This document outlines a lesson plan for teaching triangle inequalities to 8th grade mathematics students. The teacher will review triangle inequality theorems and have students apply them by solving puzzles at different stations around the school, overcoming challenges related to various subjects at each station. Students will work in groups and present their solutions. The teacher will evaluate students and may provide additional activities for those who need remediation. In reflection, the teacher considers what teaching strategies and activities worked well and how administrators can provide further support.

1. School HINAPLANON NHS Grade Level Grade 8
Teacher RAQUEL B. DISOMIMBA Learning Area Mathematics
Teaching Date and Time MAY 24, 2023 (3-4 pm) Quarter Fourth
I. OBJECTIVES
A. Content Standards The learner 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 real-life
problems involving triangle inequalities, and parallelism and
perpendicularity of lines using appropriate and accurate representations.
C. Learning
Competencies/
Objectives
Learning Competency:
Applies theorems on triangle inequalities. (M8AL-IVb-1)
Learning Objectives:
1. Recall on Four Triangle Inequality Theorems;
2. Demonstrate appreciation through active participation and group
team work in doing activities involving the Four Triangle Inequality
Theorems.
II. CONTENT Application of Triangle Inequality Theorem
III. LEARNING
RESOURCES
Teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide 453-454
2. Learner’s Materials 399-401
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous
lesson or presenting
the new lesson
The teacher lets the students review on Triangle Inequality Theorem
by letting them identify what kind of Triangle Inequality is shown by the
Illustrations and let them read the statement of that theorem by supplying
the missing words in the paragraphs.
1.
Possible Answer: Tringle Inequality Theorem 3. According to this theorem,
for any triangle, the sum of lengths of two sides is always greater than the
third side.
2.
Possible answer: Exterior angle Inequality Theorem. The exterior angle of a
triangle will always be greater than the two remote interior angles. In other words,
the measure of the red angle is greater than that of the blue angle or the green angle.
The teacher uses the
powerpoint to show the
illustrations and uses
instructional materials to
let the students supply
the missing words of the
statements of theorem
thus, the teacher uses a
range of teaching
strategies that enhance
learner achievement in
literacy and numeracy
skills.
Indicator #2

2. 3.
Possible Answer: Triangle Inequality Theorem 1. It states that in a triangle,
the side opposite the larger angle is the longer side.
4.
Possible Answer: Triangle Inequality Theorem 2, States that in a triangle, the
angle opposite the longer side is the larger angle.
The teacher use ICT in
developing and
organizing teaching and
learning resources to
address learning goals.
Indicator # 8
B. Establishing a
purpose for the
lesson
The teacher lets the students realize the importance of Triangle Inequality
theorems in determining the relationship of the sides and angles of a
triangle.
C. Presenting
examples/ instances
of the new lesson
The teacher presents examples of the Triangle Inequality Theorem in real
life situation.
1. Banderitas
2. Roof
3. Sphinx
D. Discussing new
concepts and
practicing new skills
The teacher discusses the outdoor activity of the learners.
AMAZING TRIANGLE INEQUALITY RACE.
RULES:
 There are 4 groups and each group will have not less than 10
members.
 In the area inside the school there are four stations assigned, and
each station bears a certain flag color. (red, blue, pink and brown).
Group leaders will need to spin the wheel to know what color will
be assigned to them.
 In each station there is an assigned person, with him or her is a
puzzle that you need to solve as a group ,but before doing so :you
need to overcome the challenge assigned to you first.
 After completing the puzzle, identify what theorem is being
displayed in the puzzle and state the theorem by at least two
members of the group.
 The group who can finish and present their output in an orderly
manner will be the winner.
STATION 1: RED FLAG
FILIPINO CHALLENGE
LOCATED AT THE MINI-MUSEUM
STATION 2: BROWN FLAG
SCIENCE CHALLENGE
LOCATED AT FLAG POLE
STATION 3: PINK FLAG
MAPEH CHALLENGE
LOCATED AT THE GYM
STATION 4: BLUE FLAG
ENGLISH CHALLENGE
LOCATED AT THE READING NICHE CORNER
(attached at the back the copy of the challenges)
The teacher lets the
student solve the puzzles
about Triangle Inequality
Theorem by getting
through challenges first
with their lessons related
in Filipino, Science,
English and MAPEH,
showing applied
knowledge of content
within and across
curriculum teaching
areas.
Indicator #1
The teacher uses
differentiated,
developmentally
appropriate learning
experiences to address
learner’s gender, needs,
strengths, interests and
experiences by grouping
them and letting them
have their challenges
according to their
strengths and interests.
Indicator # 6

3. E. Making
generalizations and
abstractions about
the lesson
The teacher process the learnings of the students during the group activity
with the following questions:
1. How did you feel about the activity?
2. How were you able to overcome the challenges?
3. As a whole how did you find the amazing triangle
Inequality race beneficial to you?
4. How can you apply what you have learned in Triangle
Inequality Theorem, as a student?
After the race the
teacher will asks these
guide questions to
develop critical and
creative thinking as well
as other high-order
thinking skills.
Indicator # 3
F. Evaluating Learning
The teacher will grade the presentation of the students group output
using the following Rubrics:
Criteria Rating Score
Neatness, orderly and correctness of the
puzzle
30%
Voice and Clarity , Correctness of
Presentation of their output
30%
Members active participation 20%
Time 20%
Total 100%
G. Additional activities
or remediation
V. REMARKS
VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress.
What works? What else needs to be done to help the pupils/students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners
who have caught up
with the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers