPCTC).
Postulates
6.2 Included Angle
each of the following: Video
• http:// • Included angle is the angle formed by two distinct sides of
Set 1: Axioms of Equality www.onlinemathlearn-
ing.com/geometry-
a triangle.
Set 2: Properties of Equality congru-
triangles.html
Interactive
ent-
Y
Set 3: Definitions, Postulates, and Theorems on Points, Lines, Angles, and Angle • http://www.mrperezonlin
emathtutor.com/G/1_5_Pr •• ∠YES
∠EYS is
is the
the included
included angle
angle of
of EY
YE and
and ES
YS
Pairs
ov-
ing_Congruent_SSS_SA
S_ ASA_AAS.html E
Set 4: Definitions and Theorems on Triangles • http://nlvm.usu.edu/
en/nav/frames • ∠S is the included angle of SE and SY
Set 5: Definitions and Postulates on Triangle Congruence Set 6: S

Properties of Inequality
Sample Flash Card (Front and Back): 6.3 Included Side W
• Included side is the side common to two angles of a triangle.
• AW is the included side of ∠WAE and ∠EWA
• EW is the included side of ∠AEW and ∠AWE A
If points P, Q and R are collinear and Q is the midpoint of PR, then PQ ≅ QR • AE is the included side of ∠WAE and ∠AEW
6.4 SSS Triangle Congruence Postulate E
6.5 SAS Triangle Congruence Postulate
Definition of a Midpoint 6.6 ASA Triangle Congruence Postulate

7. Properties of Inequality
P Q R
7.1 For all real numbers p and q where p > 0, q > 0:
• If p > q, then q < p.
You may also assign each group of students to prepare a specific set of flash cards • If p < q, then q > p.
using used folders. You may then have a quiz bee for six representatives of a group 7.2 For all real numbers p, q, r and s, if p > q and r ≥ s, then p + r > q + s.
using the flash cards. If a competitor is the first one to name the axiom, property, 7.3 For all real numbers p, q and r, if p > q and r > 0, then pr > qr.
definition, theorem or postulate flashed, he then can make a step forward until he/she 7.4 For all real numbers p, q and r, if p > q and q > r, then p > r.
7.5 For all real numbers p, q and r, if p = q + r, and r > 0, then p > q.
who reaches the front of the classroom is declared as winner. Another set of
representatives is called until everyone has mastered all the axioms, properties, The last property of inequality is used in geometry such as follows:
definitions, theorems, and postulates.
Include in your discussion Capt. Joseph Huddard—the inventor of the first
advanced protractor. In that connection, invite them to visit presented website links P 1 2
about protractors and those that have interactive activities and games that enable them P Q R
Q R
to master the skill in estimating measures of angles and knowledge of triangle
Q is between P and R. ∠1 and ∠2 are adjacent angles.
congruence postulates. In this manner, their internet visits would be more educational.
Follow up on their Internet activity by asking them to share their insights about PR ≅ PQ + QR ∠PQR ≅ ∠1 + ∠2
learning mathematics online. Then PR > PQ and PR > QR. Then ∠PQR > ∠1 and ∠PQR > ∠2

421
Teacher’s Note and Reminders 8. How to Combine Inequalities
• Example: How do you write x < 5 and x > -3 as a combined inequality?

x > -3
x<5

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

From the number line, we observe that the value of x must be a value between
-3 and 5, that is, x is greater than -3 but less than 5. In symbols, -3 < x < 5.

9. Equality and Congruence

Congruent figures (segments and angles) have equal measures such that:
• If PR ≅ PR, then PR = PR.
• If ∠PQS ≅ ∠PQS, then m∠PQS = m∠PQS.

Note that to make proofs brief and concise, we may opt to use PR ≅ PR or ∠PQS ≅
∠PQS instead of PR = PR or m∠PQS = m∠PQS. Because the relation symbol used is for
congruence; instead of writing, say, reflexive property of equality as reason; we just have to
write, reflexive property. Note that some other books sometimes call reflexive property as
reflexivity.

10. How to Write Proofs

Proofs in geometry can be written in paragraph or two-column form. A proof in

paragraph form is only a two-column proof written in sentences. Some steps can be left out
when paragraph form is used so that two-column form is more detailed.

A combination of both can also be used in proofs. The first part can be in paragraph form
especially when the plan for proof is to add some constructions first in the illustration.
Don’t Proving theorems sometimes requires constructions to be made.
Forget!
The first column of a two-column proof is where you write down systematically every
step you go through to get to the conclusion in the form of a statement. The
corresponding reason behind each step is written on the second column.

Possible reasons are as follows: Given, by construction, axioms of equality, properties of

equality, properties of inequality, definitions, postulates or previously proven theorems.

422
Activity No.4:
The following steps have to be observed in writing proofs:
What if It’s Longer?
• Draw the figure described in the problem. The figure may already be drawn for
you, or you may have to draw it yourself.
For Activity No. 4, make sure that each student has his/her own • Label your drawn figure with the information from the given by
protractor. Ask them to define precision, accuracy, and tolerance
 marking congruent or unequal angles or sides,
using their own words. Discuss the meaning of these words related to  marking perpendicular, parallel or intersecting lines or
making measurements by giving Donna Roberts’s definitions:  indicating measures of angles and/or sides
The precision of a measuring instrument is determined by the The markings and the measures guide you on how to proceed with the proof and it also
smallest unit to which it can measure. The precision is said to be the directs you whether your plan for proof requires you to make additional con- structions
same as the smallest fractional or decimal division on the scale of the in the figure.
measuring instrument. • Write down the steps carefully, without skipping even the simplest one. Some of the
Ask the students: What is the precise unit of a ruler? Answer should first steps are often the given statements (but not always), and the last step is the
statement that you set out to prove.
be millimeter.
Accuracy is a measure of how close the result of the measurement 11. How to Write an Indirect Proof
11.1 Assume that the statement to be proven is not true by negating it.
comes to the “true”, “actual”, or “accepted” value. Accuracy answers 11.2 Reason out logically until you reach a contradiction of a known fact.
this question: How close is your answer to the accepted value? 11.3 Point out that your assumption must be false, thus, the statement to be proven
Tolerance is the greatest range of variations in measurements that must be true.

can be allowed. 12. Greatest Possible Error and Tolerance Interval in Measurements
Tolerance addresses this question: How much error in the answer is You may be surprised why two people measuring the same angle or length may give different
measurements. Variations in measurements happen because measurement with a measuring
acceptable? device, according to Donna Roberts (2012), is approximate. This variation is called
uncertainty or error in measurement, but not a mistake. She added that there are ways of
expressing error of measurement. Two are the following:
Proceed by discussing that it is expected that the measurements they
get from measuring the same lengths vary. Explain that their answers Greatest Possible Error (GPE)
One half of the measuring unit used is the greatest possible error. For example, you
are not wrong. Their answers vary because a measurement measure a length to be 5.3 cm. This measurement is to the nearest tenth. Hence, the GPE
made with a measuring device is approximate, not exact. should be one half of 0.1 which is equal to 0.05. This means that your measurement may
Discussion of the Greatest Possible Error and Tolerance Interval have an error of 0.05 cm, that is, it could be 0.05 longer or shorter.
should follow. Tolerance Intervals
Tolerance interval (margin of error) may represent error in measurement. This interval is
a range of measurements that will be tolerated or accepted before they are considered
Note that you and your class may decide on a tolerance interval. For flawed.
the example given in the learning guide, you may decide to
Supposing that a teacher measures a certain angle x as 36 degrees. The
measurement is to the nearest degree, that is, 1. The GPE is one half of 1, that is,
0.5. Your answer should be within this range: 36-0.5 ≤ x ≤ 36 + 0.5. Therefore, the tolerance
interval or margin of error is 35.5≤x≤36.5 or 35.5 to 36.5.

423
have this margin of error: 36 − 1 ≤ x ≤ 36 + 1 or 35 ≤ x ≤37. Thus, a
student’s measure maybe 35 or 37 degrees. Still the answer is Now that you have already reviewed concepts and skills previously learned that
accepted because you set which range of measurements has to be are useful in this module, let us proceed to the main focus of this section—develop,
verify, and prove the theorems on inequalities in triangles.
tolerated.
In the discussion of errors in measurement, let the groups do the
activity. Let them post their outputs. Process them and answers Activity 4
WHAT IF IT’S LONGER?
to numbers 3, 4, and 5 should be written on cartolina and posted
on the display board for math concepts developed. Materials Needed: protractor, manila paper, ruler
Procedures:
1. Replicate the activity table on a piece of manila paper.
Once all questions are answered, let the students answer Quiz No. 1. 2. Measure using a protractor the angles opposite the sides with given lengths. Indicate the
measure in your table.
Be sure to explain fully and carefully answers to each item in order to 3. Discover the relationship that exists between the lengths of the sides of triangles and the
strengthen their understanding of the topic. For the questions under angles opposite them and write them on your piece of manila paper.
each item in Enrichment, you may let them answer by group. Give it
as an assignment to give the students time to think. Follow this
procedure in unlocking the answers to all quizzes in this module. F
T

10
Answer 3.5
5

Measures of Angles
Triangle Length of Sides
U Opposite the Sides
4.5 N Y 6 P Y
R 5
FN 3.5 m∠U
Key to Activity No.4 ∆FUN
NU 4.5 m∠F
1. Yes, there is.
TP 5 m∠Y
2. When one side of a triangle is longer than a second side, the angle ∆PTY
opposite the first side is larger than the angle opposite the second side. PY 6 m∠T
3. If one side of a triangle is longer than a second side, then the angle
opposite the first side is larger than the angle opposite the second side. RY 5 m∠T
∆RYT
4. If one side of a triangle is the longest, then the angle opposite it is the
TY 10 m∠R
largest.

424
 Mathematics in the Kitchen: The Kitchen Triangle Mathematics in
the Kitchen 1. Is there a relationship between the length of a side of a

? triangle and the measure of the angle opposite it?

The Kitchen
1. Triangle

Yes, there is. No, there isn’t.

2. Making Conjecture: What is the relationship

between the sides of a triangle and the angles opposite
The Kitchen Triangle was them?
developed in the 1950s
RC > RS > SC RC > RS > SC RS > RC > SC • When one side of a triangle is longer than
SR = SC < RC as a tool to
designers in creating an
aid

a second side, the angle opposite the

∠C = ∠C < S ∠S > ∠C > R ∠S > ∠C > R ∠C > ∠S > R
effective kitchen layout.
The triangle has a corner
at the sink, the
.
refrigerator, and the stove,
the three essential
3. Your findings in no. 2 describe the Triangle
locations in the kitchen Inequality Theorem 1. Write it in if-then form.
when cooking. Most
2. Possible answer and reasons: kitchen plans still include
this today. The idea is to
• If one side of a triangle is
have them close enough longer than a second side, then
1. It utilizes only two corners of a that they can easily be
moved between, but not .
room. too far away to reduce the
amount of movement 4. What is the relationship between the longest side of a
2. It is more open so two or more people while cooking.
general rule is that the
The
triangle and the measure of the angle opposite it?
can watch and learn and also help in triangles perimeter must
be at least 12 ft., but 5. What is the relationship between the shortest side of a
cooking should be larger than 26 ft.
triangle and the measure of the angle opposite it?
The area inside the
triangle should be
6. Without using a protractor, determine the measure of
completely open, making
movement between each
the third angles of the triangles in this activity. (Hint:
of these easy. Most
modern kitchen plans still
The sum of the measures of the angles of a
Answer Key to Quiz No. 1 include this. triangle is 180°.)
See the whole article at Name of Working Measure of the Third
http://bathroomphotogaller
y. com/kitchen-plans.php~
Triangle Equations Angle
A. Questions: ∆FUN m∠N
1. Suppose R is for
Triangle Largest Angle Smallest Angle Refrigerator, S is for ∆TYP m∠P
Sink, and C for
cooking stove, ∆TRY m∠Y
1. ∆AIM ∠A ∠I describe
relationship of the
the

Quiz No. 1
2. ∆RYT ∠Y ∠R
3. ∆END ∠N ∠D Directions: Write your answer on a separate answer sheet.
B.
A. Name the smallest angle and the largest angle of the following triangles:
∆NAY ∆FUN ∆WHT
Triangle Largest Smallest
Sides NY, AN, AY FN, FU, NU HW, HT, TW
Angle Angle
Angle ∠A, ∠Y, ∠N ∠U, ∠N, ∠F ∠T, ∠W, ∠H 1. ∆AIM
C. 2. ∆END
Grant: Grant: 3. ∆RYT
3 wishes 2 wishes
Region to Hit with
Region O Region M
an Arrow
425
 B. The diagrams in the exercises are not drawn to scale. If each diagram were drawn to
Mathematics in Art: Geometric Shapes for scale, list down the sides and the angles in order from the least to the greatest measure.
Foundation Piecing

1. Possible Answer: The figures started from the largest regular polygons.

1.1 Hexagon
1.1.1 The next larger hexagon is determined by doing the following:
• getting the midpoints of the sides of the original hexagon
• connecting adjacent midpoints to form segments that serve as ∆NAY ∆FUN ∆WHT
sides of the next hexagon. Sides
1.1.2 Repeat steps in 1.1 until the desired smallest hexagon is formed Angle

1.2 Heptagon C. Your parents support you in your studies. One day, they find out that your topic in
1.2.1 The next larger heptagon is determined by doing the following: Grade 8 Math is on Inequalities in Triangles. To assist you, they attach a
• placing a point of desired distance from the left endpoint of the triangular dart board on the wall with lengths of the sides given.
sides of the original heptagon
They say they will grant you three wishes if you can hit with an arrow the corner with
• connecting adjacent points to form segments that serve as
the smallest region and two wishes if you can hit the corner with the largest region.
sides of the next heptagon.
1.2.2 Repeat steps in 1.1 until the desired smallest heptagon is • Which region should you hit so your parents will grant you three wishes?
formed • Which region should you hit so your parents will grant you two wishes?

