Table of Contents

ACKNOWLEDGMENT ............................................................................................ ii

Describes a mathematical system (M8GE-IIIa-1) .................................................. 1

Illustrates the need for an axiomatic structure of a mathematical system in

general, and in Geometry in particular: (a)defined terms; (b)undefined terms;
(c)postulates; and (d)theorems (M8GE-IIIa-c-1) ................................................... 20

Illustrates triangle congruence (M8GE-IIId-1) ...................................................... 46

Illustrates the SAS, ASA and SSS congruence postulates (M8GE-IIId-e-1) ....... 64

Solves corresponding parts of congruent triangles (M8GE-IIIf-1) ........................ 76

Proves two triangles are congruent (M8GE-IIIg-1) ............................................... 90
Proves statements on triangle congruence (M8GE-IIIh-1) ................................. 105

Applies triangle congruence to construct perpendicular lines and angle bisectors

(M8GE-IIIi-j-1) ...................................................................................................... 132

Pre-Test and Post -Test

i
 ACKNOWLEDGMENT
With deep appreciation and gratitude for the expertise and collaborative
efforts of various individuals as members of the Development Team on the writing,
editing, validating, and printing of the Contextualized Prototype Daily Lesson Plans
in Mathematics 8 (Third Quarter).

WRITERS

Flocerpida B. Barias Regine B. Bueno Rowena B. Benoyo

Romer B. Brofas Vicky B. Bermillo Hilda J. Carlet
Ruben B. Boncocan Jr. Rigor B. Bueno I Sylvia B. Sariola
Maria Elvira R. Estevez Nancy A. Montealegre Nerissa A. Mortega
Charlie B. Maduro

EDITORS AND VALIDATORS

Dioleta B. Borais Efleda C. Dolz Aladino B. Bonavente

Hilda J. Carlet Nerissa A. Mortega

DEMONSTRATION TEACHERS

Jennifer B. Binasa Nancy A. Montealagre Elsa B. Arevalo

Rigor B. Bueno I Vicky B. Bermillo Christian B. Barrameda
Jennylyn B. Cid Emmalyn B. Manuel Carlos B. Borlagdan
Analyn B. Lovendino Evany Cortezano Jocelyn Beren
Aiko B. Adonis

LAY-OUT ARTIST

Marisol B. Boseo Ruel Brondo

DIOLETA B. BORAIS
Education Program Supervisor, Mathematics

MARVIN C. CLARINA
Chief, Curriculum Implementation Division

BERNIE C. DESPABILADERO
Asst. Schools Division Superintendent

MARIANO B. DE GUZMAN
OIC, Schools Division Superintendent

ii
 (M8GE-IIIa-1) - Describes a Mathematical System

School: Grade Level: 8

Teacher: Learning Area: MATHEMATICS
Time and Quarter: THIRD
Date: Week 1, Day 1

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key
concepts of axiomatic structure of geometry.
B. Performance The learner is able to formulate an organized plan to
Standards: handle a real – life situation.
C. Learning Competency: The learner describes a mathematical system.
LC Code:
M8GE-IIIa-1
II. CONTENT: Describing a mathematical system (Undefined terms)
III. LEARNING
RESOURCES:
A. References
1. Teacher’s Guide
-
Pages
2. Learner’s Guide
-
Pages
3. Textbook Pages
4. Additional Material
from Learning
Resource Material
B. Other Learning Geometry pp.3-4(Textbook for Third Year)
Resources
IV. PROCEDURES: Advanced Learners Average Learners
A. Motivation/ Activity 1 Activity 1
Preliminary Activity:
“YES OR NO?” “DISCOVER ME!”

Direction: Instruct the Direction: Arrange the

students to show the YES jumbled letters to form a
card if they know the word or basic geometric word.
phrase. Show the NO card if
they are not familiar with the 1. IOPNT
word or phrase. Call a 2. NLIE
student showing a YES card 3. LPAEN
to share what he/she know 4. TRYMEOGE
about the word or phrase. 5. MATHCALTIMA
1. Geometry E STEMSY
2. Point
3. Line
4. Plane
5. Mathematical system

1
B. Presentation of the
Lesson
1. Problem Opener/ Activity 2 Activity 2
Group Activity
DESCRIBE ME! I WANNA BE COMPLETE!

Direction: Divide the Direction: Complete the

class into five groups. table below by supplying
Each group will the missing word/term.
describe a geometric
Picture/
word by completing the Represent
HOW TO
Description
Undefined
Name? term
statement within 2 -ation
dot By using Has no Point
minutes. a capital length
___ Has no _
Output presentation Has no _
followed. A
Read as
Group 1: Given A point A.

It is read as _____ A. Straight By using Has

Point A is represented mark two infinite
with two capital _____ ____
by a _____. arrow letters Has
heads with a no__
double Has no
Group 2: A arrowhea ____
d above
Point A has no length, them or
has no ______, and has lower
case
no _______. letter
A B
Group 3: Given 𝑚
A B
Read as
It is read as _____ AB. line AB or
line m
Line AB is represented
by a straight mark with Slanted
four sided
By using
single
Has
infinite
Plane__
___
________ arrow heads. figure capital script length
letter or by Has
three___ infinite__
_
Group 4: Given 𝑚 Has
no___
It is a
___
Read as surface
Line m has infinite plane ABC
or plane.
points. It has no ___ and
no ___.

Group 5: Given

A
B
C ℬ
It is read as _____.
Plane ABC has infinite
length, has infinite ____
but has no ____.

2
2. Processing the Questions:
answer
1. What are the undefined terms in geometry?
Why are they undefined?
2. How do you represent a point? a line? and a
plane?
3. How do you denote a point? a line? and a
plane?
4. How do you describe a point? a line?
and a plane?
5. Cite some real-world objects illustrating a point,
a line and a plane.
(The teacher will emphasize the representations
of a point, of a line and of a plane abound in
nature.)
3. Reinforcing the skills A. Use the figure to answer each of the questions
below.

G
O
D ℛ

1. What are the given points?

2. What is the name of the line?
3. What is the name of the plane?
B. Give the characteristics of the following undefined
terms represented by the following objects.
1. top of a box
2. side of a blackboard
3. tip of a pen
4. a corner of a room
5. cover of a book

4. Summarizing the How do you describe a point, a line, and a plane?

Lesson
C. Assessment: Describe the following undefined terms:

1. point
2. line
3. plane
D. Agreement/ Cut out some pictures that will show representations of
Assignment: point, line, and plane.

V. REMARKS:

VI. REFLECTION:

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

3
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who 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?

4
 (M8GE-IIIa-1) - Describes a Mathematical System

School: Grade Level: 8

Teacher: Learning Area: MATHEMATICS
Time and Quarter: THIRD
Date: Week 1, Day 2

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key concepts
of axiomatic structure of geometry.
B. Performance The learner is able to formulate an organized plan to
Standards: handle a real – life situation.
a) Learning The learner describes a mathematical system.
Competency:
LC Code: M8GE-IIIa-1
II. CONTENT: Describing a Mathematical System (Defined Terms)
III. LEARNING
RESOURCES:
A. References
1. Teacher’s Guide
Pages
2. Learner’s Guide
Pages
3. Textbook Pages Moving Ahead with Mathematics II pp.76-79
4. Additional Material
from Learning
Resource Material
B. Other Learning
Resources
IV. PROCEDURES: Advanced Learners Average Learners
A. Motivation/ Activity 1
Preliminary Activity: “HUNT ME!”

Direction: The array of letters below includes some basic

geometric words. Mark the words by circling them.

1. BRAYT
2. TRSEGMENTS
3. ABCMIDPOINTH
4. BSKEWR
5. ARTCOLLINEARK

B. Presentation of the
Lesson
1. Problem Opener/ Activity 2 Activity 2
Group Activity
“DEFINE ME” “MATCH ME!”

5
Direction: Divide the class Direction: Match the
into ten groups. Each group physical model/illustration in
will be given a task to column A with the
complete the sentence description/symbol in
within 1-2 minutes. column B.

Group 1: Given:
𝑋 𝑌 A B
In symbol: ⃗⃗⃗⃗⃗
𝑋𝑌 1. a. Segment
a) Read as _____. ̅̅̅̅)
XY (𝑋𝑌
b) A __ is a subset of a 𝑋 𝑌
line with one
endpoint. 2. b. Points
W,X,Y,
Group 2: Given: 𝑋 𝑌 and Z lie
𝑋 𝑌 on the
̅̅̅̅
In symbol: 𝑋𝑌 same
plane.
a) Read as _____. 3. c. Lines 𝑎
b) A ____ is a subset of and 𝑏
a line that has two 𝑋 𝑌 𝑍 intersects
endpoints. at point 𝑐
4. d. Ray XY
Group 3: Given: ⃗⃗⃗⃗⃗ )
𝑋 𝑌 𝑍 (𝑋𝑌
𝑋 𝑌 𝑍
a) Point 𝑦 divides 𝑋𝑍. ̅̅̅̅
̅̅̅̅ have the
If 𝑋𝑌 5. e. Line 𝑚 is
same measure with parallel to
̅̅̅̅
𝑌𝑍, then ̅̅̅̅
𝑋𝑌 ≅ ̅̅̅̅
𝑌𝑍. 𝑊
line 𝑛
𝑌
Point 𝑌 is the ____ 𝑋 𝑍 𝑚∥𝑛
of 𝑋𝑍̅̅̅̅.
b) A ____ of a segment 6. f. Lines
is a point that divides 𝑎 𝑏 𝑎, 𝑏, and
the segment into two 𝑐 intersect
congruent segments. 𝐶 at point D.

Group 4: Given: 𝑛
7. g. Point Y is
the
𝑋 𝑌 𝑍 𝑚 midpoint
̅̅̅̅.
of 𝑋𝑍
a) Points 𝑋, 𝑌 and 𝑍
lie on the same ___.
8. h. Lines 𝑚
b) ___ points are points 𝑚 𝑛 and 𝑛
on the same line. are not
coplanar.
Group 5: Given:
𝑊
𝑌
𝑋 𝑍 9. i. Line 𝑚 is
perpendic
a) Points𝑊, 𝑋, 𝑌, and 𝑍 ular to
lie on the same ___. line 𝑛
b) ___ points are points (𝑚 ⊥ 𝑛)
that lie on the same
plane.

6
 10. j. Points
Group 6: Given: X,Y,Z are
𝑎 𝑏 collinear
points.
k. Points
𝐶
W,X,Y,Z
are
coplanar
points.
a) Lines 𝑎 and 𝑏
intersect at point __.
b) ___ lines are two
lines with a common
point.
𝑛
Group 7: Given

a) Line 𝑚 is
perpendicular to line
𝑛.
In symbol _______.
b) _______ are two
lines intersecting at
right angles.
𝑚 𝑛
Group 8: Given:

a) Line 𝑚 is parallel to
line 𝑛.
In symbol _______.
b) ______ are coplanar
lines that do not
intersect.

Group 9: Given:
𝑏
𝑎 𝑐

a) Lines 𝑎, 𝑏, and 𝑐
intersect at point __.

7
 b) ____ are three or
more lines that have
a common point.

Group 10: Given:

b) Lines 𝑚 and 𝑛 are

not coplanar.
Planes 𝒜 and 𝒢
intersect at line ___.
c) _____ lines are two
lines that are not
coplanar.
2. Processing the Questions:
answer 1. What are the defined terms in geometry?
2. What are the subsets of a line?
3. How do we differentiate
a) ray from segment?
b) midpoint from betweenness of point?
c) collinear points from coplanar points?
d) parallel planes from intersecting planes?
4. How do we describe intersecting lines?
Perpendicular lines? Parallel lines? Concurrent
lines? And skew lines?
5. What is the symbol for parallel lines? How the
symbol for perpendicular lines?
3. Reinforcing the skills Use the words parallel, perpendicular, coplanar,
collinear, intersecting, and concurrent to describe how the
figures on the box are related.
L O
a) Plane 𝒜 and plane ℬ
V E ⃡⃗⃗⃗⃗ and 𝑀𝑇
b) Lines 𝑉𝐸 ⃡⃗⃗⃗⃗⃗
H ⃡⃗⃗⃗ , 𝑂𝐸
c) Lines 𝐿𝑂 ⃡⃗⃗⃗⃗ , and 𝑂𝐻 ⃡⃗⃗⃗⃗
⃡⃗⃗⃗⃗⃗
d) Lines 𝑉𝑀 and 𝑀𝑇 ⃡⃗⃗⃗⃗⃗
M T e) Points V, M, and T
A
f) Points M, A, and T

4. Summarizing the How do you describe and differentiate the defined terms in
Lesson geometry such as:
ray and segment; collinear and coplanar points; parallel
and perpendicular lines; intersecting, concurrent and skew
lines?
C. Assessment: Describe a mathematical Use the figure below to
system by changing a word describe the defined term(s)
in the statement to describe in geometry.

8
 the defined terms in 1.
geometry. 𝐴 𝐵

1. A segment is a 2.
subset of a line that 𝐴
has one endpoint/s. 𝐵
𝐶
2. Coplanar points are 3.
points on the same 𝐴 𝐵 𝐶
line. 𝑎
4.
3. Noncoplanar lines
that do not intersect 𝑏
are parallel lines.
4. Collinear points are
points on the same
plane. 5. 𝑎 𝑏
5. Perpendicular lines
are two lines
intersecting at acute
angles.

D. Agreemen: Explain briefly: Show the figure of the

Is ⃗⃗⃗⃗⃗
𝐴𝐵 = ⃗⃗⃗⃗⃗
𝐵𝐴 ? Why? following:
Is 𝑃𝑄 = ̅̅̅̅
̅̅̅̅ 𝑄𝑃 ? Why? a) ⃗⃗⃗⃗⃗
𝐴𝐵 and ⃗⃗⃗⃗⃗
𝐵𝐴
⃡⃗⃗⃗ ⃡⃗⃗⃗
Is 𝑅𝑆 = 𝑆𝑅 ? Why? b) ̅̅̅̅
𝑃𝑄 and ̅̅̅̅
𝑄𝑃
⃡⃗⃗⃗
c) 𝑅𝑆 and 𝑆𝑅⃡⃗⃗⃗
Are they the same? Justify.

V. REMARKS:

VI. REFLECTION:
VII. OTHERS
A. No. of learners who
earned 80% in 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 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

9
 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?

10
(M8GE-IIIa-1) - Describes a Mathematical System

School: Grade Level: 8

Teacher: Learning Area: MATHEMATICS
Time and Quarter: THIRD
Date: Week 1, Day 3

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key concepts
of axiomatic structure of geometry.
B. Performance The learner is able to formulate an organized plan to
Standards: handle a real – life situation.
VII. Learning The learner describes a mathematical system.
Competency:
LC Code: M8GE-IIIa-1
II. CONTENT: Describing a mathematical system (Postulates involving
points, lines, and planes)
III. LEARNING
RESOURCES:
A. References
1. Teacher’s Guide
Pages
2. Learner’s Guide
Pages
3. Textbook Pages
4. Additional Material
from Learning
Resource Material
B. Other Learning Grade 8 Mathematics (Patterns and Practicalities)
Resources pp. 319-320
Geometry (Mathematics Textbook for Third Year High
School)
pp. 14-31
Next Century Mathematics pp. 444-446
IV. PROCEDURES: Advanced Learners Average Learners
A. Motivation/ Perform an activity entitled “REMEMBER ME” (see
Preliminary Activity: separate sheet).

B. Presentation of
the Lesson
1. Problem Activity 2
Opener/
Group Activity “WHAT IS MY CONJECTURE?

Direction: Divide the class into five groups. Each group will
be given a task to do within two minutes. After the given
time, output presentation will follow.
ADVANCED LEARNER AVERAGE LEARNER
Group 1: How many lines Group 1: A
can be drawn through a
point? C
B

11
 Group 2: How many lines How many lines can be
can be drawn through two drawn through point A only?
points?
Group 2:
A
Group 3: What does the
intersection of two lines look
like? B C

Group: 4 What does the How many lines can be

intersection of two planes drawn through points A and
look like? B only?
𝑏
Group 5: Points G, O, and D Group 3:
are not on the same line.
C
How many planes can
contain all three points?
𝑎

What is the intersection of

line 𝑎 and line 𝑏 ?

Group 4:
𝒴
G
D
O

How many planes can

contain three noncollinear
points?

Group 5:

What is the intersection of

planes 𝒜 and ℬ ?

2. Processing the Questions:

answer 1. Based from the activity, what do you think are the
building blocks of geometry?
2. Can we use these undefined terms to develop other
geometric terms?
3. What are these defined terms in geometry?
4. Referring to the statements you have given in the
activity, are they considered to be true?
5. What do you call a statement which is accepted as
true without proof?
6. Is postulate important? Why?
7. Can you cite some postulates involving points, lines
and planes?

12
 (The teacher will emphasize the postulates in geometry
specifically involving points, lines, and planes.)

POINT LINE PLANE

POINT-EXISTENCE STRAIGHT-LINE
PLANE POSTULATE
POSTULATE POSTULATE

s①Space Two points Three noncollinear

contains at least determine a line. points determine a
four noncoplanar plane.
points.
②Every line LINE-INTERSECTION FLAT-PLANE
contains at least POSTULATE POSTULATE
two points.
③Every plane If two points are in a
If two lines intersect,
contains at least plane, then the line
then their
three containing the points
intersection is a
noncollinear is in the same plane.
point.
points.

PLANE-INTERSECTION
POSTULATE

If two planes
intersect, then their
intersection is a line.

3. Reinforcing the skills Suppose “space” consists of only four points A, B, C, and
D, no three of which are collinear,
a) how many planes does “space” contain? Name
them.
b) how many of these planes can contain point A?
point B? point C? point D?
c) how many lines does “space” contain? Name them.
d) how many planes can contain ⃡⃗⃗⃗⃗
𝐴𝐵 ?

4. Summarizing the What are the postulates involving points, lines, and planes?
Lesson
C. Assessment: Describe a mathematical Describe the postulate
system by writing a involving points, lines, and
description. planes by completing the
following statements.
a. 𝑛
𝑚 1. If two planes intersect,
then their intersection
Q is a ______________.
2. If two __________
intersect, then their
ℬ
b. intersection is a point.
3. Three ________
X points determine a
Y plane.

13
 c. 4. Two points determine
ℛ R a ______.

T Y

d.
X

ℳ
Y

D. Agreement/ Can you support a notebook on the three fingers?

Assignment: Must the notebook be supported by all three fingertips?
What postulate is illustrated?

V. REMARKS:
VI. REFLECTION:
VII. OTHERS
A. No. of learners who
earned 80% in 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 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?

14
 Activity 1

“REMEMBER ME!”

Direction: Distribute the rectangular strips with symbol or term to 10 boys and
another rectangular strips with figure/ illustrations to 10 girls. Let them match the
symbol or term with the correct figure/illustration.

*BOYS* *GIRLS*

P
1. ̅̅̅̅
𝐴𝐵 B A B
A
Q
2. ⃗⃗⃗⃗⃗
𝐴𝐵

3. ⃡⃗⃗⃗⃗
𝐴𝐵
A G B
4. ⃡⃗⃗⃗⃗ ⊥ 𝑃𝑄
𝐴𝐵 ⃡⃗⃗⃗⃗

5. ⃡⃗⃗⃗⃗
𝐴𝐵 ∥ ⃡⃗⃗⃗⃗
𝑃𝑄

6. Intersecting lines B

7. concurrent lines A

8. midpoint

9. segment bisector B
A
10. ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅
𝑃𝑄

A B
A B
P Q P Q

15
 (M8GE-IIIa-1) - Describes a Mathematical System

School: Grade Level: 8

Teacher: Learning Area: MATHEMATICS
Time and Quarter: THIRD
Date: Week 1, Day 4

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key concepts
of axiomatic structure of geometry.
B. Performance The learner is able to formulate an organized plan to
Standards: handle a real – life situation.
C. Learning Competency: The learner describes a mathematical system.
LC Code:
M8GE-IIIa-1
II. CONTENT: Describing mathematical system (Theorems involving
Points, Lines, and Planes)
III. LEARNING
RESOURCES:
A. References
1. Teacher’s Guide
Pages
2. Learner’s Guide
Pages
3. Textbook Pages
4. Additional Material
from Learning
Resource Material
B. Other Learning Geometry (Mathematics Textbook for Third Year High
Resources School)
pp. 42-44
Next Century Mathematics pp. 444-445
IV. PROCEDURES: Advanced Learners Average Learners
A. Motivation/
Preliminary Activity: Activity 1

“CLASSIFY ME!”

Direction: Classify the following statements as ALWAYS

TRUE, SOMETIMES TRUE, or NEVER TRUE.

1. If two lines intersect, then their intersection is a

point.
2. The intersection of two planes is a point.
3. Three noncollinear points determine a plane.
4. Three points that are collinear are also coplanar.
5. Two points determine a plane.

B. Presentation of the
Lesson

16
1. Problem Opener/ Activity 2
Group Activity
“DISCOVER ME!”

Direction: Divide the class into five groups. Each group will
be given a task to do within two minutes. After the given
time, output presentation followed.

Advanced Learners Average Learners

Group 1: Group 1:
How many points can be 𝑙
contained in a line? A B C D E F G

Group 2: How many points can be

How many points can be contained in line 𝑙?
contained in a plane?
Group 2:
Group 3:
How many planes can
contain a line and a 𝒜
point not on the line?
How many points can be
Group 4: contained in plane 𝒜?
How many planes can
contain two intersecting Group 3:
line?
Z Y
Group 5: X
How many midpoints
can be contained in a
segment? How many planes can
⃡⃗⃗⃗⃗ ) and
contain line XY (𝑋𝑌
point Z?

Group 4:
𝑛

𝑚
How many planes can
contain line 𝑚 and line 𝑛 ?

Group 5:

A B

How many midpoints can be

contained in segment AB
̅̅̅̅)?
(𝐴𝐵

17
2. Processing the Questions:
answer 1. What are the undefined terms mentioned in the
activity?
2. What are the defined terms mentioned in the
activity?
3. Based from the statements you have given in the
activity, do you consider them always true?
4. What do you call a statement that needs to be
proven?
5. Is theorem important? Why?
6. Cite some theorems involving points, lines and
planes.

(The teacher will emphasize the theorems in geometry

specifically involving points, lines, and planes.)

1. A line contains an infinite number of points.

2. A line and a point not on it lie in exactly one plane.
3. Exactly one plane contains two intersecting lines.
4. Every segment has exactly one midpoint.
5. If a line not contained in a plane intersects the
plane, then the intersection contains only one point.
6. Given a ray PX and a positive number r. On 𝑃𝑋 ⃗⃗⃗⃗⃗
|
there is one and only point Q, such that 𝑃𝑄 = 𝑟.|
3. Reinforcing the skills Write the theorem that support each statement.
a) In the figure, O is the midpoint of ̅̅̅̅
𝐺𝐷.

G O D
b) Line 𝑎 intersects line 𝑏 at point M.
𝑎

𝑏
c) In the figure, 𝑘
B R I G H T
line 𝑘 contains many points.

4. Summarizing the What are the theorems involving points, lines, and planes?
Lesson
C. Assessment: Write a description for each Describe the theorems
illustration applying the involving points, lines, and
concept of theorems planes by completing the
involving points, lines, and following statements.
planes.
1. A line contains an
1. ____ number of
points.
I L O V E M A T H 2. A line and a point not
on it lie in exactly one
________.

18
 𝑥
3. Exactly one plane
2. 𝒜 contains _______
intersecting lines.
4. Every _______ has
exactly one midpoint.
3. 5. If a line not contained
in a plane intersects
A C B the plane, then the
intersection contains
4. 𝑎 only _____ point.

𝑏
5.
A R T
D. Agreement/ 1. Given a line with a coordinate system, is the point
Assignment: with coordinate O the midpoint of the line?
2. Does a line have a midpoint? Why?

V. REMARKS:
VI. REFLECTION:
A. No. of learners who
earned 80% in 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 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?

19
 (M8GE-IIIa-c-1) - Illustrates the need for an axiomatic structure
of a mathematical system in general and in Geometry in
particular DEFINED TERMS and UNDEFINED TERMS

School Grade Level 8

Learning
Teacher MATHEMATICS
Area
Time & THIRD
Quarter
Date Week 2, Day 1

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts of axiomatic structure of geometry and triangle
congruence.
B. Performance The learner is able to formulate an organized plan to
Standard handle a real-life situation.
C. Learning Illustrates the need for an axiomatic structure of a
Competencies/ mathematical system in general and in Geometry in
Objectives particular DEFINED TERMS and UNDEFINED TERMS
M8GE – IIIa-c- 1

II. CONTENT Illustrating undefined terms

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning EXPLORE – Worktext in Mathematics 3 by
Resources Nellie Toliao-Dasco ; pp. 1-3
Geometry – Textbook for Third Year by Cecile M. De
Leon, Soledad Jose-Dilao and Julieta G.
Bernabe ; pp. 2- 10
IV. PROCEDURE Advanced
Average Learners
Learners
A. Preliminary Activities/ The picture below shows representations of geometric
Motivation figures abound in nature. Can you find representations
of a point? of a line? of a plane?

20
 B. Presentation of the Instructions: Instructions:
Lesson 1. Draw a rectangular top 1. Draw a rectangular
1. Problem Opener/ of a table. top of a table.
Group Activity 2. Mark each corner by 2. Mark each corner by
capital letters A, B, C capital letters A, B, C
(Work in pairs.) and D. and D.

Questions: Consider the figure below

1. Which part of the table to complete the table.
represent A B
points?_____________
Name the points.
______
2. Which parts of the table
represent lines? ______ C D
Name the lines. ______
3. Which part of the table POINTS LINES PLANE

represent a plane?____ Which

Name the plane.______ parts
of the
table
repre-
sents;
Name
the;
2. Processing the 1. What did you consider in completing and answering
Answer correctly the activity?
2. How will you describe points, lines and planes?
3. How do we classify these terms: points, lines and
planes?
3. Reinforcing the Illustrate each of the following and label the diagram.
Skills (By group/by pair)
1. Point X lies on plane Y.
2. Points R, S, T and U lie on line 𝑛.
3. Plane B contains CD.
4. GH intersects plane 𝒜 at point E.
5. Lines 𝑎 and 𝑏 intersect at C.
4.Summarizing the How do you illustrate points, lines, and planes?
Lesson
C. Assessment Illustrate the following and label each diagram.
1. Point B lies in plane ℳ.
2. Lines 𝑙 and 𝑚 intersect at point T.
3. Line EF is on plane 𝒢.
4. Planes 𝒜 and ℬ intersect at line PR.
D. Agreement/ Given:
Assignment A E
C

B D

21
 Identify the following:
1. Points on plane R
2. Points on line AD
3. Points on line BE
4. Lines on the plane R
5. Plane
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional activities
for remediation.
C. Did the remedial
lessons 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 it work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?

22
 (M8GE-IIIa-c-1) - Illustrates the need for an axiomatic structure
of a mathematical system in general and in Geometry in
particular DEFINED TERMS and UNDEFINED TERMS

School Grade Level 8

Learning
Teacher MATHEMATICS
Area
Time & THIRD
Quarter
Date Week 2, Day 2

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts
of axiomatic structure of geometry and triangle
congruence.
B. Performance The learner is able to formulate an organized plan to
Standard handle a real-life situation.
C. Learning Illustrates the need for an axiomatic structure of a
Competencies/ mathematical system in general and in Geometry in
Objectives particular DEFINED TERMS and UNDEFINED TERMS
M8GE – IIIa-c- 1
II. CONTENT Illustrating undefined terms
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning EXPLORE – Worktext in Mathematics 3 by
Resources Nellie Toliao-Dasco ; pp. 1-3
Geometry – Textbook for Third Year by Cecile M. De Leon,
Soledad Jose-Dilao and Julieta G. Bernabe ;
pp. 2- 10
IV. PROCEDURE Advanced Learners Average Learners
A. Preliminary Activities/ Tell whether each of the following suggests a point, a line
Motivation or a plane.
1. tip of a box 4. cover of a book
2. a corner of a room 5. tip of a pen
3. star in the sky 6. A taut clothesline

23
 B. Presentation of the Match column A with column B by describing the illustrated
Lesson figures.
1. Problem Opener/
Group Activity COLUMN A COLUMN B
g f
(Work in pairs.) 1. a. lines AD and BC lie
A on plane ℰ

2. B b. plane 𝒩 and plane ℒ

intersect at BC

3. C ℰ c. line 𝑔 and line 𝑓

B intersect at point A
D
A

4. d. points C, D and E lie

D on the same plane
ℒ

5. e. plane 𝒩 and line

AB intersect at point A

2. Processing the  How do you describe the figures?

Answer  What should be considered to describe the figures
correctly?

3. Reinforcing the Illustrate the following and label each diagram correctly.
Skills 1. line A is ⊥ to line B 1. line A is ∥ to line B
2. points L, O, V and E lie 2. points F,A,I and T lie on
on plane ℛ plane ℋ
3. line MI and line NE 3. line YO and line UR
intersects at point U intersect at point S
4. planes 𝒞 and 𝒜 have 4. planes 𝒞 and 𝒜
RE in common intersect at RE
5. line EL and plane ℐ 5. line EL and plane 𝒵
intersect at point L intersect at point L
4. Summarizing the How do you illustrate points, lines, and planes?
Lesson

24
 C. Assessment Illustrate the following and label each diagram correctly.
1. planes 𝒜 and ℬ 1. points A and B lie on the
intersect at DC same line
2. points A and B are 2. planes ℰ and 𝒟 have AB
collinear in common
3. plane ℬ and line AC met 3. line AB is parallel to line
at point C CD
4. points A,B,C and D lie 4. lines AC and DE
are coplanar intersect at point B
5. line AC and line DE 5. points A, B, C and D lie
intersect at point B on the same plane
D. Agreement/ List down things that illustrate points, lines and planes.
Assignment Give 5 examples for each.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons 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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

25
 (M8GE-IIIa-c-1) - Illustrates the need for an axiomatic structure of
a mathematical system in general and in Geometry in particular
DEFINED TERMS and UNDEFINED TERMS
School Grade Level 8
Teacher Learning Area Mathematics
Time and Third
Quarter
Date Week 2, Day 3

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts
of axiomatic structure of geometry and triangle
congruence.
B. Performance The learner is able to formulate an organized plan to
Standard handle a real-life situation.
C. Learning Illustrates the need for an axiomatic structure of a
Competencies/ mathematical system in general and in Geometry in
Objectives particular DEFINED TERMS and UNDEFINED TERMS
M8GE-IIIa-c-1

II. CONTENT Illustrating defined terms

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning EXPLORE – Worktext in Mathematics 3 by
Resources Nellie Toliao-Dasco ; pp. 1-3
Geometry – Textbook for Third Year by Cecile M. De Leon,
Soledad Jose-Dilao and Julieta G. Bernabe ; pp. 2- 10
IV. PROCEDURE Advance Learners Average Learners
A. Preliminary Activities/ Name the figures below. Match column A with
Motivation 1. column B and try to
A B describe each.

COLUMN A
2. 1.
A B
2.
A B
3. 3.

26
 COLUMN B
1. angle CAB
2. line segment BA
3. triangle ABC
4. ray AB
5. line AB
B. Presentation of the Instruction: (By group/by pair)
Lesson 1. Draw a rectangular top of a table.
1. Problem Opener/ 2. Mark each corner by capital letters E, L, S and A.
Group Activity 3. Extend the upper side and the lower side, the right and
left sides and put arrows each end.

(The figure can be presented to the average group.)

