DAILY LESSON LOG OF M8AL-IVa-1 (Week One-Day One)

School Grade Level Grade 8

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Fourth
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
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.
Learning Competency:

Illustrates theorems on triangle inequalities (Exterior Angle Inequality Theorem,

Triangle Inequality Theorem, Hinge Theorem) (M8AL-IVa-1)
C. Learning Competencies/
Objectives Learning Objectives:
1. State the Triangle Inequality Theorem 1 and 2.
2. Illustrates Triangle Inequality Theorem 1 and 2.
3. Demonstrate appreciation through active participation and collaboration in a
group activity.
II.CONTENT Triangle Inequality Theorem 1 and 2
III.
LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages 424-428
2. Learner’s Materials Pages 390 - 395
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
The teacher shows pictures of famous infrastructures using triangles, then asks
the following questions: (Pictures are provided as visual aids after this DLL.)

A. Review previous lesson

or presenting the new
lesson

1. Where can we find these infrastructures?

2. What have you noticed to the designs?
3. What dominant shape being used by those who design these?
4. Why do you think architects use triangles?
 Possible responses:
1. Australia, Singapore, Europe, any other foreign countries.
2. They are unique, there are different uses of shapes, etc.
3. Triangles.
Real answers:
1. Eiffel Tower - Paris
2. Marcelo Fernan Bridge - Mactan - Cebu, Philippines
3. The pyramid - IT park, Cebu City, Cebu
4. Sacred Heart Parish Cebu - Cebu City, Cebu
B. Establishing a purpose The teacher lets the students realize that the characteristics of a triangles are
for the lesson important in architectural designs for the infrastructures’ stability and strength.
The teacher lets the students, in groups of five, do “Activity 4: What if it’s longer?
C. Presenting examples/ on page 390.” and “Activity 5: What if it’s larger?” on page 393.
instances of the new - For efficiency and speed, let some groups do Activity 4 only and the others do
lesson Activity 5.
- A printed activity sheet will be provided for each group.
( A printable sheet is provided after this dll.)
The teacher then let the students process their answers in Activity 4: “What if it’s
longer?” by asking the following:
1. Is there a relationship between the length of a side of a triangle and the
measure of the angle opposite it?
2. What have you observed on the relationship between the longest side of the
triangle and the measure of the angle opposite it?
3. What have you observed on the shortest side of a triangle and the measure
of the angle opposite it?
4. What is then the relationship of the sides of the triangles to the angles
opposite them? Let us complete the statemet: When one side of a triangle is
longer than a second side, the angle opposite the
D. Discussing new _______________________.
concepts and practicing
new skills #1 The teacher posts the complete definition of:
Triangle Inequality Theorem 1 (Ss → Aa)
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.
Possible Response:
1. Yes, there is.
2. The opposite angle of the longest side is also the largest angle of the triangle.
3. The opposite angle of the shortest side is also the smallest angle of the
triangle.
4. 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.
The teacher then let the students process their answers in Activity 5: “What if it’s
larger?” by asking the following:
1. Is there any relationship between the size of an angle and the length of the
side opposite it?
2. What do you observe on the relationship between the largest angle of a
triangle and the side opposite it?
3. What do you observe on the relationship between the smallest angle of the
triangle to the side opposite it?
4. Let us complete the statement: When one angle of a triangle is larger than a
E. Discussing new second angle, the side opposite the _______________________________.
concepts and practicing The teacher posts the complete definition of:
new skills #2 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.

Possible Response:
1. Yes, there is.
2. The opposite side of the largest angle is also the longest.
3. The opposite side of the smallest angle is also the shortest.
4. When one angle of a triangle is larger than a second angle, the side opposite
the first angle is longer than the side opposite the second angle.
F. Developing mastery
(leads to formative
assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
The teacher lets the students answer by pair page 391: Quiz no. 1. A only, and page
394: Quiz no. 2. A only.
Answer Key on Teachers Module, Module 8 pages 425 and 428.
The teacher let the students summarize the concept of Exterior Angle Inequality
theorem with the following questions:
1. What is the relationship of the measurement of the side of a triangle to the
measurement of its opposite angle?
2. What is the relationship of the measurement of the angle of a triangle to the
measurement of its opposite side?
3. What does the Triangle Inequality theorem 1 states?
4. What does the Triangle Inequality theorem 2 states?
5. In what event do we use these two triangle inequalities?

H. Making generalizations Possible Responses:

and abstractions about 1. The measurement of the side directly corresponds to the measurement of its
the lesson opposite angle. If it’s measurement is the longest, then it follows that its
opposite angle’s measurement is also the largest.
2. The measurement of the angle directly corresponds to the measurement of its
opposite side. If it’s measurement is the largest, then it follows that its
opposite side’s length is also the longest.
3. It states: 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.
4. It states: 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.
5. We use these theorems in relation to the sides and angles of one given
triangle.
The teacher lets the students answer by pair page 391: Quiz no. 1.B and C only,
I. Evaluating Learning and page 394: Quiz no. 2. B and C only.
Answer Key on Teachers Module, Module 8 pages 425 and 428.
J. Additional activities or
remediation
Assign the groups to prepare pieces of straws with the following lengths in inches:
V. REMARKS 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12. Let them duplicate the 3- and 5-inch straws.
Note: If straws are not available, they may use other objects like broom sticks.
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
VI. REFLECTION 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 The teacher contextualize and localize the topic from presentation, discussion #1
materials did I use/ discover
and #2, until “Finding practical application”.
which I wish to share with
other teachers

Prepared by:

GERALDINE M. BETONIO
Tabok NHS - SST1
Complete the table below, refer to Activity 4: What if it’s longer? on page 390.
Complete the table below, refer to Activity 5: What if it’s larger? on page 393.
 VISUAL AID
How to print visual aid in poster form:
1. Open “Print properties”

2. Select

3. You may change the document size from short (8.5x11) to long (8.5 x 13) if you want to.

A. B.
4. Connect all the parts using glue or tape.

Print the following illustrations below in poster form 2x2 size or just as it is.
5. Eiffel Tower - Paris
6. Marcelo Fernan Bridge - Mactan - Cebu, Philippines
7. The Pyramid - IT park, Ceb
8. Sacred Heart Parish - Cebu City, Cebu