2. Possible Answer:
Mathematics in
Art Geometric
Shapes for
Foundation
Piecing by Dianna
Jesse

Teacher’s Note and Reminders

FD n’tt!
oog
Challenge:
Grant: Grant: 1. Which figure is drawn
first in the artworks--
3 wishes 2 wishes
r e
the smallest polygon or
the largest polygon?
Region to Hit with 2. Make your own design
by changing the
an Arrow positions or the lengths
of the sides of the
triangles involved in
constructing the figure.
3. Would you like to try
using the hexagon?

426
Activity No.5:
What if It’s Larger?
Activity 5
WHAT IF IT’S LARGER?
For Activity No. 5, start up the class by having a review of the different kinds of
triangles according to sides and angles. Proceed by asking what triangles are shown in Materials Needed: ruler, manila paper
the activity What if it’s Larger. Procedures:
1. Replicate the activity table on a piece of manila paper.
Discuss the GPE and the tolerance interval of measurements. Once these are 2. Measure using ruler the sides opposite the angles with given sizes. Indicate the
established, let the groups proceed with the activity. Let them post their outputs, lengths (in mm) on your table.
process their outputs; and their answers to the questions in ponder time. The answers 3. Develop the relationship of angles of a triangle and the lengths of the sides
opposite them by answering the ponder questions on a piece of manila paper.
to numbers 3, 4, and 5 should be written on cartolina and posted in a display board for
math concepts. L
Q O

After discussion, let them answer Quiz No. 1. 54o

81o
48o

36o 90o
Answer Key to Activity No.5 Y
F T
38o 61o
U
103o 29o
M
G
1. Yes, there is.
2. When one angle of a triangle is larger than a second angle, the side Triangle Measure of the Angles
Lengths of Sides Opposite
opposite the first angle is longer than the side opposite the second angle. the Angles
3. If one angle of a triangle is larger than a second angle, then the side m∠L FY
opposite the first angle is longer than the side opposite the second angle. ∆LYF m∠Y LF
4. If one angle of a triangle is the largest, then the side opposite it is the m∠F LY
longest. m∠Q TU
5. If one angle of a triangle is the smallest, then the side opposite it is the ∆QUT m∠U QT
shortest. m∠T QU
6. m∠O MG
∆OMG m∠M GO
Name of Smallest Smaller Largest
Triangle Angle Angle Angle m∠G MO
∆LYF ∠Y ∠L ∠F
1. Is there a relationship between the size of an angle and the length
∆QUT ∠T ∠U ∠Q of the side opposite it?

7.
∆OMG ∠M ∠O ∠G
? 2.
Yes, there is. No, there isn’t.
Making Conjecture: What is the relationship between the angles of
a triangle and the sides opposite them?
Name of Shortest Shorter Longest • When one angle of a triangle is larger than a second angle,
Triangle Side Side Side the side opposite the .
∆LYF LY FY LY 3. Your findings in no. 2 describe Triangle Inequality Theorem 2. Write
∆QUT TU QT QU it in if-then form.
∆OMG MO GM GO 4. What is the relationship between the largest angle of a triangle and the
side opposite it?
5. What is the relationship between the smallest angle of a triangle and the
side opposite it?

427
 8. Arrange in increasing order the angles of the triangles
Mathematics
6. for Eco-
Kind of Name
in this of according
activity Smallest Smaller
to measurement. Largest Architecture
How do you know that a certain side is the longest side?
Triangle Angle Angle Angle Triangular
Skyscraper with
∆LYF Vegetated Mini-
Triangle Atriums
∆QUT
Acute ∆ The longest side is opposite the largest acute angle.
∆OMG
Right ∆ The longest side is opposite the right angle.
Answer Key to Quiz No. 2
A.
7. Arrange
Nameinofdecreasing order the sides
Shortest of the triangles
Shorter in
Longest
Triangle Longest Side Shortest Side thisTriangle
activity according to their lengths.
Side Side Side
1. ∆TRY TY RY ∆LYF The
which
triangular
in China
form,
is
2. ∆APT AT AP ∆QUT
symbolic with balance and
stability, also allows the

3. ∆LUV LV LU ∆OMG
building to shade itself,
which lowers the amount

B. of energy required to
cool the interiors. The

List of ∆TRP ∆ZIP ∆FRE

signature feature of the
entire design is the atrium,
which runs the entire
Sides in height of the building and

Decreasing 8. Having learned Triangle Inequality 2, answer the question in also allows each level to
Kind of How do you know that a certain side is be illuminated by natural

Order of PT, PR and RT PZ, IZ, IP EF, FR , ER the table. light.

Triangle the longest side? Questions:
Lengths Acute ∆ 1. Have you seen
Right ∆ triangular buildings or
structures in your area?
C. NZ Obtuse ∆ 2. When do you think it is

D. Answers vary best to use a triangular

design like the one
shown in building a
structure?

QUIZ No. 2 To find out the reasons

why the triangular design

Mathematics in Eco-Architecture: Triangular is eco- friendly, visit this

Skyscraper Directions: Write your answer on a separate answer sheet. Note that the diagrams in the exercises
are not drawn to scale.

1. Answers vary A. Name the shortest side and the longest side of the following triangles:
2. Possible Answers:
• When the lot to build on is triangular in shape.
• When the owner would like to have a triangular design.

Triangle Longest Side Shortest Side

1. ∆TRY
2. ∆APT
3. ∆LUV

428
 B. List down the sides in order from the longest to the shortest
Triangular Design and Artworks Mathematics in
the Garden
length.
How to Space
Sprinklers?
1. Answers Vary ~irrigationrepair.co
m~
2. Possible Answers:
A. Square Spacing
• Triangular Petal Card because it is easy to perform
• Triangular Card Stand for those who likes wood working
• Triangular Girl for those who love sketching and drawing
• Diminishing Triangles for those who love tiling works.
Square spacing is the

Activity No.6: easiest to plot; the

downfall is that there will ∆TRP ∆ZIP ∆FRE
be areas that are going to
When Can You Say “ENOUGH”? be covered by all four
sprinkler heads causing
some over watering.
Sprinklers are spaced C. Skye buys a triangular scarf with angle measures as described in the
Two days before Activity No. 6 will be tackled, assign the groups to prepare pieces of relatively close when
using a square pattern (on figure shown. She wishes to put a lace around the edges. Which
straws with the following lengths in inches: 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12. Let them average around 50% of the
diameter of the throw). edge requires the longest length of lace?
duplicate the 3- and 5-inch straws. Note: If straws are not available, they may use This means you will also
need more sprinkler heads

other objects like broom sticks. Make sure that all groups have the materials on the to cover a given area.

day the activity is scheduled. B. Triangular Spacing

Let the group do the activity and record their findings in the table they transferred on
the manila paper. Process their outputs and their answers to the questions. Answers
should be written on cartolina and posted on the display board of math concepts. Triangular spacing is
plotted using three points
Activity 6
which means that more
surface area is watered WHEN CAN YOU SAY “ENOUGH!”?
with less overlap .Since
you can cover more
surface using triangular
End the activity by asking this: What insight can you share about the title of the spacing you will be able
to space the sprinkler Materials Needed: plastic straws, scissors, manila paper, and ruler
activity? After sharing insights, let them answer Quiz No. 3. heads farther apart
(usually around 60% of Procedure:
the diameter of the throw).
Using a triangular pattern
in plotting sprinkler heads
can save money because 1. Cut pieces of straws with the indicated measures in inches.
less sprinkler heads are
There are three pieces in each set.
Teacher’s Note and Reminders
needed to irrigate any
given area.
2. Replicate the table in this activity on a piece of manila paper.
Task:
If you were asked to space
3. With each set of straws, try to form triangle LMN.
sprinklers, which spacing
4. Write your findings on your table and your responses to the
Don’t would you use?
ponder questions on a piece of manila paper.
Forget! L

m n

N M
l

429
Answer Key to Activity No.6
Compare the
Do the sum of the
Compare the
sum of the straws lengths of shorter
Do the Sets of Straw Compare Compare
straws lengths of form a straws (l + m)
Sets of Straw Compare Compare Pieces (m + n) and l (l + n) and m
form a triangle or with that of the
shorter straws (a
Pieces (b + c) and a (a + c) and b not? longest length c
triangle or + b) with that of
not? the longest
length c
l m n YES NO l+m <,>,= n m+n <,>,= l l +n <,>,= m
l m n YES NO l+m <,>,= n m+n <,>,= l l +n <,>,= m 1. 3 3 7
1. 3 3 7 √ 6 < 7 10 > 3 10 > 3 2. 3 3 5
2. 3 3 5 √ 6 > 5 8 > 3 8 > 3 3. 4 6 10
3. 4 6 10 √ 10 = 10 16 > 4 14 > 6 4. 4 6 9
4. 4 6 9 √ 10 > 9 15 > 4 13 > 6 5. 5 5 10
5. 5 5 10 √ 10 = 10 15 > 5 15 > 5 6. 5 5 8
6. 5 5 8 √ 10 > 8 13 > 5 13 > 5 7. 6 7 11
7. 6 7 11 √ 13 > 11 18 > 6 17 > 7 8. 6 7 9
8. 6 7 9 √ 13 > 9 16 > 6 15 > 7 9. 4 7 12
9. 4 7 12 √ 11 < 12 19 > 4 16 > 7 10. 4 7 10
10. 4 7 10 √ 11 > 10 17 > 4 14 > 7
1. Making Conjectures:

1. Making Conjectures:
1.1 ? 1.1 What pattern did you observe when you
compared the sum of the lengths of the two
Mathematic
• If the sum of the lengths of the two shorter straws is EQUAL to the shorter straws with the length of the longest s in
length of the longest side, a triangle cannot be formed. straw? Write your findings by completing the Geography
phrases below: Feasible
• If the sum of the lengths of the two shorter straws is LESS THAN the • If the sum of the lengths of the two shorter
Possible
Distance
length of the longest side, a triangle CANNOT be formed. straws is equal to the length of the longest (McDougal
Little
• If the sum of the lengths of the two shorter straws is GREATER straw . Geometry,
• If the sum of the lengths of the two shorter 2001)
THAN the length of the longest side, a triangle CAN be formed.
straws is less than the length of the longest
1.2
straw .
• When the straws form a triangle, the sum of the lengths of any two • If the sum of the lengths of the two shorter
straws is greater than the third straw. straws is greater than the length of the longest
• When the straws do not form a triangle, the sum of the lengths of any straw .
two straws is less than or equal to the third straw. 1.2 What pattern did you observe with the sets of Suppose you know the
straws that form and do not form a triangle? following information
2. Triangle Inequality Theorem 3 Complete the phrases below to explain your
about distances between
cities in the Philippine
• The sum of the lengths of any two sides of a triangle is greater than findings: Islands:

the third side. • When the straws form a triangle, the sum of Cadiz to Masbate ≈ 159

the lengths of any two straws .