A B

C D

1. Name the extended sides of the table.

2. Name the following parts by the extended sides;
a. line segments
b. rays
c. angles
(The teacher will discuss further the parts of the figures
illustrated.)
2. Processing the  What figures were formed by the extended
Answer sides?
 How do you describe each figure?
 What do you call each?
3. Reinforcing the Illustrate each of the following figures and label the
Skills diagram.
1. segment AB
2. ray XY
3. angle ABC
4. point B is the midpoint of segment AC
5. point P is in the exterior of ∠ 𝐴𝐵𝐶
6. point Q is in the interior of ∠ 𝐷𝐸𝐹
7. ∠𝐴𝐵𝐶 is an acute angle
8. ∠𝑀𝑁𝑂 is an obtuse angle
9. ∠𝑋𝑄𝑃 is a right angle
10. ray OP bisect ∠ 𝐴𝑂𝐶
4.Summarizing the Illustrate the need for axiomatic structure in the
Lesson illustration of a ray, segment, angle?
C. Assessment Illustrate each of the following figures and label the
diagram.
1. point Z divides 1. point Z is the endpoint
segment XY of segment XY
congruently 2. EF bisects ∠𝐶𝐸𝐷

27
 2. ray EF divides ∠ 𝐶𝐸𝐷 3. ray AB
into two congruent 4. ∠ 𝑂 is an obtuse angle
adjacent angles point N is the vertex of
3. ray BA is on line AC ∠ 𝑀𝑁𝑂
4. ∠ 𝑃 is a right angle
point N is the common
endpoint of the of
∠ 𝑀𝑁𝑂
D. Agreement/ Use the figure to complete the table below.
Assignment
A
G

B
F

D E
C
Number of figures
Name of the figure
formed
Line Line
Angles Rays
Segments Angles Rays Segments

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons 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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did
I use/discover which I
wish to share with
other teachers?

28
 (M8GE-IIIa-c-1) - Illustrates the need for an axiomatic structure
of a mathematical system in general and in Geometry in
particular DEFINED TERMS and UNDEFINED TERMS

School Grade Level 8

Teacher Learning Area Mathematics
Time & Date Third
Quarter
Week 2, Day 4

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts
of axiomatic structure of geometry and triangle
congruence.
B. Performance The learner is able to formulate an organized plan to
Standard handle a real-life situation.
C. Learning Illustrates the need for an axiomatic structure of a
Competencies/ mathematical system in general and in Geometry in
Objectives particular DEFINED TERMS and UNDEFINED TERMS
M8GE – IIIa-c- 1
II. CONTENT Illustrating defined terms (Triangles)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning EXPLORE – Worktext in Mathematics 3 by
Resources Nellie Toliao-Dasco ; pp. 1-3
Geometry – Textbook for Third Year by Cecile M. De Leon,
Soledad Jose-Dilao and Julieta G. Bernabe ;
pp. 2- 10
IV. PROCEDURE Advance Learners Average Learners

A. Preliminary Activities/ Plot 3 non-collinear points Consider the following

Motivation and connect the points pictures. What figures do
consecutively. What figure they have in common?
is formed?

29
B. Presentation of the 1. Study each group of triangles below to answer the
Lesson questions that follow.
1. Problem Opener
GROUP A GROUP B

A A
10 cm

90° B C
B C 10 cm

B B

60°

60° 60°
A C A C
9 cm

30
 A
A

120°
C
B C
B 7 cm

a. How do you classify triangles?

b. How does each triangle in each group differ from
each other?
c. What do we call each?
2. Given: ΔABC A

B E C

Name the primary and secondary parts of ΔABC.

Primary Parts:
a. Vertex
b. Angles
c. Sides
Secondary Parts:
a. Median
b. Angle Bisector
c. Altitude

2. Processing the  What is a triangle?

Answer  What are the parts of a triangle?
 How do we illustrate a triangle?
3. Reinforcing the Illustrate the following and label the diagram.
Skills 1. points A,B, and C are 1. AC, CB and BA are the
the vertices of ΔABC sides of ΔABC
2. ray BD is an angle 2. AE is a median of
bisector of ΔABC ΔABC
3. ΔABC has equal sides 3. ΔABC is a right triangle
4. ∠𝐴 is an obtuse angle of 4. ΔABC has no equal
ΔABC sides
4.Summarizing the
How do you illustrate a triangle and its parts?
Lesson
C. Assessment Illustrate the triangle given the following parts.
1. vertices: F, U and N 4. median: FY
2. angles: F, U and N 5. angle bisector: UX
3. sides: FU, UN and NF 6. altitude: ZN

31
 D. Agreement/ Illustrate the parts of the triangle below.
Assignment 1. sides: XY, YZ and ZX
2. median: BX
3. angle bisector: AZ
4. altitude: CY

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons 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 it work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

32
 (M8GE-IIIa-c-1) - Illustrates the need for an Axiomatic Structure
of a Mathematical System in Geometry (Postulates)
GRADE
SCHOOL 8
LEVEL
LEARNING
TEACHER Mathematics
AREA
DATE OF THIRD
QUARTER
TEACHING Week 3, Day 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standard axiomatic structure of geometry and triangle congruence.
B. Performance The learner is able to formulate an organized plan to handle a real-
Standard life situation.
C. Learning The learner illustrates the Need for an axiomatic structure of a
Competencies mathematical system in general, and in Geometry in particular: (a)
/ defined terms; (b) undefined terms; (c) postulates; and (d)
LC Code theorems

LC CODE: M8GE-IIIa-c-1
Illustrating the need for an Axiomatic Structure of a Mathematical
II. CONTENT
System in Geometry (postulates)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Material Pages
3. Textbook
Pages
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning *De Leon, Dilao, Bernabe, “Geometry (Textbook)”, JTW
Resource Corporation, 2009 pp. 3-4
*Institute for Science and Mathematics Education Development,
“Geometry III (Textbook)”, Capitol Publishing House, Inc. Copyright
1978 and 1988, pages 258 – 259
IV. PROCEDURE Advanced Learner Average Learner
A. Motivation DIRECTIONS.
Rearrange the letters in each word to complete the sentence.
1. A tniop sha on niosnemid.
2. A neli sha ylno htgnel.

Rearrange the phrases to form a complete statement.

“without proof which the validity a postulate is or truth is
assumed a statement of”

33
 B. Presentation
Advanced Learner Average Learner
of the Lesson
1. Opener/ How do you identify whether a mathematical statement is a
Activity postulate or not?

ACTIVITY 1

INVESTIGATE ME!
On this set of activities, we are going to investigate more on the
details of postulates on points and lines.

1. Plot two points on a ¼ sheet of paper. Name the points A and B.

2. Connect the two points using a line. Name the line 1.
3. Plot another point. Make sure that the point does not lie on line 1
(non-collinear). Name the point C.
4. Connect both point A and B to point C. Name the line 2 and 3.
QUESTIONS:
a. How many lines have you made?
b. Atleast how many points do you need for you to make a line?
c. Is it possible for a line to contain three or more non-collinear
points?

Activity # 2
1. Plot a point on a ¼ sheet of
paper. Name the point O.
2. Plot another point on the right
side of point O. Name it K.
3. Measure the distance
between points O and K.
4. Plot another point on the left
of point O and name it S.
5. Measure the distance
between points O and S.
6. Plot another point at the
bottom of O and name it H.
7. Measure the distance
between points O and H.
QUESTIONS:
a. What are the distances?
b. Is it possible to have a
negative value of distance even
if you change the direction of a
point?
2. Processing Processing Questions:
the Answer 1. Were you able to follow the procedures correctly and answer
all the questions?
2. What observations can you make out of the activities (activity
# 1 and # 2)
3. Based from your observations, what conclusion can you give
for each activity?
4. Will your conclusion be true to all other examples? Why or why
not?
5. How will you illustrate other examples?

34
 3. Reinforcing “ILLUSTRATE ME”
the Skills
DIRECTION. Follow the directions in illustrating the postulate below.
“The points of a line and the set of numbers can be put into a one-
to-one correspondence in such a way that if “a” is the number
associated with point A, and “b” is the number associated with point
B, then the distance |𝐴𝐵| is |𝑎 − 𝑏|.”
a. Sketch a number line from -5 to 5.
b. Label -5 as point A, -4 as point B, -3 as point C, -2 as point
D, -1 as point E, 0 as point F, 1 as point G, 2 as point H, 3
as point I, 4 as point J and 5 as point K.
c. Tell the distance of the following:
1. point A to point B
2. point C to point G
3. point B to point K
d. If you get the distance of two points will it have negative
measures?
4. Summarizing
the Lesson 1. How do you illustrate postulates on points and lines?
C. Assessment Illustrate the given postulate by elaborating, giving examples or
sketch.

Given two points A and B of a line, a coordinate system can be

chosen in such a way that the coordinate of A is zero and the
coordinate of B is positive.
Illustrate the following postulates:
D. Assignment 1. Given a line, there is a point not on the line
2. Given a plane, there is a point not on the plane.
Remarks:
A. Number of
Learners who
earned 80% in
the formative
assessment.
B. Number of
Learners who
require
additional
activities for
remediation.
C. Number of
Learners who
caught up with
the lesson.
D. Number of
learners who
continue to
require
remediation.

35
 (M8GE-IIIa-c-1) - Illustrates the need for an Axiomatic Structure
of a Mathematical System in Geometry (Postulates)

SCHOOL GRADE LEVEL 8

LEARNING
TEACHER Mathematics
AREA
DATE OF THIRD
QUARTER
TEACHING Week 3, Day 2

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standard axiomatic structure of geometry and triangle congruence.
B. Performance The learner is able to formulate an organized plan to handle a
Standard real-life situation.
C. Learning The learner illustrates the need for an axiomatic structure of a
Competencies/ mathematical system in Geometry (postulates)

LC Code LC CODE: M8GE-IIIa-c-1

Illustrating the need for an Axiomatic Structure of a
II. CONTENT
Mathematical System in Geometry (Postulates)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Material Pages
3. Textbook
Pages
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning *De Leon, Dilao, Bernabe, “Geometry (Textbook)”, JTW
Resource Corporation, 2009 pp. 3-4
*Institute for Science and Mathematics Education
Development, “Geometry III (Textbook)”, Capitol Publishing
House, Inc. Copyright 1978 and 1988, pages 258 – 259
IV. PROCEDURE Advanced Learner Average Learner
A. Motivation
FORMING PLANES and ANGLES

DIRECTION. List down or sketch the different plane figures

that you can see or make out of the figure below.

How many plane figures can you see or sketch?

What kinds of angles can you see?

36
 B. Presentation
Advanced Learner Average Learner
of the Lesson
1. Opener/ Activity What is a plane or plane figure? How about an angle?
How do you draw plane figures? How do you draw angles?

ACTIVITY 1

EXPLORE ME!

On this set of activities, we are going to explore more on the details

of postulates on planes.
1. Given triangle ABC.
A

B C
2. Plot a point anywhere between points A and B. Name it D.
3. Plot another point (not the same with D) between A and B.
Name it point E.
4. Plot a point anywhere between points A and C and another
point anywhere between points B and C. Name the points
F and G, respectively.
5. Connect the points to form lines.

QUESTIONS:
a. How many lines have you formed?
b. Are the figures still on the plane?
c. If you use two points anywhere on the plane to make a line,
will the newly formed line still lie on the plane? Why or why
not?

Activity # 2

1. Draw a straight line and name it line M.

2. Plot two points on line M and name it point K and S.
3. Plot a point not on line M and name it point O.
4. Connect points K and O using a ray. Measure the angle
formed by points O, K and S.
5. Plot another point not on line M and name it R. Connect
points K and R using a ray. Measure the angle formed by
points R, K and S.

QUESTIONS:
a. What are the measures of the different angles?
b. Are they equal or not?
c. If you are going to repeat step 5 for several times, will you
still produce different measures of angles? Why or why
not?

37
2. Processing the Processing Questions:
Answer 1. Were you able to follow the procedures correctly and
answer all the questions?
2. What observations can you make out of the activities
(activity # 1 and # 2)
3. Based from your observations, what conclusion can you
give for each activity?
4. Will your conclusion be true to all other examples? Why or
why not?
5. How will you illustrate other examples?

3. Reinforcing the
Skills SHOW ME MORE

On each column is a set of postulate and a procedure to

illustrate it. Rearrange the procedure properly by numbering
each from 1- 4.
“If two distinct planes intersect, “If B, A and C are collinear
then their intersection is a points and D is not a point on
line.” line BC, then 𝑚∠𝐵𝐴𝐷 +
𝑚∠𝐷𝐴𝐶 = 180.”
Sketch another plane that Plot another point D which
intersects the former is not on line BC.
plane.

Choose another two plane Measure angle BAD and

and make them intersect. DAC. Get the sum of
Highlight the intersection. 𝑚∠𝐵𝐴𝐷 + 𝑚∠𝐷𝐴𝐶.
Highlight the part where Draw a line to connect
the two planes intersect. points A and D.
Sketch a plane (triangle, Plot three collinear points
square, rectangle) in a on a paper. Label them
paper. Choose from the points B, A and C,
given in the parenthesis. respectively. Connect the
points to make line BC.

4. Summarizing How do you illustrate postulates on planes and angles?

the Lesson
C. Assessment DIRECTION. Illustrate the following postulate by elaborating,
giving examples or sketch.

1. Any three points lie in at least one plane and any three non-
collinear points lie in exactly one plane.
2. If B, A and C are not collinear and D is in the interior of
∠𝐵𝐴𝐶 then 𝑚∠𝐵𝐴𝐷 + 𝑚∠𝐷𝐴𝐶 = 𝑚∠𝐵𝐴𝐶.
D. Assignment Research on the other postulates on planes and angles.

38
Remarks:
A. Number of
Learners who
earned 80% in the
formative
assessment.
B. Number of
Learners who
require additional
activities for
remediation.
C. Number of
Learners who
caught up with the
lesson.
D. Number of
learners who
continue to
require
remediation.

39
 (M8GE-IIIa-c-1) Illustrates the Need for an Axiomatic
Structure of a Mathematical System in Geometry (Theorems)

SCHOOL GRADE LEVEL 8

LEARNING
TEACHER Mathematics
AREA
DATE OF THIRD
QUARTER
TEACHING Week 3, Day 3

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standard axiomatic structure of geometry and triangle congruence.
B. Performance The learner is able to formulate an organized plan to handle a real-
Standard life situation.
C. Learning The learner illustrates the need for an axiomatic structure of a
Competencies mathematical system in general, and in Geometry in particular: (a)
/ defined terms; (b) undefined terms; (c) postulates; and (d)
LC Code theorems

LC CODE: M8GE-IIIa-c-1
Illustrating the need for an Axiomatic Structure of a Mathematical
II. CONTENT
System in Geometry (theorems)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Material Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning *De Leon, Dilao, Bernabe, “Geometry (Textbook)”, JTW
Resource Corporation, 2009 pp. 3-4
*Institute for Science and Mathematics Education Development,
“Geometry III (Textbook)”, Capitol Publishing House, Inc.
Copyright 1978 and 1988, pages 259 – 262
IV. PROCEDURE Advanced Learner Average Learner
A. Motivation “What’s the Truth?”

DIRECTION. Tell whether the given statement is true or false.

1. A theorem is a statement that does not need to be

proven.
2. A theorem is made using undefined terms, defined terms,
and postulates.
3. Geometry is derived from two Greek words geo meaning
earth and metrein meaning time.

40
 B. Presentation
Advanced Learner Average Learner
of the Lesson
1. Opener/ Activity What are the similarities and differences between a postulate and
a theorem?
What are the different postulates discussed previously?

PROVE ME!

On this set of activities, we are going to make a proof on the

different theorems.

Theorem # 1
“A line contains an infinite number of points.”
Arrange the following statements to form the complete proof.
1. The points on a line and the set of numbers can be put into
one-to-one correspondence.
2. Therefore, by the definition of one-to-one correspondence,
the points on a line is an infinite set.
3. The set of numbers is infinite.

Theorem # 2
“If in a triangle two sides are not congruent, then the angles
opposite these sides are not congruent and the angle opposite the
longer side is the larger angle.”
Arrange the following steps in order to make a complete proof and
answer the questions below.
1. Make a scalene triangle.
2. Measure the length of the sides.
3. Measure the angles.

QUESTIONS:
a. Compare the sides and their opposite angles. Are there
sides with the same measure of the angles?
b. Identify the shortest side. Is it opposite the smallest angle?
c. How about the longest side, is it opposite the largest
angle?
2. Processing 1. Were you able to answer the questions correctly?
the Answer 2. Are your answers true to all other examples? Why or why not?
3. How are you able to illustrate the theorem?
3. Reinforcing Illustrate the theorem by making a complete proof.
the Skills
“If two coplanar lines are perpendicular to the same line, then the
two coplanar lines are parallel.”

