A DETAILED LESSON PLAN IN MATHEMATICS 8

Fourth Quarter – Week: _______, day:___________

Date: ________________

I. Objectives
A. Content Standards:
Demonstrates understanding of key concepts of inequalities in a triangle, and parallel and perpendicular
lines.
B. Performance Standards:
The learner is able to communicate mathematical thinking with coherence and clarity in formulating,
investigating, analyzing, and solving realife problems involving triangle inequalities, and parallelism and
perpendicularity of lines using appropriate and accurate representations.
C. Learning Competencies/Objectives:
At the end of the lesson, the students should be able to:
1. Answer problems involving inequalities in triangles. M8GE-Iva-1

II. Subject Matter

Inequalities in Triangles

III. Learning Resources

A. Materials
Learners Math Module, DLP, and, Cartolina, Pentel Pen, Chalk, Blackboard
B. Internet
- None
IV. Procedures
A. Preparation
- Classroom Management
- Prayer
- Greetings
- Checking of Attendance
- Checking of Assignment
B. Motivation
- the students will perform activity 1 on page 381.
C. Reviewing Previous Lesson
- The teacher will ask: “what does isosceles triangle theorem says?”
D. Establishing a Purpose for the Lesson
- Answer activity 2 on page 382.
- What features prevail in the artwork?
- Have you observed inequalities in triangles in the design?
- What is the significance of their triangular designs?
E. Presenting Examples/Instances of the New Lesson
- Perform activity 3 on pages 382-383.
F. Discussing New Concepts and Practicing New Skills
- Note that the triangles in the 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.
- Notice that the markings are shown to show which angles are larger and which sides are longer.
These markings serve as your hints and clues. Your responses to the task must be justifies by naming
all the theorems that helped you decide what to do.
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G. Activity

H. Generalization
The triangle inequality states that for any triangle, the sum of the lengths of any two sides must be
greater than or equal to the length of the remaining side.

I. Evaluation

V. Assignment
Research about axioms of triangle equality.
VI. Remarks
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VII. Reflection

A. No. of learners who earned 80% in the evaluation

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

ARGEL Q. LARONGCO
Grade 8 Adviser
Checked by:

ALVIN A. SABAYANAN, Ph, D.

School Principal