430
Answer Key to Quiz No. 3
1. Description: • When the straws do not form a triangle, the sum of the lengths
of any two straws .
• AW + EW > AE
• AW + AE > EW 2. Your findings in this activity describe Triangle Inequality Theorem 3.
• AE + EW > AW State the theorem by describing the relationship that exists between the
lengths of any two sides and the third side of a triangle.
2. • The sum of the lengths of any two sides of a triangle is
.
Can a
Is the triangle QUIZ No. 3
In Simplified
Hints simplified be
Symbols Form
form true? formed? Directions: Write your answer on a separate answer sheet.
Justify
Is the sum of 8 1. Describe sides AW, EW and AE of ∆AWE using Triangle Inequality Theorem 3.
1 and 10 greater Is 8 + 10 > 14 Is 18 > 14 YES YES
than 14? because
the sum of 2. Your task is to check whether it is possible to form a triangle with lengths 8, 10, and
Is the sum of 8 14. Perform the task by accomplishing the table shown. Let the hints guide you.
any two
2 and 14 greater Is 8 + 14 > 10 Is 22 > 10 YES
sides is
than 10?
greater Can a
Is the sum of 10 Is the
than the Hints
In Simplified
simplified
triangle be
3 and 14 greater Is 10 + 14 > 8 Is 24 > 8 YES third side. Symbols Form formed?
form true?
than 8? Justify
Which question should be enough to find out if a triangle can be formed? 1
Is the sum of 8 and
• The question asking whether 8 +1 0 > 14 should be enough to find out 10 greater than 14?
if triangle is formed from the sides because 8 and 10 are the 2
Is the sum of 8 and
3. shorter sides. 14 greater than 10?
Is the sum of 10 and
Is the 3
14 greater than 8?
Simplified Can a triangle be
Find out if: simplified form Which question should be enough to find out if a triangle can be formed?
Forms formed? Justify
true?
3. Is it possible to form a triangle with sides of lengths 5, 8, and 13? Complete the
1 5 + 8 > 13 13 > 13 NO YES because the sum table to find out the answer.
2 5 + 13 > 8 18 > 8 YES of any two sides is
Is the simplified Can a triangle be
3 greater than the third Find out if: Simplified Forms
form true? formed? Justify
8 + 13 > 5 21 > 5 YES side.
1
Which question should be enough to find out if a triangle can be formed? 2
• The question asking whether 8 + 10 > 14 should be enough to find out 3
if triangle is formed from the sides because 8 and 10 are the Which question should be enough to find out if a triangle can be formed?
shorter sides.

431
4.
4. Can you form a triangle from sticks of lengths 7, 9, and 20? Mathematics
Can a in
Is the Is the Architecture
Simplified Can a triangle be formed? Simplified triangle be
Find out if: simplified Find out if: simplified World’s
Forms formed? Thinnest House:
Forms Justify form true?
form true? Justify Keret House
by Jakub
1 7 + 9 > 20 16 > 20 7 + 9 > 20 16 > 20 1 Szczesny

2 7 + 20 > 9 27 > 9 7 + 20 > 9 27 > 9 2

3 9 + 20 > 7 29 > 7 9 + 20 > 7 29 > 7 3
Which question should be enough to find out if a triangle
Which question should be enough to find out if a triangle can be formed?
can be formed?
• The question asking whether 7+9>20 should be enough to find out
if triangle is formed from the sides because 7 and 9 are the shorter
sides. 5. Study the figure shown and complete the table of inequalities
5. The four-feet-wide house
is built on a tiny space

CA + AR > CR using Triangle Inequality Theorem 3. between two buildings in

Warsaw, Poland.

ER + AR > AE Questions:
1. Explain why

AR < RE + AE Architect Szczesny

used triangu- lar

AC + CE > CE design in building the

house?
2. Why is it not
AC AE + CE advisable to use
rectangular design?
6. s1 + s2 > s3 To see more photos of the
house, visit this website
link: http://design-milk.com/

7. If t is the third side then, the following should be satisfied: w or ld s - t hi nne s t -h ou s e -

 CA + AR >
ER + AR >
< RE + AE
AC + CE >
AE + CE
7 + 10 > t 7 + t > 10 t + 10 > 7 6. Using Triangle Inequality Theorem 3, what inequality will you write to check
t < 7+10 t < 10 − 7 t < 7 − 10 whether segments with lengths s1, s2, and s3 form a triangle if s1 < s2 < s3?
t < 17 t<3 t < -3
But length should be greater than zero. 7. If two sides of a triangle have lengths 7 feet and 10 feet, what are the possible
integral lengths of the third side? Between what two numbers is the third side?
The values described must be excluded.

• Therefore, side t may have the following measurements in ft.: {4, 5, For items no. 8-10, use the figure shown
8. The distance Klark walks
6,…14, 15, 16} from home to school is School
• Side t has lengths between 3 ft and 17 ft. 120 meters and 80 meters
when he goes to church from
8. Xylie’s estimation, 180 meters, is feasible. The distance of 180 is within home. Xylie estimates that the Church

the range of (120 – 80 = 40) and (120 + 80 = 200). distance Klark walks when he 120 m

9. Because S1 < 80 < 120 and 40 < S1 < 200, then 40 < S1 < 80 goes directly to Church, 80 m
coming from school, is 180
10. Path No. 2: School to Church. Justification: Triangle Inequality Theorem 3 Home
meters. Realee’s estimation is
11. Errors: 210 meters. Which estimation
• With two marks on EF, it is the longer side so the angle opposite it must is feasible? Justify your answer.
also be the larger angle. However, it is opposite the shortest
angle—angle D. 9. Supposing that the shortest distance among the three locations is the school- church
distance, what are its possible distances?

432
 10. Which of the following paths to church is the shortest if you are from school?
Mathematics in Geography: Feasible Possible Justify your answer.
Distance • Path No. 1: School to Home then to Church
• Path No. 2: School to Church
From the map, it is clear that the distance d of Guiuan to Masbate is the longest.
11. Some things are wrong with the measurements on the sides and angles of the triangle
Hence, the distance of Guiuan to Masbate must be greater than 265 m but less shown. What are they? Justify your answer.
than the sum of 159 and 265 m, which is 424 m. Therefore, 265 < d < 424.

1. Architect Szczesny used a triangular design because it is enough for him

to provide a bedroom, a bathroom, and a kitchen.
2. Possible reasons:
• Unlike a rectangular design, a triangular design has the roof already
The next activity is about discovering the triangle inequality
steep so rainwater or snow will just slide easily. theorem involving an exterior angle of a triangle. Before doing it, let
• With a rectangular design, it needs two stands as foundations to achieve us first recall the definition of an exterior angle of a triangle.
balance. In that case, where will he place the ladder to the house?

Mathematics in Art: Color Triangle

1. Color combinations
• Yellow and Blue = Green
• Red and Yellow = Orange
• Blue and Red = Violet By extending MN of ∆LMN to a point P, MP is formed. As a
result, ∠LNP forms a linear pair with ∠LNM. Because it forms a
2. Possible number of exterior angles linear pair with one of the angles of ∆LMN, ∠LNP is referred to as
• Two (2) an exterior angle of ∆LMN. The angles non-adjacent to ∠LNP, ∠L
• Four (4) and ∠M, are called remote interior angles of exterior ∠LNP.
• Two (2)
In the triangle shown, ∠4, ∠5 and ∠6 are exterior angles. The
remote interior angles of ∠4 are ∠2 and ∠3; of ∠5, ∠1 and ∠3; of
Notesreviewing
After to the Teacher
their knowledge on exterior angles of triangles, direct their attention ∠6, ∠1 and ∠2.
to one of the artworks in the activity Artistically Yours. Let them determine the
exterior angles and their corresponding remote interior angles. Internet
Learning
Measures of
Interior and
Exterior Angles of
a Triangle

Interactive:
• h t t p : / / w w w .
mathwarehouse.com/
g e o me t r y / t r i a n g l

Once done, invite them to go to the internet and perform the interactive activity from
http://www.mathwarehouse.com/geometry/triangles/angles/remote-exterior- and-interior-
angles-of-a-triangle.php.

433
Activity No. 7:
MEASURE Mania: Exterior or Remote Interior? MEASURE MANIA: Mathematics in Art
Activity 7 EXTERIOR OR REMOTE INTERIOR? Color Triangle

For Activity no. 7, explain to them that Grade 8 students should have the passion for
getting measurements; hence, the title has mania in it (mania for passion). And one Materials Needed: protractor, manila paper, and ruler
has to be sure of his/her measure, hence, MEaSURE. Procedures:
1. Measure the numbered angles of ∆HEY, ∆DAY, and ∆JOY.
Tell the students that in this activity, they will find out the inequality that exists 2. Replicate the table in this activity on a piece of manila paper. The Color Triangle makes it

between an exterior angle of a triangle and each of its remote interior angles. But 3. Indicate the measures on your table and write your answers to the easier to determine the resulting
color if two colors are
ponder questions on a piece of manila paper. combined.
before you proceed, decide on the GPE and Tolerance Interval of your
Questions:
measurements. Y
1. What is the resulting color
with the following
2 combinations?
2 2 • Yellow and Blue
D J
Let them get the measurement of the exterior and interior angles of the triangles, 1
4
4 4
• Red and Yellow
• Blue and Red

compare them and write their findings and answers to ponder questions on a piece of H 5 2. How many possible exterior
6 Y angles do the following sets

manila paper. Process their outputs. You have to consider the GPE and the Tolerance 6 1 5 6 3 1 2
3
•
of color triangles have?
B, R, Y
Interval. Their answer to activity question no. 4 should be written on a piece of 3 Y A O
•
•
G, O, V
YO, YG, RO, RV,
E
cartolina and posted on a display board of math concepts. BV
BG,

To read more about the color

triangle, visit this website link:
End the activity with the students answering Quiz No. 4. http://www.atpm.
com/9.08/design.
shtml

MEASURES
Answerkey
Answer keytoofActivity
Quiz No.No.4 7
Questions Name of
Triangle 1st Remote Interior 2nd Remote Interior 3rd Remote Interior
1. Inequalities: Exterior ∠s Exterior ∠s Exterior ∠s
Considering ∆REA Considering ∆HAM ∠ ∠ ∠
1. The answer to each item is: >.
∠1 ∠4 ∠6 ∠2 ∠5 ∠6 ∠3 ∠4 ∠5
m∠CAR
2. The answer > mitem
to each ∠E is: >. m∠HAT > m∠M
m∠CAR
3. The answer > mitem
to each ∠R is: >. m∠HAT > m∠H ∆HEY
4. Conjecture: The measure of an exterior angle of a triangle is greater than

∆DAY

434 ∆JOY
2.
m∠AED > m∠AED 1. Compare the measure of exterior ∠1 with either remote interior ∠4 or
>
m∠DEB
m∠DEB =
m∠DCE
m∠DBE ? ∠6 using the relation symbols >, <, or =.
• In ∆HEY, m∠1 is m∠4.
• In ∆HEY, m∠1 is m∠6.
m∠CDE < m∠DEB • In ∆DAY, m∠1 is m∠4.
m∠DEB < m∠ACD • In ∆DAY, m∠1 is m∠6.
3. • In ∆JOY, m∠1 is m∠4.
∆DEB ∠AED, ∠BDF or ∠CDF • In ∆JOY, m∠1 is m∠6.

∆CDG ∠AGD, ∠CGE, ∠CDF, ∠BCG 2. Compare the measure of exterior ∠2 with either remote interior ∠5 or
∠6 using the relation symbols >, <, or =.
∆AGE ∠CGE, ∠BEG, ∠AGD
• In ∆HEY, m∠2 is m∠5.
∆BAC ∠ACD or ∠GCD • In ∆HEY, m∠2 is m∠6.
• In ∆DAY, m∠2 is m∠5.
• In ∆DAY, m∠2 is m∠6.
Teacher’s Note and Reminders • In ∆JOY, m∠2 is
• In ∆JOY, m∠2 is
m∠5.
m∠6.

3. Compare the measure of exterior ∠3 with either remote interior ∠4 or

∠5 using the relation symbols >, <, or =.
• In ∆HEY, m∠3 is m∠4.
• In ∆HEY, m∠3 is m∠5.
• In ∆DAY, m∠3 is m∠4.
• In ∆DAY, m∠3 is m∠5.
• In ∆JOY, m∠3 is m∠4.
• In ∆JOY, m∠3 is m∠5.

4. Making Conjecture: Your comparison between the measure of an exterior

angle of a triangle and either interior angle in this activity describes the
Exterior Angle Inequality Theorem. With the pattern that you observed,
state the exterior angle inequality theorem.
• The measure of an exterior angle of a triangle is .

Don’t QUIZ No. 4

Forget!
Directions: Write your answer on a separate answer sheet.

1. Use the Exterior Angle Inequality theorem to write inequalities observable in the
figures shown. T

E
A
118o 83o
35o
A
R
51o H
C M

435
 Mathematics in Psychology: Robert Sternberg’s
Considering ∆REA Considering ∆HAM
Triangular Theory of Love
1. Possible Answer:
2. Use >, <, or = to compare the measure of angles.
• At the angles of the triangles are the Liking (intimacy), Infatuation
(passion), and Empty Love (Commitment). m∠AED m∠CED
• The sides are made up of Romantic Love, Companionate Love, and Fatuous m∠DEB m∠DCE
Love. Romantic love is a result of passion and intimacy. Companionate m∠DEB m∠DBE
love is a result of intimacy and commitment. Fatuous Love is a result of m∠CED m∠DEB
passion and commitment.
• Consummate Love is at the interior of the triangle and it is a result of
passion, intimacy, and commitment. 3. Name the exterior angle/s of the triangles shown in the figure.