4.Summarizing How do you illustrate theorems on points and lines?

the Lesson
C. Assessment Illustrate the theorem. You can use a sketch or give examples in
your proof.
Theorem: “The sum of the lengths of two sides of a triangle is
greater than the length of the third side.”

41
D. Assignment Illustrate the proof of the theorem.

In a triangle, the line segment joining the midpoints of two sides

is parallel to the third side, and its length is one-half the length of
the third side.
Remarks:
A. Number of
Learners who
earned 80% in the
formative
assessment.
B. Number of
Learners who
require additional
activities for
remediation.
C. Number of
Learners who
caught up with the
lesson.
D. Number of
learners who
continue to
require
remediation.

42
 (M8GE-IIIa-c-1) - Illustrates the Need for an Axiomatic
Structure of a Mathematical System in Geometry (Theorems)

SCHOOL GRADE LEVEL 8

LEARNING
TEACHER Mathematics
AREA
DATE OF THIRD
QUARTER
TEACHING Week 3, Day 4

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standard axiomatic structure of geometry and triangle congruence.
B. Performance The learner is able to formulate an organized plan to handle a real-
Standard life situation.
C. Learning The learner illustrates the need for an axiomatic structure of a
Competencies mathematical system in general, and in Geometry in particular: (a)
/ defined terms; (b) undefined terms; (c) postulates; and (d)
LC Code theorems
LC CODE: M8GE-IIIa-c-1
Illustrating the need for an Axiomatic Structure of a
II. CONTENT
Mathematical System in Geometry (Theorems)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Material Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other *De Leon, Dilao, Bernabe, “Geometry (Textbook)”, JTW
Learning Corporation, 2009 pp. 3-4
Resource *Institute for Science and Mathematics Education Development,
“Geometry III (Textbook)”, Capitol Publishing House, Inc.
Copyright 1978 and 1988, pages 259 – 262
IV. PROCEDURE Advanced Learner Average Learner
A. Preliminary “CONCEPT TILES”
Activity
DIRECTION. Create the correct sentence by moving the tiles
which contain a word/phrases.
A needs proven

that statement to be

is a theorem a true

43
 A Theorem is a
ANSWER:
true statement that

needs to be proven.

B. Presentation
Advanced Learner Average Learner
of the Lesson

1. Opener/ Activity What are the different undefined terms? The different defined
terms?
What is a postulate? What is a theorem?

THE AXIOMATIC BINGO!

Goal: To conduct a bingo game in class where the concepts on

undefined terms, defined terms, postulates and theorems are
used.

Role: Bingo Player

Audience: Students

Situation: The teacher will present bingo cards to his/her

students. Each card is composed of a 3x3 square table. Each card
is unique and different from the others. Each number on the card
has a question to be answered by the students. At the start, the
teacher will give a pattern (triangle, square, blackout) to be
followed by each bingo player. The student/bingo player who can
complete the pattern first will be declared as the winner.

Performance: All the students are involved because each has a

bingo card.

Standard: The number of correct answers to the given questions

will determine his/her score in the performance task.

BINGO CARD Appearance: (the numbers on the card will vary

for each card)
AXIOMATIC BINGO CARD
Goodluck and Enjoy! No. ______

1 2 3

4 5 6

7 8 9

44
Remarks:
A. Number of
Learners who
earned 80% in the
formative
assessment.

B. Number of
Learners who
require additional
activities for
remediation.

C. Number of
Learners who
caught up with the
lesson.

D. Number of
learners who
continue to
require
remediation.

45
 (M8GE-IIId-1) - Illustrates Triangle Congruence

School Grade Level 8

Teacher Learning
MATHEMATICS
Area
Time & Date THIRD
Quarter
Week 4, Day 1

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the key
concepts of triangle congruence.
B. Performance The learner is able to communicate mathematical thinking
Standard with coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving
congruent triangles using appropriate and accurate
representation.
C. Learning The learner illustrates triangle congruence
Competencies/ M8GE-IIId-1
LC Code
II. CONTENT Illustrating triangle congruence using the basic parts of a
triangle.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s pp.349 – 352
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE Advance Learners Average Learners
A. Preliminary Activities/ The teacher shows to the class the location of the
Motivation Bermuda Triangle and may give trivia about it.
B. Presentation of the What geometric figure is talked about in the trivia?
Lesson Are you still familiar with triangles?

1. Problem Opener/ How important is it to talk about triangles and its

Activity properties?
“KNOW ME MORE, IT’S BETTER!”

(Group size may be determined by the teacher)

The teacher distributes two cut-outs of triangles to every

group. (See attached Activity Card)

46
 Group 1: Name the given triangles.
List the primary parts of each triangle.
 Vertices
 Sides
 Angles

Group 2: Name the given triangles.

List the secondary parts of each triangle.
 Median
 Altitude

Group 3: Describe and illustrate (2 triangles)

 Included side
 Included angle

Group 4: Describe and illustrate (2 triangles)

 Opposite side
 Opposite angle
 Adjacent sides

Group 5: Illustrate and identify the parts of

 Isosceles triangle
 Right triangle

1. Processing the  What is a triangle?

Answer  How many vertices, sides, and angles are there in
a triangle?
 What can you say about the median and the
altitude of the triangle?
 How will you describe the included side and the
included angle in a triangle?
 When do we say that a side is opposite an angle?
When do we say that a side is adjacent to each
other?
 How do we differentiate an isosceles triangle from
a right triangle?
 Is it possible to have two right angles in a triangle?
Why or why not? How about two obtuse angles?
 How important is it to study triangles?

2. Reinforcing the Accomplish the profile of a Triangle (Use the separate

Skills worksheet)
4. Summarizing the What is a triangle?
Lesson What are the parts of a triangle?
What are the other concepts related to triangles?

47
 C. Assessment A. Identify whether each statement is true or false. If
TRUE draw smiley if FALSE draw a sad face.
1. A triangle has 3 sides and 3 angles.
2. The altitude of a triangle is the line segment from
one vertex perpendicular to the opposite side.
3. A vertex of a triangle is the center of a triangle.
4. The median is the line segment connecting the
midpoints of any two sides.
5. An include angle is the angle formed by the two
adjacent sides.

D. Agreement/
Assignment
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons 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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did
I use/discover which I
wish to share with
other teachers?

48
 ACTIVITY CARD FOR BASIC CONCEPTS INVOLVING TRIANGLE

GROUP 1: Name each triangle and list down the primary parts.

S
R
M

I E
GROUP 2: Name each triangle and list down the secondary parts.

P G

C
R
U
49
 GROUP 3: Describe and illustrate (2 triangles)
 Included side
 Included angle

F
L

I
GROUP 4: Describe and illustrate (2 triangles)
 Opposite side
 Opposite angle
 Adjacent sides
 Adjacent angles

G
W P

H
Y
S
50
GROUP 5: Illustrate and identify the parts of
 AN Isosceles triangle
 Right triangle

Y Z

T U

51
 (M8GE-IIId-1) - Illustrates Triangle Congruence

School Grade Level 8

Teacher Learning
MATHEMATICS
Area
Time & Date THIRD
Quarter
Week 4, Day 2

I. OBJECTIVES
A. Content The learner demonstrates understanding of the key
Standard concepts of triangle congruence.
B. Performance The learner is able to communicate mathematical thinking
Standard with coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving congruent
triangles using appropriate and accurate representation.
C. Learning The learner should be able to illustrate triangle congruence.
Competencies/ M8GE-IIId-1
LC Code
II. CONTENT Illustrating congruent triangles
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s pp.349 - 352
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Preliminary
Activities/ “King’s Wish. Bring Me.”
Motivation  Pair of earrings
 Pair of shoes
 Eye glasses
 Pair of notebooks

B. Presentation of the What did you notice about these pairs of objects?
Lesson Describe their shapes and sizes.

1. Problem Opener Have you seen the bridges? How about the towers? What
shapes of braces are used to reinforced the stability of these
structures? Why do you think they were used?

52
2. Group Activity “To whom Should I Pair?”

(Group size may be determined by the teacher)

(The teacher distributes cut-outs of triangles to every group.)

At a count of five, find your partner holding the same shape

of triangle as yours and shout “BASIC LANG!” if you are done.
You will be given a prize. Just stay in front/ beside your
partner for some questions/ instructions.

 Name your triangles.

 What kind of triangles are they?
 Why did you say that they are congruent? What is the
symbol for congruence?
 Which parts of one triangle corresponds to the other?
 What is the symbol for correspondence?

Each group will be given a pair of congruent triangles and

they will write the corresponding parts of the triangles.

Group 1: pair 1
Group 2: pair 2
Group 3: pair 3
Group 4: pair 4
Group 5: pair 5

3. Processing the  What are congruent triangles?

Answer  What is the symbol for congruence?
 How many congruent corresponding parts are there?
 What is the symbol for correspondence?
 How do you put identical markings on congruent
corresponding parts? Illustrate.
 Where can you see/find congruent triangles?

4. Reinforcing the Exercises.

Skills Refer to the figure.

53
 1. ABD ≅ CBD. Write down the six pairs of congruent
corresponding parts.

2. Draw ∆𝑀𝐴𝑋 and ∆𝐾𝐹𝐶 where

MA ≅ KF,
AX ≅ FC,
MX ≅ KC,
M ≅ K
 A ≅ F
 X ≅ C

3. Which of the following shows the correct congruence

statement for the figure below?

a. ∆𝑃𝑄𝑅 ≅ ∆𝐾𝐽𝐿
b. ∆𝑃𝑄𝑅 ≅ ∆𝐿𝐽𝐾
c. ∆𝑃𝑄𝑅 ≅ ∆𝐿𝐾𝐽
d. ∆𝑃𝑄𝑅 ≅ ∆𝐽𝐿𝐾

5.Summarizing When are two triangles congruent?

the
Lesson
C. Assessment Exercises. Illustrate the triangle congruence by list down and
putting identical markings on the congruent corresponding
parts.
1. Write the six congruent corresponding parts. Refer to
the figure below.

2. Draw the figure and mark the identical congruent

corresponding parts of
∆𝑅𝑈𝐵 ≅ ∆ 𝑇𝑈𝐺.

D. Agreement/ Draw two congruent triangles and identify their congruent

Assignment corresponding parts.
V. REMARKS
VI. REFLECTION

54
 VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons 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 it work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized material/s did
I use/discover which I
wish to share with other
teachers?

55
 (M8GE-IIId-1) - Illustrates Triangle Congruence

School: Grade Level 8

Teacher: Learning Area MATHEMATICS
Time and THIRD
Quarter
Date: Week 4, Day 3

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of the key
concepts of triangle congruence.
B. Performance The learner is able to communicate mathematical thinking
Standards: with coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving
congruent triangles using appropriate and accurate
representation.
C. Learning Competency: The learner illustrates triangle congruence.
LC Code: M8GE-IIId-1

II. CONTENT: Illustrating congruent triangles

III. LEARNING
RESOURCES:
A. References
1. Teacher’s Guide
380-392
Pages
2. Learner’s Guide
292-294
Pages
3. Textbook Pages
4. Additional Material
from Learning Moving Ahead with Mathematics II, 1999 (pages 114-115)
Resource Material
B. Other Learning
Resources
IV. PROCEDURES: Advanced Learners Average Learners
A. Motivation/
Preliminary Activity: “FIND YOUR PARTNER”

Your group will be given five pairs of congruent figures, each shape for each
member. At the count of three, find your partner by matching the shape that you
have with another’s shape.

1. Why/How did you choose your partner?

2. How will you describe the two figures you have?
3. What can you say about the size and shape of the
two figures?
4. When do we have congruent triangles?
5. How many pairs of corresponding parts are
congruent if two triangles are congruent?
B. Presentation of the
Lesson
1. Problem Opener: What must be the corresponding parts that are congruent
so that the two triangles are congruent?
2. Group Activity The class will be divided into 4 groups to perform an
activity. Discuss the answer to the class.

56
Group 1
List the six pairs of corresponding congruent parts in the
given congruent triangles.

Given: ∆ 𝐴𝑅𝑇 ≅ ∆𝐴𝑅𝑀

Group 2
List the six pairs of corresponding congruent parts in the
given congruent triangles.
Given: ∆ 𝐴𝑃𝐸 ≅ ∆𝐴𝐶𝐸

Group 3
List the six pairs of corresponding congruent parts in the
given congruent triangles.
Given: ∆ 𝐶𝑂𝐷 ≅ ∆ 𝑆𝑂𝑌

57
 Group 4
List the six pairs of corresponding congruent parts in the
given congruent triangles.
Given: ∆ 𝑃𝑁𝑅 ≅ ∆ 𝑃𝐶𝑅

3. Processing the  What are the corresponding congruent parts?

answer  How many pairs of corresponding parts are
congruent if two triangles are congruent?
 What are congruent triangles?

4. Reinforcing of the Which triangles are congruent if ̅̅̅̅̅

𝑀𝐴 ≅ ̅̅̅̅
𝐾𝐹 , ̅̅̅̅
𝐴𝑋 ≅ ̅̅̅̅
𝐹𝐶, ̅̅̅̅̅
𝑀𝑋 ≅
skills ̅̅̅̅
𝐾𝐶 ; ∠𝑀 ≅ ∠𝐾, ∠𝐴 ≅ ∠𝐹, ∠𝑋 ≅ ∠𝐶. Draw the triangles.
5. Summarizing the  When do we have congruent triangles?
Lesson  How many pairs of corresponding parts are
congruent if two triangles are congruent?
C. Assessment: Given ∆𝑄𝑍𝑃 ≅ ∆𝐾𝑅𝐴. List six pairs of corresponding
congruent parts.

D. Agreement/ In quadrilateral ABCD, AC bisects ∠𝐷𝐴𝐵 and ∠𝐷𝐶𝐵. Why

Assignment: are angles B and D congruent?

V. REMARKS:
VI. REFLECTION:
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of

58
 learners who 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?

59
 (M8GE-IIId-1) - Illustrates Triangle Congruence

School Grade Level 8

Teacher Learning
MATHEMATICS
Area
Time & Date THIRD
Quarter
Week 4, Day 4

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts of triangle congruence.
B. Performance The learner is able to communicate mathematical thinking
Standard with coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving
congruent triangles using appropriate and accurate
representations.
C. Learning The learner illustrates triangle congruence.
Competencies/ M8GE-IIId-1
LC Code
II. CONTENT Illustrating triangle congruence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 383-384
pages
2. Learner’s 351-353
Materials pages
3. Textbook pages Mathematics for the 21st Century page 281
4. Additional
Materials from
Learning
Resource (LR)
B. Other Learning
Resources
IV. PROCEDURE Advance Learners Average Learners
A. Preliminary Review:
Activities/ When do you say that two triangles are congruent?
Motivation
B. Presentation of the
Lesson
1. Opener Cite examples of things, landmarks or structures where
you can see the use of congruent triangles.
2. Group Activity List the corresponding congruent parts of the given
congruent triangles and complete the congruence
markings. (By Group)
Group 1: ∆LOT ≅ ∆MES

60
 Group 2: ∆BEC ≅ ∆BAC

Group 3: ∆MAP ≅ ∆SPA

Group 4: ∆BOY ≅ ∆NOR

Group 5: ∆GIV ≅ ∆SAV

3. Processing the  What are the two congruent triangles?

Answer  What are the corresponding vertices of the two
congruent triangles?
 What are the corresponding congruent parts of the
congruent triangles?
 How do you identify the corresponding congruent
parts of the congruent triangles?
 What do the markings indicate?

4. Reinforcing the Complete the congruence statement.

Skills

61
 1. ∠G ≅ ____

2. ∠GRN ≅ ______
3. ________ ≅ ∠ENR
4. ____ ≅ ̅̅̅̅
RE
5. ____ = EN̅̅̅̅
6. ̅̅̅̅
RN≅ ______
7. ∆________ ≅ ∆__________

5.Summarizing the  What are congruent triangles?

Lesson  How many pairs of corresponding parts are
congruent if two triangles are congruent?
 How do you identify the corresponding congruent
parts of congruent triangles?

