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MATHEMATICS
Quarter 4 - Module 3
Proving Inequalities in a Triangle

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Mathematics – Grade 8
Alternative Delivery Mode
Quarter 4 – Module 3: Proving Inequalities in Triangles
First Edition, 2020
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Published by the Department of Education

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Department of Education - Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

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Mathematics
Quarter 4 - Module 3
Proving Inequalities in
Triangles
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LEARNING COMPETENCY:

Prove inequalities in triangles. (M8GEIVb-1)

OBJECTIVES:

K: Identify theorems used in proving inequalities in triangles.

S: Prove inequalities in triangles using a two-column proof.
A: Appreciate the importance of proving inequalities in triangles to real-life situations.

What I Know

Study the given figures below. Then, answer the questions that follow.

1. Which is the longest side of the triangle?

2. Which is the largest angle of the triangle?
3. What can you say about the relationship between the longest side and largest angle of the
triangle?
4. Which is the shortest side?
5. Which is the smallest angle?
6. What can you conclude on the relationship between the shortest side and smallest angle of the
triangle?
7. Why did you say so?

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 ’s In

We have the following theorems on triangle inequalities which will be used in the
succeeding activities to prove inequalities in two triangles.

Inequalities in Two Triangles:

• Hinge Theorem or SAS Inequalities Theorem

If two sides of one triangle are congruent to the two side of another triangle, but 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.

• 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 is larger than the included angle of the second.

What’s New

Compare mMCA and mECA.

1. Compare the side lengths in ∆AMC and ∆AEC.

2. What can you say about the corresponding parts?
3. What can you conclude using the Converse of the Hinge theorem?

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 Lesson Proving Inequalities in Triangles

Proving theorems in Geometry introduces learners to the construction of proofs by

applying the knowledge of reasoning. This module includes triangle inequality theorems
which will help you later on in proving inequalities in triangles.

What is It

To prove inequalities between two triangles, two corresponding parts must be

congruent and one corresponding part must be given unequal which follows SAS or SSS
correspondence.

Consider triangles AMR and AFR where the corresponding sides have unequal
length.
Given: ̅̅̅̅ ̅̅̅̅̅ ,m ∠ARF > 𝑚∠ARM
AF = MR
Prove: ̅̅̅̅ ̅̅̅̅̅.
AF >AM

STATEMENTS REASONS
̅̅̅̅ ̅̅̅̅̅
AF = MR Given
m ∠ARF > m∠ARM Given
̅̅̅̅̅
AR ≅ ̅̅̅̅
AR Reflexive property
AF>AM Hinge Theorem/SAS Inequality
Theorem

1. What are you trying to prove?

2. What did you notice in the first three statements of the proof?
3. How do you know that ̅̅̅̅̅
AR ≅ AR̅̅̅̅?
4. What did you observe in the last statement?

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 ’s More

Complete the two-column proof.

Given: ̅̅̅̅̅
𝐴𝑀 ≅ 𝐻𝑇 ̅̅̅̅,∠𝐴𝑀𝑇 ≅ ∠𝐻𝑇𝑀
̅̅̅̅ > 𝐻𝑀
Prove: 𝐴𝑇 ̅̅̅̅̅̅

STATEMENTS REASONS
1. Given
2. Given
3. 4.
̅̅̅̅
𝐴𝑇 > ̅̅̅̅̅̅
𝐻𝑀 5.

What I Have Learned

Answer this in your activity notebook.

Based from what you have learned in this lesson, finish the given lines.

This lesson enabled me to learn that ________________________________.

It made me realize that

_____________________________________________.

I will apply
________________________________________________________.

RUBRIC:
Indicators: 1. Information is very organized and well constructed
[Link] relates to the main topic with supporting details and examples
3. Correct use of grammar or punctuation marks.
4. Clean and [Link] erasures.

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 SCORE DESCRIPTION
20 points All indicators are evident.
15 points 3 indicators are evident
10 points 2 indicators are evident
5 points 1 indicator is evident
1 point None of the indicators is evident

I Can Do

Direction: Copy and answer the given problem in a bond paper.

When the swing ride is at full speed, the chairs are farthest from the base of the
swing pole. What can you conclude about the angles of the swings at full speed versus low
speed? Explain.

RUBRIC

Indicators:
1. Explanation is clearly conveyed.
[Link] explanation/justification relates to the main topic with supporting details
and examples
3. Correct use of grammar or punctuation marks.
4. Clean and tidy [Link] traces of erasures.

SCORE DESCRIPTION
20 points All indicators are evident.
15 points 3 indicators are evident
10 points 2 indicators are evident
5 points 1 indicator is evident
1 point None of the indicators is evident

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Direction: Copy and answer in your activity notebook.

Use a two-column proof.

Given: AV=EV
AW>EW
Prove: m∠WVE<m∠WVA

STATEMENTS REASONS
1. 1.
2. 2.
3. 3.
4. 4.

Additional Activities

Complete the two-column proof.

Given: L is a midpoint of ̅̅̅̅
𝐴𝑃
𝑚∠1 = 𝑚∠2 ; 𝑚∠3 > 𝑚∠4
Prove: EP > AC
STATEMENTS REASONS
L is the midpoint of ̅̅̅̅
𝐴𝑃 Given
1. Definition of Midpoint
m∠1 = m∠2 Given
2. Definition of Congruent angles
3. 4.
m∠3 > m∠4 Given
5. 6.

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 8
WHAT’S MORE
WHAT I HAVE LEARNED
Answer may vary.
WHAT I CAN DO
Sample Answer:
The angle of the swing at full speed is greater than the angle at a low speed because the length of the
triangle on the opposite side is the greatest at full swing.
ASSESSMENT I KNOW
ADDITIONAL ACTIVITIES
Answer Key
References

Bernabe, Julieta, [Link]. 2009. Geometry: Textbook for Third Year. (Revised ed., pp. 88–90).
SD Publications, Inc.

Glorial, J.,[Link]., 2013. 21ST CENTURY MATHEMATICS. 1st ed. QUEZON CITY: PHOENIX
PUBLISHING HOUSE, INC, pp.336-337.

Department of Education 2013. Mathematics 8 Learner's Module. 1st ed. pp.349-352.