2. Possible Answer: All are important. However, the most important is

commitment because love based on commitment will survive amidst challenges
like illness and poverty.

3. Possible Answer: Consummate love because it has all the elements that
every human being dreams of.

4. Possible Answers:
 You have successfully developed all the theorems on inequalities in one
triangle.
∆DEB
• Consummate love > companionate love > fatuous love > romantic love
∆CDG
• Commitment > intimacy > passion
∆AGE My Grandpa, My Model of
Activity 8 Healthy Lifestyle!
Activity∆BAC
No. 8:
My Grandpa, My Model of a Healthy Lifestyle Leruana has a triangular picture frame
that her grandpa gave her on her 13th birthday.
A day before the Activity No. 8 is scheduled to be performed, Like her, his grandpa loves triangular shapes.
Since it is going to be his grandpa’s 65th birthday
reproduce the desired number of copies of the Grandpa pictures and soon, her birthday gift idea is to have two
the pictures of the suggested outputs of the activity. Note that answers triangular frames made so she can place in them
photos of his grandpa as health exercise
may vary so analyze the merit of students’ outputs carefully. instructor. As her woodworker friend, she asks you
to do the triangular frames for her. To determine
the shapes of the picture frames, how should the
photos be cropped?

436
 Possible Answers to Activity 8: Mathematics in
Psychology
1. Robert Sternberg’s
Triangular Theory
of Love

Questions:

1. Study the triangle intently.

What do you understand
about the triangular theory
of love?
2. Which mean more to you
—passion, intimacy or
2. commitment?
3. Which love you would like
• Any part of the body can't be cropped. to have in the f u t u r e — 1. How do you plan to crop the photographs?

?
romantic, fatuous,
• Indicate the vertices of the triangular part of the
• For the standing grandpa, the line on his back, and for the sitting one, companionate or
consummate love?
photos.
his outstretched legs or the line from the tip of his foot to his head 4. How do you rank romantic
love, fatuous love, • Mark the sides of the new triangular photos.
companionate love and

Activity No. 9: consummate love using 2. What made you decide to have that shape and not
combined inequality?
something else?
Clock Wisdom: Pretty One! To help you decide, visit
http://gentlemencalling. • What is your basis for determining the largest
wordpress.com/2012/03/13/ for-
the-love-of-triangles/ corner?
For Activity no. 9, it is advisable for you to bring a real clock. You have to show to • What is your basis for determining the longest
them the angles formed by the short and long hands at 1PM, 2 PM, 3PM and 4PM. side?

You have to elicit from the class the measures of the angles formed by the hands of Activity 9
Clock Wisdom, Pretty One!
the clock at the aforementioned times. Let the students determine the angle by giving
them these clues:
• One complete revolution is 360 degrees
• The whole revolution is subdivided into 12 hours

They must realize that each subdivision is (360/12) degrees or 30 degrees. Once the
measures of the angles of clock faces A, B, C, and D are determined, let the groups do
the activity and answer questions in Ponder Time. Let them post their outputs written
on manila paper. Process their outputs. Answers to question no. 6 and 7 (including
the drawings of ∆CAT and ∆DOG) of ponder time must be written on a piece of A complete revolution around a point is equivalent to 360º. The minute and hour
cartolina and posted on a display board of math concepts. hands of the clock also cover that in a compete revolution.

Materials: ruler and manila paper

Procedure:

1. Replicate the activity table on a piece of manila paper.

2. Study the faces of the clock shown at different hours one afternoon and
complete your copy of the activity table.
437
 3. Write also your answers to the ponder questions on a piece of manila paper.
Answer Key to Questions in Activity 9 4. Compute for the measure of the angle formed by the hands of the clock given that
one revolution for each hand is equivalent to 360°.
1. The short hands of the clock in clock faces A, B, C, and D are equal (=). Distance between
2. The short hands of the clock in clock faces A, B, C, and D are equal (=). Measure of angle
the tips of the hour
Time formed by the hour
3. The angles formed by the hands of the clock are called as included Clock Face hand and minute
(Exact PM Hours ) hand and minute
angles. hands
hand
4. The later in the afternoon the hour is, the larger is the angle. (in mm)
5. The measure of the distance between the tips of the hands of the clock is A
influenced by the measure of the included angle at a certain time. B
C
6. If two sides of one triangle are congruent to two sides of another triangle, but
D
the included angle of the first triangle is greater than the included angle of the
second, then the third side of the first triangle is longer than the third side of
the second triangle.
1. Write your observations on the following:
7. If AC ≅ OD, AT ≅ OG, and m∠A > m∠O; then CT > DG
• The lengths of the roofs at the left part of both houses .
8. Note: Answers may vary.
9. Some examples: Ladies’ fan, door hinge, tail of a peacock, geometric ? •
•
The Lengths of the roof at the right part of both houses .
The lengths of the roof bases of both houses .
compass, puller, nipper, pliers, pages of a book, arms with the elbow joint as • The Roof angles of both houses .
2. What influences the measures of the roof angles of both houses? Justify.
the hinge, legs with knee joint as the hinge, etc. 3. Making a Conjecture: Your findings describe the Converse of Hinge Theorem (This
Activity No. 10: is otherwise known as SSS Triangle Inequality Theorem). How will you state this
theorem if you consider the two corresponding roof lengths as two sides of two
Roof-y Facts, Yeah! triangles, the roof bases as their third sides, and the roof angles as included angles?
State it in if-then form.
Before starting group Activity 10, decide for the GPE and Tolerance Interval of the If two sides of one triangle are congruent to two sides of another triangle,
but the third side of the first triangle is greater than the third side of the second,
measurements. Proceed to the following: groups working on the activity and then .
answering activity questions while you roam around to give technical assistance; 4. Using the Converse of Hinge Theorem, write an if-then statement to describe
posting of outputs; processing outputs; and writing answers of nos. 3 and 4 (including the appropriate sides and angles of ∆RAP and ∆YES.
the drawings ∆RAP and ∆YES) on a piece of cartolina to be posted on the display
board in mathematics.

Let the class answer Quiz No. 5 and discuss the solutions and answers for
each item.
 Roof Lengths Roof Lengths Lengths of
HOUSE at the Right at the Left Roof Base (in Roof Angle
(in cm) (in cm) cm)
A
B
A E

R Y

P S
5. With both houses having equal roof lengths, what conclusion can you make about
their roof costs?

438
 Answer Key to Questions in Activity 10 Activity 10
ROOF-Y FACTS, YEAH!
1. Observations:
• The lengths of the roofs at the left part of both houses are equal. M
• The lengths of the roofs at the right part of both houses are equal. Q
• The lengths of the roof bases of both houses differ in lengths. Roof base
L N P R
of house A is shorter than the roof base of House B.
House A House B
2. The measures of roof angles are affected by the length of the roof bases. If
the roof base is longer, the roof angle is also larger.
3. 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, Materials Needed: protractor, manila paper, and ruler
then the included angle of the first triangle is larger than the included angle of Procedure: Study the house models and complete your copy of the activity table. For ponder
the second triangle. questions, write your answers on a piece of manila paper.
4. If AR ≅ EY, AP ≅ ES, and PR > SY; then m∠A > m∠E. HOUSE
5. Roof costs for House A is the same as roof costs for House B. A

Teacher’s Note and Reminders B

1. Write your observations on the following:

• The lengths of the roofs at the left part of both houses .
? •
•
The Lengths of the roof at the right part of both houses .
The lengths of the roof bases of both houses .
• The Roof angles of both houses .
2. What influences the measures of the roof angles of both houses?
Justify.
3. Making a Conjecture: Your findings describe the Converse of Hinge
Theorem (This is otherwise known as SSS Triangle Inequality Theorem).
How will you state this theorem if you consider the two corresponding roof
lengths as two sides of two triangles, the roof bases as their third sides, and
the roof angles as included angles? State it in if-then form.
If two sides of one triangle are congruent to two sides of another
triangle, but the third side of the first triangle is greater than the third
Don’t side of the second, then .
Forget! 4. Using the Converse of Hinge Theorem, write an if-then statement to
describe the appropriate sides and angles of ∆RAP and ∆YES.
A E

R Y

P S

5. With both houses having equal roof lengths, what conclusion can you make
about their roof costs?

439
 Answer Key to Quiz No. 5 QUIZ No. 5

A. Directions: Write your answer on a separate answer sheet.

Statements Justification A. Use the symbol <, > or = to complete the statements about the figure shown. Justify
your answer. C
1. If AC ≅ AD and m∠1 = m∠2, then BC = BD Hinge Theorem
2. If BC ≅ BD and AC > AD ,then m∠4 Converse of Hinge 1 4
> m∠3
Theorem A 2 3 B

3. If AD ≅ AC and m∠2 < m∠1,then BD < BC Hinge Theorem

D
4. If BD ≅ BC and AD> AC ,then m∠3 Converse of Hinge
> m∠4
Theorem Statements Justification
B. 1. If AC ≅ AD and m∠1 = m∠2, then BC BD
FOR 2. If BC ≅ BD and AC > AD ,then m∠4 m∠3
GIVEN FACTS CONCLUSION JUSTIFICATION
MARKINGS 3. If AD ≅ AC and m∠2 < m∠1,then BD BC
1. R N 4. If BD ≅ BC and AD> AC ,then m∠3 m∠4
BY = AT BR = AN m∠B > m∠A RY > NT Hinge Theorem
B A B. Make necessary markings on the illustration based on the given. What conclusion can
Y T
you make, if there is any, given the facts about the two triangles? Provide
2. R N
justifications to your conclusions. R
N
∠N is not an
BR = AT RY = NT m∠R > m∠N None
B A included angle
Y T
B
3. R N A
Converse of Y
BY = AT BR = AN RY > NT m∠B > m∠A FOR
T
B A Hinge Theorem GIVEN FACTS CONCLUSION JUSTIFICATION
Y T MARKINGS
4 R N 1. R

BR = AN RY = NT BY > AT m∠R > m∠N Hinge Theorem BY = AT BR = AN m∠B > m∠A

B A B A
Y T Y T

5. R N 2. R
Converse of
RY = NT BY = AN m∠N < m∠Y AT > BR BR = A T RY = NT m∠R > m∠N
Hinge Theorem
C. 1. AC > DF 3. m∠RAT > m∠YAT B
Y
A
T
B
Y
A
T
2. HI > GI 4. m∠FAE > m∠MAE 3. R
D. 2m − 1 > m + 4. Therefore, m > 5.
BY = AT BR = AN RY > NT
E. Sample Answer: B
Y
A
T

4 R
The hinge of the compass makes it possible to adjust the distance between the
BR = AN RY = NT BY > AT
tips of the compass point and the pencil point. Adjustments determine the B
Y
A
T
desired lengths of radii for circles to be drawn.
5. R

RY = NT BY = AN m∠N < m∠Y

B A
Y T

440
E. Mathematics in Fashion: Ladies’ Fan C. Using Hinge Theorem and its converse, write a conclusion about each figure.
It is important when it is hot and there is no air conditioning unit like in churches. A
When the fan is not opened completely, the distance between the tips of the side frame of the 1.
fan is shorter than
F when the fan is opened Rcompletely.
3.