C. Assessment A. Complete each congruence statement.

1. ∆_______ ≅ ∆_________
2. ∠F ≅ ____
3. ∠A ≅ ______
4. ________ ≅ ∠TIH
5. ____ ≅ ̅̅̅̅
TH
̅̅̅
6. ____ = 𝐼𝑇
̅̅̅≅ ______
7. 𝐹𝐼

B. If ∆HPE ≅ ∆PHO, complete each congruence

statement.
1. ________ ≅ ∠O
2. ∠EHP ≅ ______
3. ________ ≅ ∠OHP
4. ____ ≅ OH̅̅̅̅
̅̅̅̅
5. HE = _____
6. ̅̅̅̅
HP≅ ______

D. Assignment Given that ∆LKE ≅ ∆USE, identify the congruent

corresponding parts of the two congruent triangles.
V. REMARKS
VI. REFLECTION

62
VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons 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?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

63
 (M8GE-IIId-e-1) - Illustrates the SAS Congruence Postulates

School Grade Level 8

Learning
Teacher MATHEMATICS
Area
THIRD
Time & Date Quarter
Week 5, Day 1

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts
of axiomatic structure of geometry and triangle
congruence.
B. Performance The learner is able to communicate mathematical thinking
Standard with coherence and clarity in formulating, investigating,
analyzing and solving real-life problems involving
congruent triangles using appropriate and accurate
representations.
C. Learning The learner illustrates the SAS, ASA and SSS
Competencies/ Congruence Postulates
Objectives (M8GE – IIId-e-1)

II. CONTENT Illustrating the SAS Congruence Postulate

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s pp. 349-372
Materials pages
3. Textbook pages
4.Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE
A. Preliminary What is an included angle?
(Recall)
Using the figure, name the angles included between the
pairs of sides:
1. ̅̅̅̅̅
𝑋𝑀 and ̅̅̅̅̅
𝑁𝑀 X L
̅̅̅̅̅ and 𝑌𝐿
̅̅̅̅ 1 3
2. 𝑌𝑀 M
̅̅̅̅̅ and 𝑌𝑀
3. 𝑋𝑀 ̅̅̅̅̅ Z
4. ̅̅̅̅
𝑋𝑍 and ̅̅𝐿𝑍̅̅ 2 4
N
5. ̅̅̅̅
𝑌𝑍 and ̅̅̅̅
𝑁𝑍
Y

64
 B. Presentation of the Activity
Lesson
1. Problem Opener/ Given equilateral ∆𝑀𝑂𝑁 with perpendicular bisector 𝑂𝑋.
Group Activity (Note: The teacher must review the concepts of equilateral
triangles and perpendicular bisector.)
O

M N
X
2. Processing the  Which corresponding parts of the two triangles are
Answer congruent?
(Note: Prepare a cut-out of an equilateral triangle and
support the student’s answer by folding this triangle
along the perpendicular bisector.
 Are the two triangles congruent? Why?
 How many parts of these two triangles where
identified as congruent?
 How do you describe the angles identified as
congruent?
 State the SAS Congruence Postulate.
(The teacher will explain the SAS Congruence Postulate
“If two sides and the included angle of one triangle are
congruent respectively to the two sides and the included
angles of another triangle, then the two triangles are
congruent.”)
D
 Given the figure:
1
̅̅̅̅ C A
𝐷𝐶 ≅ ̅̅̅̅
𝐵𝐶 2
∠1 ≅ ∠2
B
Find the other pairs of congruent sides.
3. Reinforcing the skills Supply the missing congruent parts of the following pairs
of triangles to make it congruent
T by SAS. R
N
1. ∆𝑀𝑂𝑁 ≅ ∆𝑅𝑆𝑇
̅̅̅̅̅
𝑀𝑁 ≅ ̅̅̅̅
𝑅𝑆
̅̅̅̅̅ ≅ _____
𝑀𝑂 S
∠𝑀 ≅ ______ M D O
C
2. ∆𝑀𝑂𝑁 ≅ ∆𝑅𝑆𝑇
̅̅̅̅
𝐴𝐵 ≅ ______
∠𝐴𝐵𝐷 ≅ ∠𝐶𝐷𝐵
̅̅̅̅
𝐵𝐷 ≅ ______
A B
65
 4. Summarizing the How do you illustrate SAS congruence postulate?
Lesson
C. Assessment The pairs of triangles were similarly marked. Write the
three pairs of corresponding congruent parts to show SAS
congruence postulate.
1. C 2. I
J

A B
O

D
H
K

D. Assignment 1. What is an included side?

2. How do you determine the included side of two
given pairs of angles?
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons 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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

66
 (M8GE-IIId-e-1) - Illustrates the ASA Congruence Postulates

School Grade Level 8

Learning
Teacher MATHEMATICS
Area
Time & THIRD
Quarter
Date Week 5, Day 2

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts
of axiomatic structure of geometry and triangle
congruence.
B. Performance The learner is able to communicate mathematical thinking
Standard with coherence and clarity in formulating, investigating,
analyzing and solving real-life problems involving
congruent triangles using appropriate and accurate
representations.
C. Learning The learner illustrates the SAS, ASA and SSS
Competencies/ Congruence Postulates
Objectives (M8GE – IIId-e-1)

II. CONTENT Illustrating the ASA Congruence Postulate

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s pp. 349-372
Materials pages
3. Textbook pages
4.
Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE
A. Preliminary What is an included side?
(Recall) How do you determine the included side between the given
pairs of angles?

In the figure, name the sides included between the given

pairs of angles: X L
1. ∠𝑋 and ∠1 1 3
2. ∠𝑦 and ∠2 M

3. ∠𝑋 and ∠𝑀
2 4
4. ∠𝑌 and ∠𝑀 N
5. ∠𝑋 and ∠4 Y

67
 B. Presentation of the Activity
Lesson
1. Problem Opener/ Given equilateral ∆𝑀𝑂𝑁, draw angle bisector 𝑂𝑋.
Group Activity O

M N
X
2. Processing the  Which is the included side of ∠𝑀 and ∠𝑀𝑂𝑋? of ∠𝑁
Answer and ∠𝑁𝑂𝑋?
 What can you say about the measures of ∠𝑀? ∠𝑁?
Why?
 How about the measures of ∠𝑀𝑂𝑋 and ∠𝑁𝑂𝑋?
Why?
 What can you say about the lengths of 𝑀𝑂 ̅̅̅̅̅ and
̅̅̅̅
𝑁𝑂 ? Why?
 Do you think ∆𝑀𝑂𝑋 ≅ ∆𝑁𝑂𝑋? How can you prove
that?
 What are the congruent parts of the two triangles?
 State the ASA Congruence Postulate.
(The teacher will explain the ASA Congruence Postulate
“If two angles and the included side of one triangle are
congruent respectively to the two angles and the included
side of another triangle, then the two triangles are
congruent.”) A
 Given the figure:
1 3
F Y
2 4
∠1 ≅ ∠2
∠3 ≅ ∠4
E
Find the other congruent parts. What are the congruent
triangles?
3. Reinforcing the skills Supply the missing congruent parts of the following pairs
of triangles in order that it will be congruent by ASA.
P O
1. ∆𝑃𝑂𝑌 ≅ ∆𝑀𝐼𝐾 K
∠𝑂 ≅ ∠𝐼
∠𝑌 ≅ _____
̅̅̅̅
𝑂𝑌 ≅ ______ Y
I K M
A
2. ∆𝐾𝐴𝑇 ≅ ∆𝑇𝐸𝐾
∠𝐴𝐾𝑇 ≅ ∠𝐸𝑇𝐾
∠𝐴𝑇𝐾 ≅ _______
̅̅̅̅
𝐾𝑇 ≅ ______
E T
68
 4. Summarizing the How do you illustrate ASA congruence postulate?
Lesson Illustrate ASA Congruence Postulate
C. Assessment The pairs of triangles were similarly marked. Which 3 pairs
of corresponding parts must be congruent so that the
triangles are congruent by ASA congruence postulate?
1. L 2. A

12
E O

Y
D E 3 4
1 4 H E T

3.

3 2
G F

D. Assignment Study the SSS congruence postulate.

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons 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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

69
 (M8GE-IIId-e-1) - Illustrates the SSS Congruence Postulates

School Grade Level 8

Learning MATHEMATIC
Teacher
Area S
Time & THIRD
Quarter
Date Week 5, Day 3

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts
of axiomatic structure of geometry and triangle
congruence.
B. Performance The learner is able to communicate mathematical thinking
Standard with coherence and clarity in formulating, investigating,
analyzing and solving real-life problems involving
congruent triangles using appropriate and accurate
representations.
C. Learning The learner illustrates the SAS, ASA and SSS
Competencies/ Congruence Postulates
Objectives (M8GE – IIId-e-1)

II. CONTENT Illustrating the SSS Congruence Postulate

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s pp. 349-372
Materials pages
3. Textbook pages
4.Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE
A. Preliminary The teacher will bring the following materials on the class:
(Recall) a. 5 pcs. of scissors (scissors for elem.)
b. 10 used folders
c. 5 pcs. of rulers
d. 5 pcs. of pentel pen

Direction: Group the students into 5 groups. Then the

students will perform the following:
1. Ask each group to cut out two triangles whose
sides measure: 6in, 8in, 10in and 5in, 12in, 13in.
2. Indicate the measures along the sides of the
triangles.

70
 B. Presentation of the Activity:
Lesson - Paste the triangles with the same measures of the
1. Problem Opener/ sides on the same side.
Group Activity - Are the group of triangles congruent? How can you
show it?
- Assign letters to corresponding vertices to name
each pair of triangles.
- Identify each pair of corresponding sides of each
pair of triangles.
2. Processing the  Which part of these congruent triangles were
Answer measured?
 Are these measured parts coincide with each other
when two of these triangles made to coincide?
 If letters were assigned to each vertex, write the
corresponding congruent parts of the two triangles.
 State your findings in a sentence. What do you call
this statement?
3. Reinforcing the skills Put similar marks on the corresponding congruent sides
to make the pairs of triangles congruent by SSS
Congruence Postulate.
a. C b. F G

B D E I H

c. G T

P R S U
4. Summarizing the How do you illustrate SSS congruence postulate?
Lesson Illustrate SSS Congruence.
C. Assessment 1. Put similar 2. Make a list of the 3. Explain why the
markings on the corresponding two triangles are
two triangles to congruent sides of congruent.
show that the two the two triangles.
triangles are
congruent by SSS. A
B F L M T
X E

O
C A E G V H

71
D. Assignment PQRS is a rhombus. If 𝑄𝑅 = 12𝑐𝑚,
Q R
1. how longis PS?
2. which side corresponds to RS?
3. Prove: ∆𝑃𝑄𝑆 ≅ ∆𝑅𝑆𝑄.
P S
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons 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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

72
(M8GE-IIIe-1) - Illustrates the SAS, ASA and SSS Congruence
Postulates
School: Grade Level: 8
Teacher: Learning
MATHEMATICS
Area:
Time and Quarter: THIRD
Date: Week 5, Day 4

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key concepts
of axiomatic structure of geometry and triangle
congruence.
B. Performance The learners shall be able to communicate mathematical
Standards: thinking with coherence and clarity in formulating,
investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and
accurate representations
C. Learning Competency: The learner illustrates the SAS, ASA and SSS Congruence
LC Code: Postulates
(M8GE – IIId-e-1)
II. CONTENT: Illustrating the SAS, ASA, and SSS Congruence Postulate
III. LEARNING
RESOURCES:
A. References
1. Teacher’s Guide
380-392
Pages
2. Learner’s Guide
292-294
Pages
3. Textbook Pages
4. Additional Material
from Learning Moving Ahead with Mathematics II, 1999 (pages 114-115)
Resource Material
B. Other Learning
Resources
IV. PROCEDURES: Advanced Learners Average Learners
A. Motivation/ By what triangle congruence postulate are the following
Preliminary Activity: triangles said to be congruent?

1.

73
B. Presentation of the
Lesson
1. Problem Opener: What corresponding parts should be congruent so that the
two triangles are congruent?
2. Group Activity The class will be divided into 3 groups to perform an
activity

Activity:
Corresponding congruent parts are marked. Indicate
the additional corresponding parts needed to make the
triangles congruent by using the specified congruence
postulates. Discuss the answer to the class.

Group 1:

Group 2:

Group 3:

3. Processing the  What are the additional parts of the triangles should
answer be congruent?
 At least there will be how many corresponding part
should be congruent so that the two triangles are
congruent?
4. Reinforcement of the ∆ 𝐴𝐵𝐶 ≅ ∆𝐷𝑂𝑇 by SSS Congruence. If m AB = 2cm, m
skill OT = 8 cm, and m AC = 7 cm., what is the measure of side
BC and DT?

5. Summarizing the  At least there how many corresponding part should

Lesson be congruent so that the two triangles are
congruent?

74
  Illustrate triangle congruence.

C. Assessment: What additional information is needed to have the SAS

congruence postulate so that ∆ 𝐴𝐵𝐶 ≅ ∆𝐷𝐸𝐹 if 𝐴𝐵 ≅ DF
and ∠𝐵 ≅ ∠𝐷? Draw the triangles.

D. Agreement/ ΔABC ≅ ΔDEF, which segment is congruent to AB:

Assignment: a. BC
b. AC
c. DE
d. EB

V. REMARKS:
VI. REFLECTION:
A. No. of learners who
earned 80% in 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 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?

75
 (M8GE-IIIf-1) - Solves Corresponding Parts of
Congruent Triangles

School Grade Level 8

Teacher Learning
MATHEMATICS
Area
Time & Date Quarter THIRD
Week 6, Day 1

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts
of triangle congruence.
B. Performance The learner is able to communicate mathematical thinking
Standard with coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving
congruent triangles using appropriate and accurate
representations.
C. Learning The learner solves corresponding parts of congruent
Competencies/ triangles
Objectives M8GE-IIIf-1
II. CONTENT Solving corresponding parts of congruent triangles
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 383-384
pages
2. Learner’s Materials 351-353
pages
3. Textbook pages Geometry III.2009. pp. 89-91
Mathematics for the 21st Century page 278-282
4. Additional
Materials from
Learning Resource
(LR)
B. Other Learning National Training of Trainers on Critical Content in
Resources Mathematics 8 Material
IV. PROCEDURE Advance Learners Average Learners
A. Preliminary Activities/ Review:
Motivation When do you say that two triangles are congruent?
B. Presentation of the
Lesson
1. Opener

Name the two congruent triangles.

List the 6 corresponding congruent parts.

76
2. Group Activity/ If ∆BIN ≅ ∆CKS , find the indicated measures by group.
Presentation C
I

52°
11
9
12
K

83°
B N
S

Group 1: BN = ________
Group 2: KS = ________
Group 3 : m∠B = ________
Group 4: m∠I = __________
Group 5: Perimeter of ∆BIN = ________

3. Processing the  What are the two congruent triangles?

Answer  What are the corresponding vertices of the two
congruent triangles?
 ̅̅̅ is congruent to what side of ∆CKS? Then, what is
𝐵𝐼
BI?
 ̅̅
KS̅̅ is congruent to what side of ∆CKS? Then, what is
KS?
 ∠B is congruent to what angle of ∆CKS? Then, what
is m∠B?
 ∠I is congruent to what angle of ∆CKS? Then, what
is m∠I?
 What are the lengths of the sides of ∆BIN?
 What is the perimeter of ∆BIN? ∆CKS?
 How do you find the unknown length of sides or
measure of angles of two congruent triangles?

4. Reinforcing the Skills If ∆𝐴𝐶𝑇 ≅ ∆𝐿𝐸𝑆, complete the congruence statement or find
the indicated measure. S L
1. ∠C ≅ ____
40°
2. m∠C = ____
3. ____ ≅ CT
4. ____ = 9 units
5. ∠L ≅ ____ 5
A
6. m∠L = ______
7. AT ≅ _____
8. ____= 5 units E
11 U
93° C

9
T
77
 5.Summarizing the  What are congruent triangles?
Lesson  How many pairs of corresponding parts are
congruent if two triangles are congruent?