B A T
D

From the prior investigations, we have discovered the following theorems C

on triangle inequalities: E Y

2. I
Inequalities in One Triangle: 4. A E

Triangle Inequality Theorem 1 (Ss → Aa)

If one side of a triangle is longer than a second side, then the angle M
opposite the first side is larger than the angle opposite the second side. G
H

J
F
Triangle Inequality Theorem 2 (Aa → Ss)
If one angle of a triangle is larger than a second angle, then the side
opposite the first angle is longer than the side opposite the second angle. D. Using Hinge Theorem and its converse, solve for the possible values of m.

m+4
Triangle Inequality Theorem 3 (S1 + S2 > S3) 2m − 1
The sum of the lengths of any two sides of a triangle is greater than the length of the third side.
5 3 3 5
Exterior Angle Inequality Theorem
The measure of an exterior angle of a triangle is greater than the measure of either remote interior angle
E. Enrichment Activities
Inequalities in Two Triangles:
1. Hinges in Tools and Devices
Hinge Theorem or SAS Inequality Theorem Hinges are used to fasten two things together and allow adjustment, rotation, twisting or
pivoting.isChoose
If two sides of one triangle are congruent to two sides of another triangle, but the included angle of the first triangle greater at least
than theone of the angle
included following
of thehinged devices
second, andthird
then the explain
sidehow it works.
of the first triangle is longer than the thi

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

441
Explain to the students that the next activities of the PROCESS section are on
2. Mathematics in Fashion: Ladies’ Fan
writing proofs of the theorems on inequalities in triangles. From the sixteenth century up to the late 1800s
throughout the whole of Europe, each
Inspire the students to think clearly and systematically together as a group. Explain to fashionable lady had a fan and because
them that in writing the proofs of theorems, focus and collaboration are the of its prominence, it was considered as a
instruments for their success. “woman’s scepter”—tool for communicating
her thoughts.
http://www.victoriana.com/Fans/historyofthefan.html

How can we prove these theorems? Questions:

1. Do you think that fan is an important fashion item?
Writing proofs is an important skill that you will learn in geometry. It 2. Describe the concept of inequality in triangles that is evident about a ladies’
will develop your observation skills, deductive thinking, logical fan.
reasoning, and mathematical communication. Guide questions are
From the prior investigations, we have discovered the following theorems on
provided to help you succeed in the next activities. triangle
inequalities:
In writing proofs, you have to determine the appropriate statements
and give reasons behind these statements. There are cases when you only Inequalities in One Triangle:
have to complete a statement or a reason. Make use of hints to aid you
Triangle Inequality Theorem 1 (Ss → Aa)
in your thinking.
If one side of a triangle is longer than a second side, then the angle opposite the first
side is larger than the angle opposite the second side.
Be reminded that theorems may be proven in different ways. The
proofs Triangle Inequality Theorem 2 (Aa → Ss)
that follow are some examples of how these theorems are to be proven. If one angle of a triangle is larger than a second angle, then the side opposite the first
angle is longer than the side opposite the second angle.
For activity 11-16, you are required to use a piece of manila paper
Triangle Inequality Theorem 3 (S1 + S2 > S3)
Make sure that a day before the activities in writing proofs are scheduled, groups The sum of the lengths of any two sides of a triangle is greater than the length of the
third side.
already have enough number of pieces of manila paper for the activity where tables
for statements and reasons are already prepared. Exterior Angle Inequality Theorem
The measure of an exterior angle of a triangle is greater than the measure of either
You may opt to let the students prepare metastrips (each piece is 1/3 of bond paper remote interior angle
cut lengthwise) and pentel pen or ball pen so that they only have to write each
statement or reason on a metastrip and attach it on the appropriate row and column. Inequalities in Two Triangles:

Hinge Theorem or SAS Inequality Theorem

Your technical assistance is crucial in the proof-writing activities so roam around If two sides of one triangle are congruent to two sides of another triangle, but the
purposely. Most of your assistance involves your directing them to refer the review included angle of the first triangle is greater than the included angle of the second, then
points in this module. 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

442
 Answer Key to Activity 11:
How can we prove these theorems?
Proving Triangle Inequality Theorem 1
Writing proofs is an important skill that you will learn in geometry. It will develop
A. your observation skills, deductive thinking, logical reasoning, and mathematical
communication. Guide questions are provided to help you succeed in the next
Statements Reasons
activities.
1. LM ≅ LP By construction
2. ∆LMP is isosceles
In writing Definition
proofs, you have to determine of Isosceles
the appropriate Triangle
statements and give reasons
behind these statements. There are cases Base when
anglesyou only have triangles
of isosceles to complete a
3. ∠1 ≅ ∠2 Be reminded that theorems may be proven in different ways. The proofs that follow are
are congruent.
some examples of how these theorems are to be proven.
4. ∠LMN ≅ ∠1 + ∠3 Angle Addition Postulate
5. ∠LMN > ∠1 Property of Inequality For activity 11-16, you are required to use a piece of manila paper for each proof.
6. ∠LMN > ∠2 Substitution Property
7. ∠2 + ∠MPN = 180 Linear Pair Postulate Activity 11
The sum of the interior angles of a PROVING TRIANGLE INEQUALITY THEOREM 1
8. ∠MPN + ∠N + ∠3 = 180
triangle is 180.
9. ∠2 + ∠MPN = ∠MPN + ∠N + ∠3 Substitution/Transitive Property Triangle Inequality Theorem 1 (Ss → Aa)
Given:
If one ∆LMN;
side of a LN > LM
triangle is longer than a second side, then the angle opposite the first side is larger than
10. ∠2 = ∠N + ∠3 Subtraction Property Prove: ∠LMN
the angle > ∠LNM
opposite the second side.
11. ∠2 > ∠N Property of Inequality
Teacher’s Note and
12. ∠LMN > ∠N Reminders
Transitive Property
Proof: There is a need to make additional constructions to prove that ∠LMN > ∠LNM. With
compass point on L and with radius LM, mark a point P on LN and connect M and P with a
segment to form triangle.

Statements Reasons
1. How do you describe the
relationship between LM and LP? By construction

Don’t
Forget! 2. Based on statement 1, what kind of a
triangle is ∆LMP? Definition of Isosceles Triangle

3. Based on statement 1, how do you

describe ∠1 and ∠2? Converse of Isosceles Triangle Theorem

443
Teacher’s Note and Reminders 4. Study the illustration and write a
statement about ∠LMN if the reason is
the one given. Angle Addition Postulate

5. Basing on statement 4, write an

inequality statement focusing on
∠1. Property of Inequality

6. Using statement 3 in statement 5:

∠LMN > ∠2 Substitution Property

7. Study the illustration and write an

operation statement involving Sum of the interior angles of a triangle is
∠MPN, ∠N, and ∠3 180o.

8. Study the illustration and write an

operation statement involving ∠2 and
∠MPN Linear Pair Theorem

What property supports the step wherein we

replace the right side of statement 8 with its
9. ∠2 + ∠MPN ≅ ∠MPN + ∠N + ∠3 equivalent in statement 7?

10. What will be the result if ∠MPN is

deducted away from both sides of
statement 9?

11. Basing on statement 10, write an

inequality statement focusing on
∠N. Property of Inequality

12 Based on statement 6 and 11: If

Don’t ∠LMN > ∠2 and ∠2 > ∠N, then
Forget! Property of Inequality

Congratulations! You have contributed much in proving Triangle Inequality Theorem

1. In the next activity, you will see that Triangle Inequality Theorem 1 is used in
proving
444
 Answer Key to Activity 12: Activity 12 INDIRECT PROOF OF TRIANGLE
Indirect Proof of Triangle Inequality Theorem 2 INEQUALITY THEOREM 2

A. Given: ∆LMN;
Triangle m∠L > m
Inequality ∠N
Theorem 2 (Aa→Ss)
L

Statements Reasons Prove:

If oneMN > LM
angle of a triangle is larger than a second angle, then the side opposite the
1. MN 𝑘 LM such that first angle is longer than the side opposite the second angle.
1. Temporary Assumption Indirect Proof:
MN = LM or MN < LM
N
2. Considering MN = LM: Assume: MN 𝑘 LM
M

If MN = LM, then ∆LMN is an 2. Definition of isosceles triangles

Statements Reasons
isosceles triangle.
1. MN = LM or MN < LM 1. Assumption that MN 𝑘 LM
Base angles of isosceles triangles
Consequently, ∠L = ∠N. are congruent. 2. Considering MN ≅ LM : If MN ≅
LM, then 2. Definition of
The assumption that MN = LM is The conclusion that ∠L ≅ ∠N
false. contradicts the given that m∠L > m∠N.
Consequently, what can you say
3. Considering MN < LM: 3. Triangle Inequality Theorem 1 (Ss about ∠L and ∠N? of isosceles
If MN < LM, then m∠L < m∠N.  Aa) triangles are congruent.
The Assumption that MN < LM is The conclusion that m∠L < m∠N The Assumption that MN ≅ LM is The conclusion that ∠L ≅ ∠N
False contradicts the given that m∠L > m∠N True False the given that m∠L > m∠N.
4. The assumption that MN 𝑘 LM 3. Considering MN < LM:
4. Therefore, MN > LM must be 3. Base angles of isosceles triangles
contradicts the known fact that
Teacher’s
True Note and Reminders
m∠L > m∠N.
If MN < LM, then
are congruent.

The conclusion that m∠L < m∠N

The Assumption that MN < LM is
contradicts the given that
True False

4. The that
4. Therefore, MN > LM must be
MN 𝑘 LM contradicts the known
True False
fact that m∠L > m∠N.
Don’t
Forget!
Amazing! You have helped in proving Triangle Inequality Theorem 2. Let us
proceed to prove Triangle Inequality Theorem 3 using a combination of paragraph and
two-column form. You will notice that Triangle Inequality Theorem 2 is used as reason
in proving the next theorem.

445
 Answer Key to Activity 13:
Activity 13 PROVING TRIANGLE
Proving Triangle Inequality Theorem
INEQUALITY THEOREM 3
3

Statements Reasons
1. LP = LN By construction 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
2. ∆LNP is an isosceles triangle. Definition of isosceles triangle third
Base angles of isosceles triangle
3. ∠LNP ≅ ∠LPN
are congruent. Given: ∆LMN where LM < LN < MN
4. ∠LPN ≅ ∠MPN Reflexive Property
5. ∠LNP ≅ ∠MPN Transitive Property Prove: MN + LN > LM
6. ∠MNP ≅ ∠LNM + ∠LNP Angle Addition Postulate MN + LM > LN
7. ∠MNP ≅ ∠LNM + ∠MPN Substitution Property LM + LN > MN
8. ∠MNP > ∠MPN Property of Inequality
Proof:
Triangle Inequality • Notice that since MN > LN and that MN > LM, then it’s
9. MP > MN
Theorem 2 (AaSa) obvious that MN + LM > LN and MN + LN > LM are
10. LM + LP = MP Segment Addition Postulate true.
11. LM + LP > MN Substitution Property • Hence, what remains to be proved is the third
statement: LM + LN > MN
12. LM + LN > MN Substitution Property

Let us construct LP as an extension of LM such that L is between M and P, LP ≅

Teacher’s Note and Reminders LN and ∆LNP is formed.

Statements Reasons
1. Write a statement to describe LP
and LN. 1. By construction

2. Describe ∆LNP.
2.
Do ’t 3. Describe ∠LNP and ∠LPN 3. Bases of isosceles triangles are
n congruent.
Forget!
4. The illustration shows that
4. Reflexive Property of Equality
∠LPN ≅ ∠MPN
5. If ∠LNP ≅ ∠LPN (statement 3) and
∠LPN ≅ ∠MPN (statement 4), then 5. Transitive Property of Equality

6. From the illustration,

∠MNP ≅ ∠LNM + ∠LNP 6.

446
 Answer Key to Activity 14:
Proving the Exterior Angle Inequality Theorem

Statements Reasons
1. LQ ≅ NQ; MQ ≅ QR 1. By construction
2. ∠3 ≅ ∠4 2. Vertical Angles are congruent.
3. SAS Triangle Congruence
3. ∆LQM ≅ ∆NQR
Postulate
4. Corresponding parts of
4. ∠MLN ≅ ∠1 congruent triangles are
congruent
5. ∠LNP ≅ ∠1 + ∠2 5. Angle Addition Postulate
6. ∠LNP > ∠1 6. Property of Inequality
7. ∠LNP > ∠MLN 7. Substitution Property of Equality
7.
Using statement 5 in statement 6, 7.
∠MNP ≅ ∠LNM + ∠MPN
8. From statement 7, ∠MNP > ∠MPN 8. Property of Inequality
9. Using statement 8 and the illustration,
write a statement with the reason
given. 9. Triangle Inequality Theorem 2

10. From the illustration, what operation

involving LM and LP can you write? 10. Segment Addition Postulate

11. Write a statement using statement 10 in

statement 9 11. Substitution Property of Inequality

12. Write a statement using statement 1 in

statement 11 12. Substitution Property of Equality

Teacher’s Note and Reminders Hurray! Triangle Inequality Theorem 3 is already proven. Let us proceed to
writing

Activity 14 PROVING THE EXTERIOR ANGLE

INEQUALITY THEOREM

Exterior Angle Inequality Theorem

The measure of an exterior angle of a triangle is greater than the measure of either
remote interior angle
Don’t Forget!
 L Proof:
L
Given: ∆LMN with exterior angle ∠LNP Let us prove that ∠LNP > ∠MLN by construct- R
Prove: ∠LNP > ∠MLN ing the following: Q
P
1. midpoint Q on LN such that LQ ≅ NQ
M P
2. MR through Q such that MQ ≅ QR M N

447
 Answer Key to Activity 15:
Proving the Hinge Theorem 1. LQ ≅ NQ; MQ ≅ QR 1.
2. What relationship exists between
∠3 and ∠4? 2.
Statements Reasons
1. CN ≅ CH + HN 1. Segment Addition Postulate
3. Basing on statements 1 and 2, describe
2. CN ≅ CH + WH 2. Substitution Property of Equality two triangles from the illustration:
Teacher’s Note and Reminders
3. Triangle Inequality Theorem 3:
3. What triangle congruence postulate
Indeed, the measure of an exterior angle of a triangle is greater
supports statementthan
3? the measure
The sum of any two sides of a of
3. In ∆CHW, CH + WH > CW
triangle is greater than the third
side. Activity4. 15Basing on statement 3, 4.
∠MLN ≅
PROVING THE HINGE THEOREM
4. Substitution Property of Equality 5. Basing on the illustration,
4. CN > CW 5. Angle Addition Postulate
(Using statement 2 in 3) ∠LNP ≅
5. Substitution Property of Equality 6. Basing on statement 5, ∠LNP > ∠1 6.
Hinge Theorem or SAS Triangle Inequality Theorem
5. CN > LT (Using statement in construction 1
If two7. sides
Using statement
of one 4 inare
triangle statement 6,
congruent to two
7. sides of another
Substitution triangle, but the
Property
in statement 4) included angle of the first triangle is greater than the included angle of the second,
then the third side of the first triangle is longer than the third side of the second.

Given: ∆CAN and ∆LYT; CA ≅ LY, AN ≅ YT, ∠A > ∠Y

Prove: CN > LT
Don’t
Forget! C L T

A N
Y

448
 Answer Key to Activity 16: Proof: C W
Indirect Proof of the Converse of Hinge 1. Construct AW such that :
• AW ≅ AN ≅ YT
Theorem • AW is between AC and AN, and
• ∠CAW ≅ ∠LYT. H
Statements Reasons
1. ∠D ≅ ∠U or ∠D < ∠U 1. Assumption that ∠D 𝑘 ∠U A N

2. Considering ∠D ≅ ∠U: 2. SAS Triangle Congruence Consequently, ∆CAW ≅ ∆LYT by SAS Triangle Congruence Postulate. So, CW ≅
It’s given that OD ≅ LU, DG ≅ Postulate LT because corresponding parts of congruent triangles are congruent.
UV.
If ∠D ≅ ∠U, then ∆ODG ≅ ∆LUV. 2. Construct the bisector AH of ∠NAW such that:
From the congruence, Corresponding parts of congruent • H is on CN
OG ≅ LV triangles are congruent • ∠NAH ≅ ∠WAH
The Assumption that ∠D ≅ ∠U is OG ≅ LV contradicts the given that Consequently, ∆NAH ≅ ∆WAH by SAS Triangle Congruence Postulate because AH ≅
false. OG > LV AH by reflexive property of equality and AW ≅ AN from construction no. 1. So, WH ≅ HN
3. Considering ∠D < ∠U: If 3. SAS Inequality Theorem or Hinge because corresponding parts of congruent triangles are congruent.
∠D < ∠U, then OG < LV. Theorem
Statements Reasons
The assumption that ∠D < ∠U is OG < LV contradicts the given that 1. From the illustration: 1.
false. OG > LV CN ≅ CH + HN
4. Therefore, ∠D > ∠U must be 4. Assumption that ∠D 𝑘 ∠U is 2. CN ≅ CH + WH 2.
true. proven to be false. 3. In ∆CHW, CH + WH > CW 3.
4. Using statement 2 in 3: 4.
CN > CW
After proving the theorems on inequalities in triangles, you are now 5. Using statement in construction 1 in
5.
highly equipped with skills in writing both direct and indirect proofs. statement 4: CN > LT
Moreover, you now have a good grasp on how to write proofs in paragraph
and/or two-column form.
You will be undergoing more complex application problems Bravo! The Hinge Theorem is already proven. Notice that the use of paragraph
A ctivity
form on16 the INDIRECT
first part of PROOF
the proofOF THEHinge
of the CONVERSE
Theorem shortens the proof process.
involving
OF HINGE THEOREM
inequalities in triangles in the next section.
Dear Concept Contractor, your task is to revisit your concept
museum. How many more tasks can you tackle? Which concepts you
Converse of Hinge Theorem or SSS Triangle Inequality Theorem
have built previously need revision? Check also your decisions in Activity If two sides of one triangle are congruent to two sides of another triangle, but the third
No.1. Would you like to change any decision? side of the first triangle is longer than the third side of the second, then the included
How can you justify inequalities in triangles? Do you have a 449 angle of the first triangle is larger than the included angle of the second.
new insight on how to address this essential question raised in the
activity Artistically Yours?
Now that you know the important ideas about this topic, let’s go
Appreciate the students’ interest and diligence in tackling the proof-writing
Given: ∆ODG and ∆LUV; U D
activities. Praise is a great form of motivation.
OD ≅ LU, DG ≅ UV,
OG > LV
At this point, let them revisit their answers in Activities No. 1, 2, and 3. Prove: ∠D > ∠U
L
O
WHAT TO REFLECT AND UNDERSTAND:
Indirect Proof: G
V
The REFLECT AND UNDERSTAND section exhibits activities designed to Assume: ∠D 𝑘 ∠U
intensify the students’ understanding of the lesson. These activities are mostly on
solving non-routine problems, writing proofs, and wrapping up of all the concepts
and skills learned in the lesson.

Like in the Process/Do section, your task in this section is to manage group work in
the problem-solving activities. It is suggested that you have to play an active role
in the discussion of the solutions of the model problems so that students will have an
extensive grasp on the thinking processes undertaken in solving the problems.

Your guidance and supervision of the students in the It’s-Your-Turn problem

solving activities of this section lead to the attainment of the following goals:
• solve problems that require application of the knowledge and skills in
inequalities in triangles;
• solve problems that require writing proofs; and
• unlock all the triangles in their concept museum.

Discuss comprehensively the solutions and answers to It’s-Your-Turn problems

enhance their understanding and reinforce their learning.

For Activity No. 19, invite them to make a research on the task under Career in
Mathematics—Air Traffic Controller.
 Statements Reasons
1. Assumption that
1. ∠D ≅ ∠U and ∠D < ∠U

2. Considering ∠D ≅ ∠U: 2. Triangle Congruence

It’s given that OD ≅ LU, DG ≅ UV. Postulate
If ∠D ≅ ∠U, then ∆ODG ≅ ∆LUV.

OG ≅ LV
The Assumption that ∠D ≅ ∠U is
false.
3. Considering ∠D < ∠U: If ∠D < ∠U,
then 3. Hinge Theorem After proving the theorems on inequalities in triangles, you are now highly
equipped with skills in writing both direct and indirect proofs. Moreover, you now have
OG < LV contradicts the given that
a good grasp on how to write proofs in paragraph and/or two-column form.
OG > LV
4. Assumption that ∠D 𝑘 ∠U is proven to You will be undergoing more complex application problems involving inequalities
4. be false. in
triangles in the next section.

Dear Concept Contractor, your task is to revisit your concept museum. How
many more tasks can you tackle? Which concepts you have built previously need
revision? Check also your decisions in Activity No.1. Would you like to change any
decision?

How can you justify inequalities in triangles? Do you have a new insight on
how to address this essential question raised in the activity Artistically Yours?

450
 Answer Key to Activity
17: Show Me the Whhaatt ttoo UUnnddeerrssttaanndd
Angles!!! Having developed, verified, and proved all the theorems on triangle inequalities in the
previous section, your goal now in this section is to take a closer look at some aspects of the
Answer key to Activity No. 17 Watch-This Questions! topic. This entails you to tackle on more applications of the theorems on triangle inequalities.
1. The value of x is solved first because knowing its value leads to
determining the values of the angles of the triangular frame. Your goal in this section is to use the theorems in identifying unknown inequalities
2. The sum of the angles is equated to 180 because the sum of the angles of a in triangles and in justifying them.
triangle is always 180 degrees.
The first set of activities showcases model examples that will equip you with ideas and
3. Triangle Inequality Theorem 2 (AaSs) hints on how to conquer problems of the same kind but already have twists. When it is your
4. Even without the actual measurements, we are sure that our answer is correct turn to answer, you have to provide justifications to every step you take as you solve
because we have used the theorems we developed, verified and proved. the problem. The model examples provide questions for you to answer. Your answers are the
justifications.
Note: Explain to the students that when we justify our answer using theorems or
The second set of activities requires you to use the theorems on inequalities in triangles
postulates, we are justifying deductively. So, deductively, it is sure that the
in solving problems that require you to write proofs.
answer is correct.
There are no limits to what the human imagination can fathom and marvel. Fun and
It’s Your Turn! thrill characterize this section. It is also where you will wrap up all the concepts you learned
on Triangle Inequalities.
m∠S + m∠E + m∠A = 180 m∠E = 2x − 1 m∠A = 4x − 3
58 + (2x − 1) + (4x − 3) = 180 = 2(21) − 1 = 4(21) − 3 Activity 17
SHOW ME THE ANGLES!!!
58 + 2x + 4x − 1 − 3 = 180 = 42 − 1 = 84 − 3
6x + 54 = 180 = 41 = 81
6x = 180 − 54 Watch this!
For extra fun, groups of students in a class are tasked to create algebraic expressions to satisfy
6x = 126
the measures of the angles of their triangular picture frame project. If the measure of the angles are as
x = 21 follows: m∠A = 5x – 3, m∠C = 2x + 5, m∠E = 3x – 2, arrange the sides of the frame in increasing
order.
Since ∠A > m∠E > m∠S, then the longest side is opposite ∠A, ES, and the
shortest side is opposite ∠S, AE. Solution:
Solving for Solving for Solving for
To solve for x:
m∠A m∠C m∠E
(5x - 3) + (2x + 5) + (3x – 2) = 180 m∠A= 5x – 3 m∠C = 2x + 5 m∠E = 3x – 2
5x + 2x + 3x – 3 + 5 – 2 = 180 = 5(18)–3 = 2(18) + 5 = 3(18)–2
10x – 5 + 5 = 180 = 90 – 3 = 36 + 5 = 54 – 2
10x = 180 = 87 = 41 = 52
x = 18

Therefore, listing the sides in increasing order should follow this order: Sides opposite
∠C, ∠E, and ∠A. That is, AE, AC, and CE.

451
 Answer Key to Activity 18: 1. Why is the value x being solved first?
Believe Me, There are Lots of Possibilities! 2. Why is the sum of the angles being equated to 180°?

1. Triangle Inequality Theorem 3(S1 + S2 > S3)

? 3. What theorem justifies the conclusion that the increasing order of
the sides is AE, AC, and CE?
4. What makes us sure that our answer is correct considering that we have
2. Even without actually drawing all the possible lengths of the third side to
not exactly seen the actual triangle and have not used tools to measure
form a triangle with known sides 11 and 17, we are convinced that our the lengths of its sides and the measures of its angles?
answer is correct because its basis, Triangle Inequality Theorem 3, is a
theorem that we have developed, verified and proved. Deductively, we are It’s Your Turn!
convinced that our answer is correct.
3. Relationship: 6 is the difference when 17 is subtracted from 11. Angle S of the triangular picture frame of another group is 58°. The
4. Relationship: 28 is the sum of 11 and 17. rest of the angles have the following measures: m∠E = 2x – 1, m∠A = 4x
– 3. Determine the longest and the shortest side. Give justifications.
5. l – s < t < l + s
6. There is an infinite number of possible lengths for the third side t.
Note: Remind them of their lesson on the set of rational numbers or fractions
between 0 and 1 in Grade 7. Because a fraction between 0 and 1 can be in the Activity 18
form 1/M, M can be any value greater than 1. Hence, M can be 1, 000, 000 or BELIEVE ME, THERE ARE LOTS OF POSSIBILITIES!
more. Thus, there are infinite fractions between 0 and 1. Notice that this concept
is also applicable to lengths between 6 and 28.
Watch this!
Problem:
It’s Your Turn! You are tasked to draw a triangle wherein the lengths of two sides are specified. What are the
possible lengths for the third side of the triangle you will draw if two sides should be 11 and
The lengths of the sides of a triangle are 16 – k, 16 and 16 + k. What is the 17, respectively? How many possible integer lengths has the third side?
possible range of values of k?
Solution:
Since the third side is unknown, let’s represent its length by t.
Using the Triangle Inequality Theorem 3, let us find the range of values for k: 16
Inequality 1 Inequality 2 Inequality 3
+ (16+ k) > 16 (16 – k) + 16 > 16 + k 17 + t >11
11 + 17 > t 11 + t >17
16 + 16 + k > 16 16 – k + 16 > 16 + k t > 11 – 17
28 > t t > 17 – 11
t>–6
32 + k > 16 32 – k > 16 + k t < 28 t>6
k > 16 – 32 32 – 16 > k + k Values of t to be
k > -16 16 > 2k t must be less than 28 t must be greater than 6 disregarded
-16 < k 8>k The resulting inequalities show that t must be between 6 and 28, that is, 6 as the lower
k <8 boundary and 28 as the higher boundary. Using combined inequality, the order by which they
will be written should be 6, t, then 28.
Writing them as a combined inequality, the answer is -16 < k < 8.
Therefore,
• the possible lengths for the third side is 6 < t < 28.
• the set of possible integer lengths for the third side of the triangle is described as
follows: {7, 8, 9, …,27}. Hence, there are 27 – 6 = 21 possible integer lengths for the
third side.