C. Assessment If ∆PIE ≅ ∆TRY, complete each congruency statement

below. I
1. ∠E ≅ ____ P T
2. ∠I ≅ ____
3. ̅̅̅̅
PE ≅ ____ Y

4. ̅̅̅̅
RY ≅ ____
5. ̅̅̅̅
TR ≅ ____ E
6. ∠𝑃 ≅ ____
R
7. If 𝑅𝑌 = 10, then EI = _____
8. If 𝑚∠𝑌 = 76, then 𝑚∠𝐸 = _____
9. If 𝑚∠𝑇 = 60 and 𝑚∠𝐼 = 65, then ∠𝑌 = ____
10. If IP = 17, PE = 16 and EI= 15, what is the perimeter
of ∆𝑇𝑅𝑌?
Note: The triangles are not drawn to scale.

D. Assignment Name the congruent triangles and the corresponding

congruent parts.

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.

78
E. Which of my teaching
strategies worked
well?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

79
 (M8GE-IIIf-1) - Solves Corresponding Parts of Congruent
Triangles
School: Grade Level: 8
Teacher: Learning Area: MATHEMATICS
Time and THIRD
Quarter:
Date: Week 6, Day 2

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key concepts
of axiomatic structure of geometry and triangle
congruence.
B. Performance The learners shall be able to communicate mathematical
Standards: thinking with coherence and clarity in formulating,
investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and
accurate representations
C. Learning Competency: The learner solves corresponding parts of congruent
LC Code: triangles.
(M8GE-IIIf-1 )
II. CONTENT: Solving corresponding parts of congruent triangles
III. LEARNING
RESOURCES:
A. References
1. Teacher’s Guide
380-392
Pages
2. Learner’s Guide
292-294
Pages
3. Textbook Pages
4. Additional Material
from Learning Moving Ahead with Mathematics II, 1999 (pages 114-115)
Resource Material
B. Other Learning
Resources
IV. PROCEDURES: Advanced Learners Average Learners
B. Motivation/ What are the different triangle congruence postulates being
Preliminary Activity: used to prove that the two triangles are congruent?

B. Presentation of the
Lesson
1. Problem Opener: Can we find the measure of the corresponding parts of
congruent triangles by using the different triangle
congruence postulates?
2. Group Activity The class will be divided into 4 groups to perform an
activity.

Activity:
Find the value of x in the two congruent triangles.
Write your solutions and explain your answer to the class.

80
 Learning Group 1:

Learning Group 2:

Learning Group 3:

Find the value of x and y.

Learning Group 4:

3. Processing the  What are the congruent triangles?

answer  By what triangle congruence postulates is used to
prove that the two triangles are congruent?
 What are the corresponding congruent parts of
congruent triangles?

81
  How do we solve for the unknown parts of congruent
triangles?

4. Reinforcement of the Find the value of x and the unknown measure of angles.
skill

800

5. Summarizing the  How did you find the measure of the corresponding
Lesson parts of congruent triangles?

Find the value of x in the two congruent triangles.

C. Assessment:

D. Agreement/ What are the triangle congruence theorems in a right

Assignment: triangle?
V. REMARKS:
VI. REFLECTION:
A. No. of learners who
earned 80% in 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 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

82
 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?

83
 (M8GE-IIIf-1) - Solves Corresponding Parts of Congruent
Triangles

School Grade Level GRADE 8

Teacher Learning MATHEMATICS
Area
Time & Date Quarter THIRD
Week 6, Day 3

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts of triangle congruence.
B. Performance The learner is able to communicate mathematical
Standard thinking with coherence and clarity in formulating,
investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and
accurate representations.
C. Learning The learner solves corresponding parts of congruent
Competencies/ triangles.
Objectives M8GE-IIIf-1
II. CONTENT Solving corresponding parts of congruent triangles
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 383-384
pages
2. Learner’s Materials 351-353
pages
3. Textbook pages Mathematics for the 21st Century page 280-282
4. Additional
Materials from
Learning Resource
(LR)
B. Other Learning National Training of Trainers on Critical Content in
Resources Mathematics 8 Material
IV. PROCEDURE Advanced Learners Average Learners
A. Preliminary Activities/ Review:
Motivation Recite and explain the acronym CPCTC.
B. Presentation of the
Lesson
1. Opener Given ∆MNP ≅ ∆QRS, complete the congruence
statement in each item.
1. ∠Q ≅ _____
2. ∠P ≅ _____
3. ∠R ≅ _____
4. ̅̅
SR̅̅ ≅ _____
̅̅̅̅ ≅ _____
5. MP
6. ̅̅̅̅̅
MN ≅ _____

2. Group Activity/ Given 𝐺𝐸𝑂  𝑇𝑅𝐼 and 𝑚𝑂 = 30, 𝑚𝑅 = 100, 𝑇𝐼 =
Presentation 11,
RI =7 and GE= 5. Find the unknown by group.

84
 Group 1: EO and GO
Group 2: m∠E and m∠I
Group 3: Perimeter of GEO
Group 4: Perimeter of TRI
3. Processing the  What are the two congruent triangles?
Answer  What are the corresponding vertices of the two
congruent triangles?
 ̅̅̅̅
EO is congruent to what side of ∆TRI? Then, what
is EO?
 GO
̅̅̅̅ is congruent to what side of ∆TRI? Then, what
is GO?
 ∠E is congruent to what angle of ∆TRI? Then,
what is m∠E?
 ∠I is congruent to what angle of ∆GEO? Then,
what is m∠I?
 ∠G is congruent to what angle of ∆TRI? Then,
what is m∠G?
 How do you solve for the m∠G?
 What are the lengths of the sides of ∆GEO? ∆TRI?
 What is the perimeter of ∆GEO? ∆TRI?
 How will you compare the perimeters of the two
triangles?
 How do you find the unknown length of sides or
measure of angles of two congruent triangles?

4. Reinforcing the Skills 1. ΔQED ≅ ΔCAT, QE = 9x, ED = 4x+3, DQ = 5x+2, and

AT = x+9. Find AC and CT.

2. Triangles ABC and DEF are congruent. If AB = DE,

BC = EF, ABC  37 and EDF  39 , what is the
measure of EFD ?

5.Summarizing the  What are congruent triangles?

Lesson  How do you find the measure of unknown parts
of 2 congruent triangles?

C. Assessment TOM  VER and mT = 83, mR=32, TM = 10,

RE =14.Complete the congruence statements and find
the indicated measures

1. TO  _____
2. O  _____
3. mM= _____
4. OM = _____
5. VE  _____
6. mE = _____
7. RV = _____
8. T _____

85
 9-10. If ∆ABC ≅ ∆PQR , AB = 8x, BC = 5x - 1, PR = 2x+3,
and PQ = 4x + 4. Find AB and PR.

D. Assignment Triangles ABC and DEF are congruent. If AB = DE, BC

= EF, ABC  37 and EDF  39 , what is the
measure of EFD ?
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation.
C. Did the remedial lessons
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?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did I
use/discover which I
wish to share with other
teachers?

86
 (M8GE-IIIf-1) - Solves Corresponding Parts of Congruent
Triangles (Performance Task)
School: Grade Level: 8
Teacher: Learning Area: MATHEMATICS
Time and
Quarter: THIRD, Week 6 Day 4
Date:

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key concepts
of axiomatic structure of geometry and triangle
congruence.
B. Performance The learners shall be able to communicate mathematical
Standards: thinking with coherence and clarity in formulating,
investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and
accurate representations
C. Learning Competency: The learner solves corresponding parts of congruent
LC Code: triangles. (Performance Task)
(M8GE-IIIf-1 )
II. CONTENT: Solving corresponding parts of congruent triangles
III. LEARNING
RESOURCES:
A. References
1. Teacher’s Guide
380-392
Pages
2. Learner’s Guide
292-294
Pages
3. Textbook Pages
4. Additional Material
from Learning Moving Ahead with Mathematics II, 1999 (pages 114-115)
Resource Material
B. Other Learning
Resources
IV. PROCEDURES: Advanced Learners Average Learners
Presentation of the
Lesson
 Reviewing previous lessons
As Grade 8 students they need to apply the
learning to real life situations.
 Establishing the purpose for the lesson.
The grade 8 students will be given a practical task
which will demonstrate their understanding in
Triangle Congruence
 Evaluating learning
The performance task for 50 points will follow
the GRASPS model.

GOAL To make a design or blueprint of a bridge suspension.

87
 ROLE As one of the engineers of the DPWH who is
commissioned by the Special Project Committee.
AUDIENCE  City Council together with the City Engineers.
(Classmates/ group mates)
 Teacher

SITUATION One of the moves of the City Council for economic

development is to connect a nearby island to the mainland
with a suspension bridge for easy accessibility of the people.
Those from the island can deliver their produce and those
from the mainland can enjoy the beautiful scenery and
beaches of the island.

Suppose you are one of the Engineers of the DPWH

who is commissioned by the Special Project Committee to
present design/blueprint of a suspension bridge to the City
Council. How would you design/blueprint look like? How
would you convince the City Council that the design is stable
and strong.
PERFORMANCE/
PRODUCT a design/blueprint of a suspension bridge

STANDARD FOR See the attached rubric for scoring.

GRADING/ CRITERIA (see also Mathematics 8 LM, page 370)
V. REMARKS:
VI. REFLECTION:
A. No. of learners who
earned 80% in 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 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?

88
RUBRIC FOR SUSPENSION BRIDGE DESIGN/BLUEPRINT

89
 (M8GE-IIIg-1) - Proves Two Triangles are Congruent
School: Grade Level: 8
Teacher: Learning Area: MATHEMATICS
Time and Quarter: THIRD
Date: Week 7, Day 1

I. OBJECTIVES:
A. Content The learner demonstrates understanding of key concepts of
Standards: axiomatic structure of geometry and triangle congruence.
B. Performance The learners shall be able to communicate mathematical
Standards: thinking with coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving congruent
triangles using appropriate and accurate representations.
C. Learning The learner proves that two triangles are congruent by SSS
Competency: postulate.
LC Code: (M8GE-IIIg-1)
II. CONTENT: Proving Congruence of Triangles (SSS Postulate)
III. LEARNING
RESOURCES:
A. References
1. Teacher’s
389-385
Guide Pages
2. Learner’s
359-361
Guide Pages
3. Textbook
Pages
4. Additional
Material from
Learning
Resource
Material
B. Other Grade 8 Mathematics Patterns and Practicalities by Gladys C.
Learning Nivera, Ph.D. pp.368-369
Resources
IV. PROCEDURES: Advanced Learners Average Learners

A. Motivation/ Recall and observe that the Properties of congruence for

Preliminary triangles are similar to the Properties of Equality for real
Activity numbers.
 Reflexive Property: ̅̅̅̅𝐴𝐵 ≅ ̅̅̅̅
𝐴𝐵 ; ∠𝐶 ≅ ∠𝐶

 Symmetric Property: If ̅̅̅̅

𝐴𝐵 ≅ ̅̅̅̅
𝐷𝐸 , then ̅̅̅̅
𝐷𝐸 ≅ ̅̅̅̅
𝐴𝐵 .
If ∠𝐴 ≅ ∠𝐵, then ∠𝐵 ≅ ∠𝐴.

 Transitive Property: If ̅̅̅̅

𝐴𝐵 ≅ ̅̅̅̅
𝐷𝐸 and ̅̅̅̅
𝐷𝐸 ≅ ̅̅̅̅
𝐺𝐻 , then
̅̅̅̅ ̅̅̅̅
𝐴𝐵 ≅ 𝐺𝐻.
If ∠𝐴 ≅ ∠𝐵, and ∠𝐴 ≅ ∠𝐵 ≅ ∠𝐶,
then ∠𝐴 ≅ ∠𝐶.

90
 B. Presentation  Get three sticks of unequal lengths label it p, q, r.
of the p
Lesson q
r

 How many different triangles can you form using the three
sticks?
1. Problem
Opener: Consider the triangles below,

 Name the corresponding parts of the two triangles

shown.
 Are the corresponding parts of the two triangles
congruent?
 When the corresponding sides of two triangles are
congruent, does it necessarily follow that the two
triangles
are congruent?
Why or why not?

2.Group Activity Given: Square LOVE and its diagonal ̅̅̅̅

𝐿𝑉

91
3.Processing the  What are the given congruent parts of the two triangles?
answer  How will you show your proof using the two – column form?
 What do you mean by SSS Postulate?

Note: Side-Side-Side (SSS) Postulate

If three sides of one triangle are congruent to three
sides of another triangle, then the two triangles are congruent.

4.Reinforcement of Given:
the skill

5.Summarizing the 1. What is the SSS Congruence Postulate?

Lesson 2.How do you prove that two triangles are congruent by SSS
Postulate?

Given: Rhombus PRAY and its diagonal ̅̅̅̅

𝑅𝑌
C. Assessment: Prove:

92
D. Agreement/ Draw a figure and mark the given information. Then state what
Assignment: is given and what is to be proved.
A diagonal ̅̅̅̅
𝐵𝐴 is drawn on rectangle BOAT.
Prove that the two triangles formed by a diagonal are
congruent.

V. REMARKS:
VI. REFLECTION:
A. No. of learners
who earned 80%
in 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
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

93
 (M8GE-IIIg-1) - Proves Two Triangles are Congruent

School: Grade Level: 8

Teacher: Learning Area: MATHEMATICS
Time and Quarter: THIRD
Date: Week 7, Day 2

A. Content The learner demonstrates understanding of key concepts of

Standards: triangle congruence.
B. Performance The learners shall be able to communicate mathematical
Standards: thinking with coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving congruent
triangles using appropriate and accurate representations.

C. Learning The learner proves that two triangles are congruent by SAS
Competency: postulate.
LC Code: (M8GE-IIIg-1)
II. CONTENT: Proving Congruence of Triangles (SAS Postulate)
III. LEARNING
RESOURCES:
A. References
1. Teacher’s
389-395
Guide Pages
2. Learner’s 358-364
Guide Pages
3. Textbook
Pages
4. Additional
Material from
Learning
Resource
Material
B. Other Moving ahead with Mathematics II, 1999, pp. 121-123
Learning Geometry III, pp. 98-100
Resources
IV. PROCEDURES: Advanced Learners Average Learners
A. Motivation/  What are congruent triangles?
Preliminary  Can you give the different triangle congruence
Activity postulates?
 Can you recall the meaning of the following terms?
a. Midpoint of a line segment
b. Vertical angles
c. Perpendicular Lines
B. Presentation of  With your knowledge of the definition of congruent
the Lesson triangles and the different triangle congruence postulates
are you ready to prove the congruence of two triangles?

94
 1. Problem
Opener/ LET’S DO IT
Activity
Directions: Find out how you can apply the Congruence
Postulates to prove that two triangles are congruent.

̅̅̅̅ ≅ 𝐷𝐸
Given: 𝐴𝐵 ̅̅̅̅
∠𝐵 ≅ ∠𝐸
̅̅̅̅
𝐵𝐶 ≅ ̅̅̅̅
𝐸𝐹

Prove: ∆𝐴𝐵𝐶 ≅ ∆𝐷𝐸𝐹

2. Processing the  What are the given congruent parts of the two triangles?
answer  Can you show the proof using the two-column form?
 What do you mean by SAS postulate?
Note:
The Side-Angle-Side (SAS) Congruence Postulate

If two sides and the included angle of one triangle are

congruent to two sides and the included angle of another
triangle, then the two triangles are congruent.
 What is an included angle of a triangle?
An included angle of a triangle is the angle formed by the
common vertex of the two sides of the triangle.
3. Reinforcement of
the skill

4. Summarizing the
Lesson 1. When can you say that two triangles are congruent by
SAS?
2. How do you prove that two triangles are congruent using
SAS Postulate?

95
 C. Assessment: ̅̅̅̅ ⊥ 𝐶𝐷
In the figure, 𝐵𝐴 ̅̅̅̅
A is the midpoint of ̅̅̅̅
𝐶𝐷
B
Prove: ∆𝐴𝐵𝐶 ≅ ∆𝐴𝐵𝐷

C A D

D. Agreement/
Assignment:

V. REMARKS:
VI. REFLECTION:
A. No. of learners who
earned 80% in 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 caught
up with the lesson

96
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?

97
 (M8GE-IIIg-1) Proves Two Triangles are Congruent

School: Grade Level: 8

Teacher: Learning Area: MATHEMATICS
Time and Quarter: THIRD
Date: Week 7, DAY 3

I. OBJECTIVES:
A. Content The learner demonstrates understanding of key concepts of
Standards: triangle congruence.
B. Performance The learners shall be able to communicate mathematical
Standards: thinking with coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving congruent
triangles using appropriate and accurate representations.