452
 Answer Key to Activity 19: 1.
What theorem justifies the three inequalities being written about the
And You Thought Only Surveyors Trace, Huh! sides?
es. ? 2. Are you convinced that 6 < t < 28 is accurate even if you have not
tried drawing all the possible lengths of the third side to form a
ed illustration. Solving it mentally would be tedious because there are plenty of information in the problem triangle with 11 and 17? Why?
3. have
ut Triangle Inequality Theorem 2, the answer would be that their distance from the centre of the oval is the same because they Do you observe
travelled thea same
relationship
lengthexisting between
from start 6 in 6they
to where < t <stop.
28 and the
two known lengths 11 and 17? Describe the relationship.
sis is Triangle Inequality Theorem 2 that we developed, verified and proved to be true. Deductively, we are convinced that the conclusion is true.
4. Do you observe a relationship existing between 28 in 6 < t < 28 and
the two known lengths 11 and 17? Describe the relationship.
5. If the known lengths are l and s, where l is longer and s is shorter, what
should be the formula in solving for the unknown third side t?
6. There are 21 possible integer lengths for the third side when two
respective sides of a triangle have lengths 11 and 17. Can you count
all the possible lengths other than the integer lengths? Explain.

It’s Your Turn!

Problem:
The lengths of the sides of a triangle are 16 – k, 16, and 16 + k. What is the
range of the possible values of k? Create a table of the possible integer lengths of
the sides of the triangle. Is 16-k always the shortest length? Develop a general
It’s Your Turn!
formula for lengths with this description. Provide justifications.

The lengths of the sides of a triangle are 16 – k, 16 and 16 + k. What is the possible range of values of k?
Activity 19 AND YOU THOUGHT ONLY
Using the Triangle Inequality Theorem 3, let us find the range of values for k: SURVEYORS TRACE, HUH!
Watch this!
1. 500 Shielou Problem:
Kerl and Kyle play with their roller skates at the town oval. From the centre of the oval, Kerl
1300 skates 4 meters east and then 5 meters south. Kyle skates 5 meters west. He then takes a right
turn of 70° and skates 4 meters. Who is farther from the centre of the oval?
Kyle
Solution:
Therefore, Chloe is farther from the rotunda.
4 km
Justification is the Hinge Theorem.
70o 110o 4 km
5 km 90o

5 km
1450
Therefore, Kyle is farther than Kerl from
the center of the oval.
350
Chloe Kerl

453
2. Enrichment Activity
1.
How are 110° and 90° produced?
2.
What theorem justifies the conclusion that Kyle is farther than Kerl
Career in Mathematics: Air Traffic Controller
? 3.
from the center of the oval?
Would this problem be answered without a detailed illustration of the
Sample Research: problem situation? Explain.
Geometry%205-6%20Indirect%20Proof%20and%20Inequalities%20 in%20Two%20Triangles.pdf 4. Had the illustration of the problem not drawn, what would have been your
initial answer to what is asked? Explain.
5. We have not actually known Kerl and Kyle’s distances from the center of
You and a friend are flying separate planes. You leave the airport and fly 120 miles due west. You then change direction
the oval but it and fly W 30°
is concluded N Kyle
that for 70is miles.
farther (W
than30° N indicates
Kerl. Are you a north-west direction
convinced that the conclusion is true? Explain.
SOLUTION
It’s Your Turn!
1. Problem:
Begin by drawing a diagram, as shown below. Your flight is represented by ∆PQR and your friend’s flight From
is represented
a boulevardbyrotunda,
∆PST. bikers Shielou and Chloe who have uniform
YouN biking speed, bike 85 meters each in opposite directions— Shielou, to the
R north and Chloe, to the south. Shielou took a right turn at an angle of 50o
and Chloe, a left turn at 35 o. Both continue biking and cover another 60
meters each before taking a rest. Which biker is farther from the rotunda?
Provide justifications.

2. Enrichment Activity
Career in Mathematics: Air Traffic Controller

Air traffic controllers coordinate the movement of

air traffic to make certain that planes stay a safe
W distance apart. Their immediate concern is safety,
airport E
120 mi but controllers also must direct planes efficiently
70 mi 150o P S to minimize delays.
Q 70 mi S
120 mi 140o
They must be able to do mental math quickly and
accurately. Part of their job is directing aircraft at
T what altitude and speed to fly.
your friend
Task:
Because these two triangles have two sides that are congruent, you can Make a research of problems related to the work of air traffic
apply the Hinge Theorem to conclude that RP is longer than TP. controllers. Solve it and present it in class

Therefore, your plane is farther from the airport than your friend’s plane.

454
 Answer Key to Activity 20: Activity 20
Trust Yourself, You’re a Geometrician! TRUST YOURSELF, YOU’RE A GEOMETRICIAN!
at the diagram is not drawn to scale so answers based on the drawing without considering the given data would be faulty. It is advised that you integrate it with this saying: Do not judge a book by its cover—that outw
—the triangles have common sides. Watch this!
Problem: F
The diagram is not drawn to scale.
A Which of the lengths HF, HA, HI, and

I 7o HT of polygon FAITH is the longest?

Which is the shortest?
8o
T
9o
H
F
Solution:
A 83 Considering ∆HIT:
o

82o HT < HI
I 7o
81o Considering ∆HAI:
T 8o HI < HA
9o For angles op
H Considering ∆HFA:
HA < HF

< HI < HA < HF

HT
Therefore, the longest side is HF and the shortest side is HT.

1. By just looking at the original figure, which side do you think is the
ME=9, EA=12, AM=15 longest? There is a misconception to explain why HT would have been
For angles opposite
them
? 2.
the initial choice as having the longest side. Explain.
Why is it necessary to consider each right triangle in the figure
2 < M < MAT < T < 1 individually?
3. What theorem justifies the choice of the longer side in each
triangle?
Therefore, the answer is as follows:
4. Notice that the diagram is not drawn to scale. However, we are still able
to tell which side is the longest and which side is the shortest. Are you
convinced that your answer is true? Explain.
< < < <
∠2 ∠ ∠T ∠1 It’s Your Turn!
∠MA
Problem: 5
M 9 E
1 T
The diagram is not drawn to scale. Using 12
∠1, ∠2, ∠T, ∠M, and ∠MAT, complete 15
13
the combined inequalities below: 2

< < < A

455
 Answer Key to Activity Activity 21
I BELIEVE I CAN FLY
21: I Believe I can
Fly
1. Sides: coco trunk, distance of the kid from the bottom of the coco trunk,
length of the coco leaf stalk.
2. The inequalities that exist are the following:
• The distance of the kid from the bottom of the coco trunk at different
speeds.
• The angle determined by the coco trunk and the coco leaf stalk at
different speeds
3. Comparison:
• The distance of the kid from the bottom of the coco trunk is longer when
he swings at full speed and shorter when he swings at low speed.
• The angle determined by the coco trunk and the coco leaf stalk is larger
when he swings at full speed and smaller when he swings at low speed The figure shows two pictures of a kid swinging away from the coco trunk while holding on a stalk of coco leaf.
4. I can justify them deductively using the hinge theorem and its converse. Compare the distances of the kid from the bottom of the coco trunk in these pictures. Note that the kid’s distance from the
bottom of the coco trunk is farthest when he swings at full speed.
5. (Answers may vary)
6. Possible answer: Using vines like Tarzan, swing rides in amusement
parks)
7. Possible answer: Erecting a post covered with rubber or leather and 1. Name the sides of the triangle formed as the kid swings away holding on to the stalk of coco
using big rope for a swing ride leaf.

8. Possible disadvantages: Height of swing towers and lengths of swings

would not be proportional and can cause accidents
? 2.
3.
An inequality exists in the two triangles shown. Describe it.
Compare the angles formed by the coco leaf stalk and the coco trunk at the kid’s full
speed and low speed.
4. How can you justify the inequality that exists between these triangles?
9. Possible answers: Efficient (Strong and Stable), Safe, Well-Built, 5. Many boys and girls in the province have great fun using coco leaf stalks as swing rides.
Attractive Have you tried a coco leaf swing ride?
10. Possible answers: Prepare a design to determine the specifications and raw 6. Aside from coco leaf swing rides, what other swing rides do you know in your area or from
your knowledge or experience?
materials; let the best workers make it; have it tested for quality. 7. If you were asked to improvise a swing ride in your community, how would you design the
11. Yes, so that tools and equipment are efficient, long-lasting, and safe to swing ride? Explain.
8. Concepts on inequalities in triangles are useful in improvising a swing ride. What are the
use. disadvantages if a designer of a swing ride does not apply these concepts?
9. What are the qualities of a good improvised swing ride?
10. What are the things you should do to attain these qualities?
11. Should all designers of tools and equipment comply with standards standards and
guidelines in designing them? Why?

456
 Answer Key to Activity 22:
You are Now Promoted as PROOFessor! Activity 22
YOU ARE NOW PROMOTED AS PROOFESSOR!

1. 1. Write the statements supported by the reasons on the right side of the two-column proof.

1 HO ≅ EP Given Given: HO ≅ EP, ∠OHP > ∠EPH

Prove: OP > EH
2 HP Statements
≅ HP Reasons
Reflexive Property of Equality
3 ∠OHP > ∠EPH Given
4 OP > EH Hinge Theorem Statements Reasons

2. 1 Given
Reflexive Property of
Statements Reasons 2
Equality
1 ∠1 ≅ ∠2 Given 3 Given
Base angles of isosceles triangles are 4 Hinge Theorem
2 ∆FIH is isosceles
congruent.
2. Make necessary markings to the congruent angles and sides as you analyze the given and the
3 FI ≅ HI Legs of isosceles triangles are congruent. meanings behind them. Write the reasons for the statements in the two-column proof.
4 I is the midpoint of AT Given
5 AI ≅ TI Definition of a Midpoint
Given: I is the midpoint of AT, ∠1 ≅ ∠2, ∠3 > ∠4
6 ∠3 > ∠4 Given Prove: HT > FA
7 HT > FA Hinge Theorem
3.

Reasons
Statements Reasons
1 ∠VAE ≅ ∠VEA Given
1 ∠1 ≅ ∠2
∆AVE is an isosceles Base angles of isosceles triangles are
2 2 ∆FIH is isosceles
triangle. congruent
Legs of isosceles triangles are 457 3 FI ≅ HI
3 AV ≅ EV
congruent. 4 I is the midpoint of AT
4 FV ≅ FV Reflexive Property 5 AI ≅ TI
5 AF > EF Given 6 ∠3 > ∠4
6 ∠AVF ≅ ∠EVF Converse of Hinge Theorem 7 HT > FA
 3. Write the statement or reason in the two-column proof.
In this section, the discussion focuses mainly on using the triangle inequality
theorems in solving both real-life problems and problems that require writing proofs.
Given: ∠VAE ≅ ∠VEA, AF > EF
Considering the application and proof-writing problems found in this module,
share Prove: ∠AVF ≅ ∠EVF
your insights on the following questions:
• Can you solve these problems without accurate illustrations and markings on the
triangles?
• Can you solve these problems without prior knowledge related to triangles and Reasons
writing proofs? 1 ∠VAE ≅ ∠VEA
• Has your knowledge in algebra helped you in solving the problems?
∆AVE is an isosceles
• Have the theorems on triangle inequalities helped you in writing proofs of 2
triangle.
theorems?
Legs of isosceles triangles are
3
Having tackled all concepts and skills to be learned on inequalities in triangles, congruent.
revisit your decisions in Activity No.1 and write your responses to the statements 4 FV ≅ FV
under My Decisions Later. Are there changes to your responses? Explain. 5 Given

What would be your reply to the essential question “how can you justify 6 ∠AVF ≅ ∠EVF
inequalities in triangles”?