C. Learning The learner proves that two triangles are congruent by ASA
Competency: postulate.
LC Code: (M8GE-IIIg-1)
II. CONTENT: Proving two triangles are congruent (SSS Postulate)
III. LEARNING
RESOURCES:
A. References
1. Teacher’s
389-385
Guide Pages
2. Learner’s
360-361
Guide Pages
3. Textbook
Pages
4. Additional
Material from
Learning
Resource
Material
B. Other Learning Grade 8 Mathematics Patterns and Practicalities by Gladys C.
Resources Nivera, Ph.D. pp.368-371
IV. PROCEDURES: Advanced Learners Average Learners
A. Motivation/  Draw a triangle with these measures; two angles
Preliminary measure 500 and 600 and the length of the included
Activity side is 5 cm.
B. Presentation of  How many different triangles having these measures
the Lesson can you draw?

1. Problem  What conjecture about triangle congruence can you

Opener: make based on this activity?

98
2.Group Activity

3. Processing the  What are the given congruent parts of the two triangles?
answer  How will you show your proof using the two – column form?
 What do you mean by ASA Postulate?
Note: Angle-Side-Angle (ASA) Postulate
If two angles and the included side of one triangle are
congruent to two angles and included side of another triangle,
then the two triangles are congruent.

4. Reinforcement of
the skill

5. Summarizing the 1. How do you prove that two triangles are congruent using
Lesson ASA Congruence Postulate?
2. When can you say that two triangles are congruent by ASA
Postulate?
C. Assessment Direction: Fill in the missing reasons of the two-column proof to
prove that the two triangles are congruent.
Given: 𝐶 is the midpoint of 𝐴𝐸̅̅̅̅ ;
∠𝐴 ≅ ∠𝐸
Prove: ∆𝐴𝐵𝐶 ≅ ∆𝐸𝐷𝐶

99
D. Agreement/ Given: ∆𝐻𝑂𝑇 and ∆𝑀𝐸𝑇;
Assignment: T is a midpoint of ̅̅̅̅
𝑂𝐸 ;
∠𝑂 and ∠𝐸 are right angles

Prove: ∆𝐻𝑂𝑇 and ∆𝑀𝐸𝑇

H

E
O T

M
V. REMARKS:
VI. REFLECTION:
A. No. of learners who
earned 80% in 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 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?

100
 (M8GE-IIIg-1) - Proves Two Triangles are Congruent
School: Grade Level: 8
Teacher: Learning Area: MATHEMATICS
Time and Quarter: THIRD
Date: Week 7, Day 4

I. OBJECTIVES:
A. Content The learner demonstrates understanding of key concepts of
Standards: triangle congruence.
B. Performance The learners shall be able to communicate mathematical
Standards: thinking with coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving congruent
triangles using appropriate and accurate representations
C. Learning The learner proves that two triangles are congruent by SAA/
Competency: AAS postulate.
LC Code:
(M8GE-IIIg-1 )
II. CONTENT: Proving that two triangles are congruent
III. LEARNING
RESOURCES:
A. References
1. Teacher’s
389-385
Guide Pages
2. Learner’s
360-361
Guide Pages
3. Textbook
Pages
4. Additional
Material from
Learning
Resource
Material
B. Other Grade 8 Mathematics Patterns and Practicalities by Gladys C.
Learning Nivera, Ph.D. pp.368-371
Resources
IV. PROCEDURES: Advance Learners Average Learners
A. Motivation/  Draw a triangle with these measures ; two angles
Preliminary measure 400 and 600 and the length of the side opposite
Activity one of the angles is 4 cm.
B. Presentation of  How many different triangles having these measures can
the Lesson you draw?

1. Problem  If two angles and a side opposite one of them in one
Opener: triangle are congruent to the corresponding angles and
side in another triangle, does it necessarily follow that
the two triangles are congruent?
Why or why not?

101
2.Group Activity Given: ∆𝐵𝐿𝑈 is an isosceles triangle.
̅̅̅̅
𝐿𝐸 is perpendicular to ̅̅̅̅
𝐵𝑈

Prove: ∆𝐵𝐿𝐸 ≅ ∆𝑈𝐿𝐸 L

B E U
3. Processing the  What are the given congruent parts of the two triangles?
answer
 How will you show your proof using the two – column form?

Statements Reasons

1. ∆𝐵𝐿𝑈 is an isosceles 1.Given

triangle
2. 𝐵𝐿 ≅ 𝐿𝑈 2. Definition of Isosceles
Triangle
3. ∠𝐵 ≅ ∠𝑈 3. Base angles of an
isosceles triangle are
congruent.
4. ̅̅̅̅
𝐿𝐸 is perpendicular to ̅̅̅̅
𝐵𝑈 4. Given
5. ∠𝐵𝐸𝐿 and ∠𝑈𝐸𝐿 are 5.Definition of
right angles perpendicularity
6. ∠𝐵𝐸𝐿 ≅ ∠𝑈𝐸𝐿 6. Right angles are congruent

7. ∆𝐵𝐿𝐸 ≅ ∆𝑈𝐿𝐸 7. SAA Postulate

 What do you mean by SAA Postulate?
Note:

Side-Angle-Angle(SAA) Postulate / Angle-Angle Side

(AAS) Postulate
If two angles of a triangle and a side opposite one of its
angles are congruent to two angles and a side opposite one of
the angles of another triangle, then the two triangles are
congruent.

4. Reinforcement of Given the figure below, identify the congruent parts to prove
the skill that the two triangles are congruent by SAA / AAS postulate.

X A C ________________
________________
________________
∆𝐵𝑂𝑋 ≅ ______
B O R

102
5.Summarizing the 1. How do you prove that two triangles are congruent by
Lesson SAA Congruence Postulates?
For each figure below, give the congruent parts to prove that the
C. Assessment: two triangles are congruent by SAA / AAS postulate.
S L
Fig.1

G A O I

1. ______________
2. ______________
3. ______________

4. GAS ≅ ________

Fig. 2 F E

A D

5. _______________
6. _______________
7. _______________

8. ________ ≅ DAF

D. Agreement/ ̅̅̅ is the perpendicular

In an isosceles triangle FIX, 𝐼𝑇
Assignment ̅̅̅̅
bisector of 𝐹𝑋.
Prove that the two triangles formed by the perpendicular
bisector are congruent.
V. REMARKS:
VI. REFLECTION:
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below
80%

103
C. Did the remedial
lesson work? No.
of learners who
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?

104
 (M8GE-IIIh-1) - Proves Statements on Triangle Congruence
School: Grade Level: 8
Teacher: Learning
MATHEMATICS
Area:
Time and THIRD
Quarter:
Date: Week 8, Day 1

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key
concepts of triangle congruence.
B. Performance Standards: The learners shall be able to communicate
mathematical thinking with coherence and clarity in
formulating, investigating, analyzing, and solving
real-life problems involving congruent triangles using
appropriate and accurate representations.
C. Learning Competencies: The learner proves statements on triangle
congruence using HA Congruence Theorem.
(M8GE-IIIh-1 )
II. CONTENT: Proving Right Triangle Congruence by HA
(Hypotenuse- Acute angle Congruence Theorem)
III. LEARNING RESOURCES:
A. References
1. Teacher’s Guide Pages pp. 392-393
2. Learner’s Guide Pages pp. 361-362
3. Textbook Pages
4. Additional Material from
Patterns and Practicalities by Gladys C. Nivera pp.
Learning Resource
387-388
Material
B. Other Learning
Resources
Advanced Learners Average Learners
IV. PROCEDURE
A. Preliminary Activity/ Theorem Relay!
Motivation
Instruction:
The class will be divided into 5 groups. They will
form a line (can be done inside /outside the
classroom). The leader will determine which theorem
applies to prove that the two triangles are congruent.
Then the leader will pass the theorem (message) to
the next up to the last member. The last member will
give the answer to the teacher. The fastest to
complete the relay will be the winner.
Use the figures below.

105
  What are the different triangle congruence
theorems mentioned?
 How do we know that the two triangles can be
proved by SSS, SAS, ASA?
B. Presentation of the Tabaco City is known for being the City of Love,
Lesson thus many visitors come to this City. One of the
1. Problem Opener most visited places in Tabaco is the City plaza.

Kiosk of Plaza
Let us assume that the side of the kiosk in the plaza
are two right triangles. Let us call them, ∆𝐴𝑇𝐶 and
∆𝑁𝑊𝑂, where angles T and W are right angles. Let
us try to find out if these two triangles are congruent.

106
Given: ∠𝐴 ≅ ∠𝑁
̅̅̅̅
𝐴𝐶 ≅ ̅̅̅̅
𝑁𝑂
Prove: ∆𝐴𝑇𝐶 ≅ ∆𝑁𝑊𝑂

Proof:
(Selected students will be given piece of paper
containing statement and reason. On the board they
are going to paste the statement and the reason
given to them.

Statements Reasons

∆𝐴𝑇𝐶 ≅ ∆𝑁𝑊𝑂

∠𝐴 ≅ ∠𝑁 Given ∠𝑇 ≅ ∠𝑊

̅̅̅̅ ≅ ̅̅̅̅
𝐴𝐶 𝑁𝑂 All right angles are congruent.

Given

* What theorem can we use to prove that the two

triangles are congruent? Is it SSS, SAS, ASA,
SAA?
* If ∆𝐴𝑇𝐶 and ∆𝑁𝑊𝑂 are right triangles, how do you
call sides AC and NO of the said right triangles?
* Comparing angles A and N to angles T and W, if T
and W are right angles, how do you call angles A
and N?
* Therefore, how are ∆𝐴𝑇𝐶 𝑎𝑛𝑑 ∆𝑁𝑊𝑂 congruent?
What particular parts are being considered?
* Then, ∆𝐴𝑇𝐶 ≅ ∆𝑁𝑊𝑂 by the Triangle
Congruence Theorem called, Hypotenuse and
Acute Angle Congruence Theorem (HA)
*Introduce to them that AAS theorem in right
triangle is either HA (Hypotenuse-Acute angle)
Theorem or LA (Leg-Angle) Theorem.

107
2. Group Activity To understand better the HA Theorem, the class will
be grouped into 4. Groups 1 and 2 will be given
same two triangles to prove as with groups 3 and 4.
Supply the missing statements/reasons to complete
the proof.

For Groups 1 and 2

Given: ∠𝐴 𝑎𝑛𝑑 ∠ 𝐸 are right angles

̅̅̅̅
𝐹𝑇 bisects ∠𝐴𝑇𝐸
Prove:∆𝐹𝐴𝑇 ≅ ∆𝐹𝐸𝑇
Proof:

Statements Reasons
∠𝐴 𝑎𝑛𝑑 ∠𝐸 are right angles
All right angles are
congruent
̅̅̅̅
𝐹𝑇 bisects ∠𝐴𝑇𝐸 Given
∠𝐴𝑇𝐹 ≅ ∠𝐸𝑇𝐹
Reflexive Property
∆𝐹𝐴𝑇 ≅ ∆𝐹𝐸𝑇

For Groups 3 and 4

Given: 𝑅𝐸𝐴𝐿 is a rectangle

∠𝐿𝑅𝐴 ≅ ∠𝐸𝐴𝑅
Prove: ∆𝑅𝐿𝐴 ≅ ∆𝐴𝐸𝑅
Proof:
Statements Reasons
∠𝐿𝑅𝐴 ≅ ∠𝐸𝐴𝑅
Reflexive property
𝑅𝐸𝐴𝐿 is a rectangle
∠𝑅𝐿𝐸 𝑎𝑛𝑑
∠𝐴𝐸𝑅 are right
angles
Definition of right
triangles
∆𝑅𝐿𝐴 ≅ ∆𝐴𝐸𝑅
**A representative of each group will present their
work.

108
3. Processing the 1. From the name HA theorem, what parts of
Answers the triangle must be proved congruent first
before saying that the two triangles are
congruent by HA theorem?
2. What kind of triangles are we proving using
the HA congruence triangle theorem?
3. What is the difference of Hyl theorem to HA
theorem?
What about their similarities?
4. Do you think, acute and obtuse triangles can
also be proved by HA triangle congruence
theorem?
4. Reinforcing the Skills

Given: ∆𝐸𝑃𝑈 is an isosceles triangle

̅̅̅̅
𝑃𝑅 bisects ∠𝐸𝑃𝑈
∠𝑃𝑅𝑈 and ∠𝑃𝑅𝐸 are right angles
Prove: ∆𝑃𝑅𝐸 ≅ ∆𝑃𝑅𝑈
Proof:
Statements Reasons

∆𝑃𝑅𝐸 ≅ ∆𝑃𝑅𝑈
5. Summarizing the
Lesson How do you prove HA theorem?
1. Complete the Hypotenuse-Acute angle
Theorem
If the __________ and an ______ angle of
one__________ triangle are congruent to the
corresponding _________and an acute
___________ of another right triangle, then the
two triangles are ______.
2. Where can we see the wonders of Geometry in
our everyday living especially the things which

109
 have same size and shape? Cite example. What
are the importance of having congruent
structures of buildings, bridges, etc.?
C. Assessment Prove that the two triangles are congruent using
HyA Theorem

Given: ∠𝐾 𝑎𝑛𝑑 ∠𝑁 are right angles

̅̅̅
𝐼𝐷 bisects ∠𝐾𝐼𝑁
Prove:∆𝐾𝐼𝐷 ≅ ∆𝑁𝐼𝐷
Proof:

Statements Reasons
∠𝐾 𝑎𝑛𝑑 ∠𝑁 are right
angles
Definition of right
triangles
Given
∠𝐾𝐼𝐷 ≅ ∠𝑁𝐼𝐷 Definition of
___________
̅̅̅ ≅ 𝐼𝐷
𝐼𝐷 ̅̅̅
HA theorem

D. Agreement/Assignment: Read about LL Congruence theorem and give

one example of proving this theorem.
V. REMARKS:
VI. REFLECTION:
A. No. of learners who earned
80% in 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 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?

110
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?

111
 (M8GE-IIIh-1) - Proves Statements on Triangle Congruence
School: Grade Level: 8
Teacher: Learning
MATHEMATICS
Area:
Time and THIRD
Quarter:
Date: Week 8, Day 2

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key concepts
of triangle congruence.
B. Performance Standards: The learners shall be able to communicate mathematical
thinking with coherence and clarity in formulating,
investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and
accurate representations.
C. Learning Competencies: The learner proves statements on triangle congruence
using HyL Congruence Theorem.
(M8GE-IIIh-1 )
II. CONTENT: Proving Right Triangle Congruence by HyL (Hypotenuse-
Leg Congruence Theorem
III. LEARNING
RESOURCES:
A. References
1. Teacher’s Guide
pp. 392-393
Pages
2. Learner’s Guide
pp. 361-362
Pages
3. Textbook Pages
4. Additional Material
Patterns and Practicalities by Gladys C. Nivera pp. 387-
from Learning
388
Resource Material
B. Other Learning http://m.wikipedia.org/wiki
Resources
Advanced Learners Average Learners
IV. PROCEDURE
A. Preliminary Activity/
“Be an Assessor!”
Motivation
Maricel, Jhen, and Christian all own a triangular parcel
of lot at San Lorenzo, Tabaco City. Consider their lots
below. Without the help of the city assessor, which of the
following pieces of land have equal values?

Trivia: An assessor is a local government official who

determines the value of a property for local estate taxation
purposes

Maricel Jhen Christian

112
 * How will you know that the two pieces of land have equal
values?
* Why is it that the triangular lot owned by Christian does
not have a value equal to the two others?

B. Presentation of the Take a look at the image of the front area of Saint John
Lesson the Baptist church of Tabaco City which was founded on
1. Problem Opener 1664.

Looking at it in aerial view, the area looks like this:

 If we are to divide it in two triangles, say ∆𝐿𝐸𝑉 and

∆𝑉𝑂𝐿, how are we going to prove that the two
triangles are congruent?
 Given that ∆𝐿𝐸𝑉 ≅ ∆𝑉𝑂𝐿, what statements can
you give to prove that they are congruent by HyA
Congruence Theorem?
 Now, how about if we want to prove their
congruence by HyL (discussion of HyL). What
statements can you give? Let us fill in the table
below.