Now that you have a deeper understanding of the topic, it is high time for you to In this section, the discussion focuses mainly on using the triangle inequality
theorems in solving both real-life problems and problems that require writing proofs.
Be sure to discuss the answers to the questions at the END of WHAT TO
REFLECT AND UNDERSTAND. Considering the application and proof-writing problems found in this module,
share
your insights on the following questions:
At this point, the students should be able to answers all the questions in Activity • Can you solve these problems without accurate illustrations and markings on the
Nos. 1, 2, & 3. triangles?
• Can you solve these problems without prior knowledge related to triangles and
They should be able to answer the essential question “How can you justify writing proofs?
inequalities in triangles?” The answer should be: Inequalities in triangles can be • Has your knowledge in algebra helped you in solving the problems?
• Have the theorems on triangle inequalities helped you in writing proofs of
justified deductively. When asked how, they are expected to point out the theorems theorems?
on inequalities in triangles.
Having tackled all concepts and skills to be learned on inequalities in triangles,
revisit your decisions in Activity No.1 and write your responses to the statements
What to Transfer under My Decisions Later. Are there changes to your responses? Explain.

What would be your reply to the essential question “how can you justify
Your goal in this section is to apply your learning to real life situations. inequalities in triangles”?
You will be given a practical task which will enable you to demonstrate your
understanding of inequalities in triangles. Now that you have a deeper understanding of the topic, it is high time for you to

458
You have to explain to the students that concepts and skills learned in
inequalities and triangles become meaningful only when they can
transfer their learning to real life situations such as performing a task What to Transfer
where they would be able to produce something.
Your goal in this section is to apply your learning to real life situations. You will be
given a practical task which will enable you to demonstrate your understanding of inequalities in
Discuss to them the details of Activity No. 23 before letting them triangles.
start. Give students adequate time to plan and create their
outputs before allowing them to present their work in class. Activity 23 DISASTERTHROUGH
PREPAREDNESS: MAKING IT
THE RAIN
After presentations, clinch the lesson by letting them share insights on
Goal: to design and create a miniature model of a folding ladder
the activity questions. Role: a design engineer
Audience: company head

Answer Key to Activity 23:

Disaster Preparedness: Making It through the Rain

1. Possible Answers: Meaningful, Challenging, Fun, Interesting, Difficult

3. Possible Answers: Good planning makes the work faster; Cooperation and
collaboration make the task easier and lighter; Mathematics is important in
performing real-life tasks.
3. Yes because the concepts of hinge theorem and its converse is used in
designing the range of distances between the feet of the folding ladder to
make it stable enough for climbing.
Situation: The lessons learned from the widespread flooding in many parts of the country during
4. The task makes me realize that mathematics is indeed important in typhoons and monsoon season include securing tools and gadgets needed for safety.
performing real life tasks and in creating real life tools and equipment. More and more people are shopping for ladders that could reach as high as 10 feet, long
5. Note: Refer to the Product Column of Assessment Map for the answers enough for people to gain access to their ceiling or their roof. There is a high demand for
6. Example: Constructing an A-Frame House on different sizes of lot. folding ladders for they can be stored conveniently. Being the design engineer of your
company, your boss asks you to submit a miniature model of that ladder and justify the
design.

Product: design of a folding ladder that can reach up to 10-feet height and its miniature

Standards: accurate, creative, efficient, and well-explained/well-justified

459
Teacher’s Note and Reminders RUBRIC

Outstanding Satisfactory Developing Beginning

CRITERIA RATING
4 3 2 1
The The The The
computations computations computations computations
are accurate are accurate are erroneous are erroneous
and show a and show the and show and do not
wise use of the use of some use of show the
Accuracy geometric geometric the concepts use of the
concepts concepts on triangle concepts
specifically on specifically on inequalities. on triangle
triangle triangle inequalities.
inequalities. inequalities.
The overall The overall The overall The overall
impact of the impact of the impact of the impact of the
presentation of presentation is presentation is presentation is
highly impressive and fair and the poor and the
Creativity impressive the use of use of use of
and the use of technology is technology is technology is
technology is commendable. evident. non-existent.
highly
commendable.
The miniature is The miniature is The The
very effective effective and miniature miniature
Efficiency and flawlessly flawless. has some has many
done. It is also defects. defects.
attractive.
Justification is Justification Justification Justification
logically clear, is clear and is not so is
convincing, and convincingly clear. Some ambiguous.
professionally delivered. ideas are not Only few
delivered. Appropriate connected concepts
The concepts concepts to each on triangles
learned on learned on other. Not inequalities
D n’t
o og
Mathematical
triangle triangle all concepts are applied.
Justification inequalities inequalities are on triangle
F r et! are applied applied. inequalities
and previously are applied.
learned
concepts are
connected to
the new ones.

460
 Answer Key to Activity 24: 1. How do you find the experience of designing?
Final Construction of Concept Museum 2. What insights can you share from the experience?
? 3.
4.
Has the activity helped you justify inequalities in triangles? How?
How did the task help you see the real world use of the concepts on
Please refer to answer key of Activity 3, Hello, Dear Concept Contractor.
inequalities in triangles?
5. Aside from designing a folding ladder, list down the real-life
Teacher’s Note and Reminders applications of concepts learned in Inequalities in Triangles from this
module.
6. Can you think of other real-life applications of this topic?

SUMMAR
Y
FINAL CONSTRUCTION OF CONCEPT
Activity 24 MUSEUM

Directions: After learning all the concepts and skills on Inequalities in Triangles, take a final visit
to your responses in Activity No.3— Hello, Dear Concept Contractor—of this
module and make some modifications of or corrections to your responses and their
corresponding justifications.
T H E
Knowing TH>TX>HX,
Write three inequalities to
what question involving
Write two describe the sides of Write two
inequality should
Inequalities to this triangle Inequalities to
you use to check
describe angle 1. describe angle 2.
if they form a
triangle?
MY
1
M
X
CONCEPT N 2
Write the combined
inequality you will MUSEUM 3 Write an if-then 4 C
statement about the
use to determine on TRIANGLE sides given the
the length of
MK? INEQUALITIES marked angles

Come visit now!

5
K B 6 R
Write if-then Write if-then
7
Don’t Write
then a detailed
statement to if- statement aboutthe
angles given the Write statement about
the sides given Writestatement
a detailedto

For get!
an if-then

describe triangles marked sides. if-then the marked describe triangles

MXK and KBF if angles. MXK and KBF
statement about the
angle X is larger if MK is longer
angles given the
than angle B than KF.
marked sides.
F W

461
 Answer Key to Activity 24: CONCEPTS I’VE LEARNED THAT LAST
Final Construction of Concept Activity 25 FOREVER
Museum
Please refer to answer key of Activity 3, Hello, Dear Concept Contractor. Direction: Fill in the blanks with the right words to make the statements complete.

I
have
learned that
inequalities in
triangles, even without actual
measurements, can be justified
(in this manner) deductively using
theorems on inequalities in triangles.

I’ve learned that concepts on inequalities in triangles are useful

to air traffic controllers to avoid in designing devices and tools that
collision among in designing make use of hinges like
aircrafts in busy the layout of the folding ladder.
airports. refrigerator, sink, and
stove of a kitchen.
in designing rides in
amusement parks like in exercising my
in designing swing rides skills in writing
roofs
direct and indirect
of houses.
proof.

You have completed the lesson on Inequalities in Triangles. Before you go to

the next geometry lesson on Parallelism and Perpendicularity, you have to
answer a post-assessment and a summative test.

You have completed the lesson on Inequalities in Triangles. Before you go to

the next geometry lesson on Parallelism and Perpendicularity, you have to
answer a post-assessment and a summative test.

Before giving the post-assessment, let the groups to review their answers to the
items in pre-assessment and make corrections. Let them explain their letters of
choices. You may ask them to explain why other choices are wrong.

462
POST-ASSESSMENT:

Let’s find out how much you already learn about this topic. On a separate sheet, write only the letter of the choice that you think best
answers the question. Please answer all items.

1. Which of the following is not an inequality theorem for one triangle?

a. Triangle Inequality Theorem 1 (SsAa)

b. Triangle Inequality Theorem 3 (S1 + S2 > S3)
c. Exterior Angle Inequality Theorem
d. Hinge Theorem

2. Which of the following angles is an exterior angle of ∆RPY?

U T
7 1
2 P
5
43
6
Y R

a. ∠2 b. ∠3 c. ∠4 d. ∠7

3. Study the figure in no. 2. Notice that m∠5 > m∠3 and m∠5 > m∠1. Which theorem justifies these observations?

a. Triangle Inequality Theorem 1 (SsAa)

b. Triangle Inequality Theorem 2 (AaSs)
c. Triangle Inequality Theorem 3 (S1 + S2 > S3)
d. Exterior Angle Inequality Theorem

463
4. Chris forms triangles by bending a 16-inch wire. Which of the following sets of wire lengths successfully form a triangle?
I. 4 in, 5 in, 6 in III. 4 in, 5 in, 7 in
II. 4 in, 4 in, 8 in IV. 3 in, 4 in, 9 in

a. I, II b. III, IV c. II, IV d. I, III

5. From the inequalities in the triangles shown, Jarold concluded that ∠OHM > ∠EHM. Which theorem on inequalities in triangle
justifies his answer?
O
10 8

H M

10 7
E
a. Triangle Inequality Theorem 3 (S1 + S2 > S3)
b. Triangle Inequality Theorem 1 (SsAa)
c. Converse of Hinge Theorem
d. Hinge Theorem

6. Kyle has proved that IS > IW. Which of the following statements is NOT part of his proof?
W
10
E
75o
10
S

I
a. ES ≅ EW c. EI ≅ EI
b. ∠WEI + ∠SEI = 180 d. ∠W < ∠S

464
7. What theorem should Kyle use to justify his proved statement in no. 5?
a. Hinge Theorem
b. Converse of Hinge Theorem
c. Triangle Inequality Theorem 1 (SsAa)
d. Triangle Inequality Theorem 3 (S1 + S2 > S3)

8. Chloe studies the triangles in the figure carefully. Which should be her final conclusion?
T

8
9

I
E
5 M 5

a. TM ≅ TM c. IM ≅ EM
b. ET > IT d. ∠EMT > ∠ITM

9. Which theorem justifies Chloe’s conclusion in no. 8?

a. Hinge Theorem
b. Converse of Hinge Theorem
c. Triangle Inequality Theorem 1 (SsAa)
d. Triangle Inequality Theorem 3 (S1 + S2 > S3)

10. In ∆GUD, GU = DU and GD > DU. Which of the following statements may NOT be true?
a. GU < GD − DU b. m∠U > m∠D C. m∠U > m∠G D. m∠D = m∠G

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11. In ∆TRY, if TR = 3, RY = 5, and TY = 2, which statement is true?
a. m∠R > m∠Y c. m∠Y > m∠T
b. m∠R > m∠T d. m∠T > m∠R

12. Which theorem justifies the then-statement in no. 11?

a. Triangle Inequality Theorem 1 (SsAa)
b. Triangle Inequality Theorem 2 (AaSs)
c. Triangle Inequality Theorem 3 (S1 + S2 > S3)
d. Exterior Angle Inequality Theorem

13. From a rendezvous, hikers Oliver and Ruel who have uniform hiking speed walk in opposite directions—Oliver, eastward whereas
Ruel, westward. After walking three kilometers each, both of them take right turns at different angles—Oliver at an angle of 30o and
Ruel at 40o. Both continue hiking and cover another four kilometers each before taking a rest. To find out who is farther from the
rendezvous, select the illustration that describes appropriately the problem.

a. c.

b. d.

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14. Which theorem of inequality in triangles helps you in determining who is farther from the rendezvous?
A. Hinge Theorem
B. Converse of Hinge Theorem
c. Triangle Inequality Theorem 1 (SsAa)
d. Triangle Inequality Theorem 3 (S1 + S2 > S3)

For items no. 15-20, use the situation described.

Your friend asks for your suggestion on how to raise the height of his tent without changing the amount of area it covers.

Original Tent
15. Which of the following designs meet the qualifications of your friend?

I II III IV
a. I and III b. II and III c. III and IV d. II, III, and IV

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16. Which design/s is/are contradictory to your friend’s specifications?
a. I only b. IV only c. I and II d. I and IV

17. Which design requires more tent material?

a. I b. II c. III d. IV

18. The modified tents have equal heights. Which design is the most practical and easiest to assemble?
a. I b. II c. III d. IV

19. What theorem of inequality in triangles justifies design no. IV?

a. Triangle Inequality Theorem 1 (SsAa)
b. Triangle Inequality Theorem 2 (AaSs)
c. Triangle Inequality Theorem 3 (S1 + S2 > S3)
d. Exterior Angle Inequality Theorem

20. Which insights have you learned from the tent designs?
I. The steeper the roof of a tent, the less area it covers.
II. The larger the roof angle of a tent, the wider the area it covers.
III. Modifying a tent design does not always require money.

a. III only b. I, II c. I, III d. I, II, III

Answer Key to Post-Assessment:

1. D 6. B 11. D 16. A
2. A 7. A 12. A 17. C
3. D 8. D 13. D 18. D
4. D 9. B 14. A 19. C
5. C 10. A 15. D 20. D

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