Given: ∠𝐿𝐸𝑉 𝑎𝑛𝑑 ∠𝑉𝑂𝐿 are right angles

̅̅̅̅
𝐿𝐸 ≅ ̅̅̅̅
𝑉𝑂

Statements Reasons

∆𝐿𝐸𝑉 ≅ ∆𝑉𝑂𝐿

113
2. Group Activity To understand better the Hyl Congruence Theorem, the
class will be grouped into 4. Each group will be given
different set of triangles to prove using the two-column
proof.

Group 1

Given: ̅̅̅̅
𝐶𝐴 ≅ ̅̅̅̅
𝐶𝐸
̅̅̅̅
𝐶𝑅 is perpendicular bisector of ̅̅̅̅
𝐴𝐸
Prove:∆𝐶𝑅𝐸 ≅ ∆𝐶𝑅𝐴
Statements Reasons
̅̅̅̅
𝐶𝐴 ≅ ̅̅̅̅
𝐶𝐸
Given
Perpendicular lines form
right angles.
∆𝐶𝑅𝐸𝑎𝑛𝑑 ∆𝐶𝑅𝐴
are right triangles
Definition of perpendicular
bisector
∆𝐶𝑅𝐸 ≅ ∆𝐶𝑅𝐴

Group 2

̅̅̅̅ ≅ 𝐻𝑇
Given: 𝐴𝐹 ̅̅̅̅
𝐼 is the midpoint of ̅̅̅̅
𝐴𝐻
∠𝐴𝐹𝐼 𝑎𝑛𝑑 ∠𝐻𝑇𝐼 are right angles

Prove: ∆𝐴𝐹𝐼 ≅ ∆𝐻𝑇𝐼

Statements Reasons
̅̅̅̅
𝐴𝐹 ≅ ̅̅̅̅
𝐻𝑇
Given
̅̅̅
𝐴𝐼 ≅ ̅𝐻𝐼̅̅̅ Definition of ________
∠𝐴𝐹𝐼 and ∠𝐻𝑇𝐼
are right angles
∆𝐴𝐹𝐼 𝑎𝑛𝑑 ∆𝐻𝑇𝐼 Definition of ________
are right triangles
HyL Congrue e
Theorem

114
Group 3

̅̅̅̅ ≅ 𝑇𝐺
Given: 𝐿𝐺 ̅̅̅̅
̅̅̅̅
𝐺 is the midpoint of 𝐼𝐻
∠𝐿𝐼𝐺 𝑎𝑛𝑑 ∠𝑇𝐻𝐺 are right angles
̅ ≅ ̅̅̅̅
Prove:𝐿𝐼 𝑇𝐻

Statements Reasons
̅̅̅̅
𝐿𝐺 ≅ ̅̅̅̅
𝑇𝐺
Given
Definition of midpoint
∠𝐿𝐼𝐺 𝑎𝑛𝑑 ∠𝑇𝐻𝐺
are right angles
________ are right triangles. Definition of right triangle
∆𝐿𝐼𝐺 ≅ ∆𝑇𝐻𝐺
CPCTC

Group 4

̅̅̅̅ ≅ 𝐸𝐹
Given: 𝐵𝐶 ̅̅̅̅
̅̅̅̅
𝐴𝐶 ≅ ̅̅̅̅
𝐷𝐹
∠𝐴𝐵𝐶 𝑎𝑛𝑑 ∠𝐷𝐸𝐹 are right angles
Prove: ∠𝐶𝐵 ≅ ∠𝐷𝐹𝐸

St ements Reasons
̅̅̅̅
𝐵𝐶 ≅ ̅̅̅̅
𝐸𝐹
Given
∠𝐴𝐵𝐶 and ∠𝐷𝐸𝐹
are right angles
∆𝐴𝐵𝐶 and ∆𝐷𝐸𝐹 Definition of ________
are right triangles
∆𝐴𝐵𝐶 ≅ ∆𝐷𝐸𝐹
∠𝐶𝐵 ≅ ∠𝐷𝐹𝐸

**A representative of each group will present their work.

115
 3. Processing the 1. How did you find the activity?
Answers 2. From the name HyL, what parts of the triangles
are proven congruent?
3. Is HyL Congruence Theorem applicable to any
type of triangle? Why?
4. Did you use other stock knowledge to prove the
congruence? What are they?

4. Reinforcing the Skills

Given: ∠𝐴𝐻𝑀 𝑎𝑛𝑑 ∠𝐻𝐴𝑇 are right angles

̅̅̅̅̅ ≅ 𝑇𝐻
𝑀𝐴 ̅̅̅̅

Prove: ∆𝐴𝐻𝑀 ≅ ∆𝐻𝐴𝑇

Statements Reasons

5. Summarizing the * When are we going to use HyL Congruence Theorem?

Lesson What kind of triangles are we going to apply this theorem?
*How do we prove triangles using HyL congruence
theorem?
*What does HyL or HL congruence say?

Complete the Hypotenuse-Leg Theorem

If the __________ and ______ of a __________ triangle
are congruent to the _________ and ___________ leg of
another triangle, then the two triangles are ______.

C. Assessment Prove that the two triangles are congruent:

L F
E

116
 To support the acacia tree during bad weather, wires
should be attached from the trunk of the tree to stakes in
the ground as shown above.

Given: ̅̅̅ ̅̅̅̅

𝐼𝐸 ⟘ 𝐿𝐹
𝐿𝐼 ≅ ̅̅̅
̅ 𝐹𝐼
Prove: ∠𝐼𝐿𝐸 ≅ ∠𝐼𝐹𝐸

Statements Reasons
̅̅̅
𝐼𝐸 ⟘ ̅̅̅̅
𝐿𝐹
Given
̅̅̅
𝐼𝐸 ≅ ̅̅̅
𝐼𝐸
∠𝐼𝐸𝐿 𝑎𝑛𝑑 ∠𝐼𝐸𝐹 are right
angles
Definition of right triangles
∆𝐼𝐸𝐿 ≅ ∆𝐼𝐸𝐹
CPCTC

D. Agreement/ Read about HA(Hypotenuse-Angle) Congruence

Assignment: Theorem
V. REMARKS:
VI. REFLECTION:
A. No. of learners who
earned 80% in 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
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?

117
 (M8GE-IIIh-1) - Proving Statements on Triangle Congruence

School: Grade Level: 8

Teacher: Learning Area: MATHEMATICS
Time and Date: Quarter: THIRD
Week 8, Day 3

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key concepts
of axiomatic structure of geometry and triangle
congruence.
B. Performance The learner is able to communicate mathematical thinking
Standards: with coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving
congruent triangles using appropriate and accurate
representations.
C. Learning The learner proves that statements on right triangle
Competencies: congruence by LL (Leg – Leg) Congruence Theorem.
(M8GE-IIIh-1)
II. CONTENT: Proving Statements on Right Triangle Congruence using
Leg – Leg (LL) Congruence Theorem)
III. LEARNING
RESOURCES:
A. References
1. Teacher’s Guide
pp. 392-393
Pages
2. Learner’s Guide
pp. 361-362
Pages
3. Textbook Pages
4. Additional Material
from Learning
Resource Material
B. Other Learning https://googleimagesbicolregionmap.com
Resources
IV. PROCEDURES: Advanced Learners Average Learners
A. Motivation/Prelimi
nary Activity
“HUMAN TEXT TWIST”
A number of students will be selected and each of them
will be given a letter. They must arrange themselves to form
a word or term.
1. TIGRH
2. RNEGTLIA
3. EGL
4. PHTNSEUEOY
5. CTEAU
6. NLEAG

To what particular triangle congruence can we correlate

each of the words formed?

118
B. Presentation of the
Lesson
Given: ̅̅̅̅
OY ⊥ ̅̅̅̅
BY and ̅̅̅̅
EN ⊥ ̅̅̅̅
SN
1. Problem ̅̅̅̅ ≅ ̅̅̅̅
BY SN and ̅̅̅̅
OY ≅ ̅̅̅̅
EN
Opener/ Group
Activity Mark the figures below to show the given information then
use a two-column proof to prove that ∆BOY ≅ ∆SEN.

STATEMENT REASON
̅̅̅̅
𝐁𝐘 ≅ ̅̅̅̅
𝐒𝐍
̅̅̅̅
𝐎𝐘 ≅ ̅̅̅̅
𝐄𝐍
̅̅̅̅
𝐎𝐘 ⊥ ̅̅̅̅
𝐁𝐘 and ̅̅̅̅
𝐄𝐍 ⊥ ̅̅̅̅
𝐒𝐍
∠𝐘 𝐚𝐧𝐝 ∠𝐍 are right
angles
∠𝐘 ≅ ∠𝐍
∆𝐁𝐎𝐘 ≅ ∆𝐒𝐄𝐍

2. Processing the 1. What kind of triangles did you prove congruent?

answer (Analysis) 2. What side/s and angle/s of ∆BOY and ∆SEN are given
congruent?
3. What congruence postulate did you use to prove that
the two triangles are congruent?
4. What do you call the perpendicular sides of the right
triangle?

In right triangles, SAS (Side – Angle – Side) Congruence

Theorem is referred to as the LL (Leg – Leg)
Congruence Theorem.

The proof you have shown is the proof of the LL

Congruence Theorem.

Complete the statement:

If the ___________ of one right triangle are congruent
to the corresponding ______________ of another right
triangle, then the triangles are _________________.

119
3. Reinforcing the GROUP 1
Skills (Application) Complete the two-column proof below to show that
̅̅̅̅ ̅̅̅̅
PE ≅ DO. Refer to the figure below:
Given: ̅̅̅̅
ET ≅ ̅̅̅̅
OG
̅̅̅̅ ≅ DG
PT ̅̅̅̅
∠T and ∠G are right angles
(Mark the illustration based from the given information)
Prove: ̅̅̅̅
PE ≅ ̅̅̅̅
DO

STATEMENT REASON
̅̅̅̅
ET ≅ ̅̅̅̅
OG
Given
∠T and ∠G are right
angles
Definition of Right
Triangles
∆PET ≅ ∆DOG
̅̅̅̅
PE ≅ ̅̅̅̅
DO

GROUP 2

This KIOSK/GAZEBO is in the middle part of

Tabaco City Park. It is said that its roof is perfectly designed
with six congruent triangles. If we draw a perpendicular line
from the top most vertex to the opposite side of one of the
triangles, lets prove that ∠𝐁 𝐚𝐧𝐝 ∠𝐒 are congruent using the
other given information also.

120
 ̅̅̅̅ ⊥ BS
Given: ET ̅̅̅̅
T is midpoint of ̅BS
̅̅̅

(Mark the illustration based from the given information)

STATEMENT REASON
̅̅̅̅
ET ⊥ ̅BS
̅̅̅ Given
m∠BTE = 90
m∠STE = 90
Definition of Right
Triangles

T is midpoint of ̅BS
̅̅̅ Given
̅̅̅̅
BT ≅ ̅̅̅
ST
Reflexive Property

∆BET ≅ ∆SET
∠B and ∠S

GROUP 3

Jen and Chen are both natives of Albay. They are

planning to have a vacation in at most two different
provinces of Bicol. Jen wants to include Camarines Sur to
their travel goals but Chen had already explored Cam Sur
and Chen wants to visit Sorsogon but Jen had been there
already. So they have just decided to go separately and just
meet at Catanduanes which will be the second itinerary of
each of them. And from there, they will go back to Albay
together.
Looking at the Map of Region V, they noticed that
their itinerary forms two triangles. Suppose ̅̅̅̅ 𝑂𝐷 is a
̅̅̅̅, prove that 𝐺𝑂
perpendicular bisector of 𝐺𝐿 ̅̅̅̅ ≅ 𝐿𝑂
̅̅̅̅. (Mark the
triangles to show the given information)

121
 STATEMENT REASON
̅̅̅̅̅
𝑶𝑫 is a perpendicular
̅̅̅̅ Given
bisector of 𝑮𝑳
̅̅̅̅
𝑮𝑫 ≅ 𝑳𝑫̅̅̅̅
m∠𝐎𝐃𝐋 =
𝟗𝟎 𝐚𝐧𝐝 𝐦∠𝐎𝐃𝐆 = 𝟗𝟎
Definition of Right
Triangles
Reflexive Property
∆𝐆𝐎𝐃 ≅ ∆𝐋𝐎𝐃
̅̅̅̅
𝑮𝑶 ≅ ̅̅̅̅
𝑳𝑶

GROUP 4

To complete the lyrics of the chorus of Tabaco City

Hymn below, supply the reasons for the given statements
in the two-column proof. Each reason has a corresponding
missing lyric of the song.

CHORUS

Go! Tabaco City

Grow Tabaco City
1. _____ Tabaqueños ______!
Let 2. __________________
Let 3. _____________________
Pledge to 4. ___________________
Let 5. ____________________
In surpassing All.

(Repeat Chorus)
Complete the Two Column Proof by choosing the
correct reasons in the table below with their corresponding
lyrics.
CORRESPONDING
REASON
LYRICS
Definition of Right Angles Grow, Go
CPCTC One vision lead us on
Definition of
Go, Grow
Perpendicular Segments

LL Congruence Postulate Work with love

Definition of Right
Us heed the call
Triangles
Us raise our hands
Reflexive Property
now

122
 ̅̅̅̅̅̅ 𝑎𝑛𝑑 ̅̅̅̅̅
Given: 𝐷𝑀 ̅̅̅̅̅
𝐸𝐴 are ⊥ 𝑡𝑜 𝑀𝐴
̅̅̅̅̅̅ ≅ 𝐸𝐴
𝐷𝑀 ̅̅̅̅̅

(Mark the illustration based from the given information)

Prove: ∠𝐷 ≅ ∠𝐸
CORRESPONDING
STATEMENT REASON
LYRICS
̅̅̅̅̅̅
𝐷𝑀 𝑎𝑛𝑑 ̅̅̅̅̅
𝐸𝐴 are
̅̅̅̅̅ Given *********************
⊥ 𝑡𝑜 𝑀𝐴
∠𝐷𝑀𝐴 =900 and
∠𝐸𝐴𝑀=900
∆DMA and ∆EAM
are right triangles
̅̅̅̅̅ ≅ 𝐴𝑀
𝑀𝐴 ̅̅̅̅̅
̅̅̅̅̅̅ ≅ 𝐸𝐴
𝐷𝑀 ̅̅̅̅̅ Given *********************
∆DMA ≅ ∆EAM
∠𝐷 ≅ ∠𝐸
4. Summarizing the 1. What does the LL (Leg – Leg) Congruence Theorem
Lesson state?

2. What are the things to consider in proving statements on

Right Triangle Congruence using the LL Congruence
Theorem?

C. Assessment Given: ∠𝐷𝑂𝐺 = 900

̅̅̅̅̅ 𝒂𝒏𝒅 𝐆𝐓
𝐇𝐃 ̅̅̅̅ bisect each other at point O
(Mark the illustration based from the given information)

Prove: ̅̅̅̅ 𝐓𝐇
𝐆𝐃 ̅̅̅̅

123
 STATEMENT REASON
̅̅̅̅ ̅̅̅̅
HD 𝑎𝑛𝑑 GT bisect each other at
Given
point O
̅̅̅̅
HO ≅ ̅̅̅̅
DO and ̅̅̅̅GO ≅ ̅̅̅̅
TO
∠𝐷𝑂𝐺 = 900 Given
∠𝐷𝑂𝐺 ≅ ∠𝐻𝑂𝑇
∆HOT and ∆DOG are right triangles
∆HOT ≅ ∆DOG
̅̅̅̅ 𝑎𝑛𝑑 TH
GD ̅̅̅̅

D. Agreement: Read about LA (Leg – Acute Angle) Congruence

Theorem.
V. REMARKS:
VI. REFLECTION:
A. No. of learners who
earned 80% in 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
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?

124
 (M8GE-IIIh-1) - Proving Statements on Triangle Congruence
School: Grade Level: 8
Teacher: Learning Area: MATHEMATICS
Time and Quarter: THIRD
Date: Week 8, Day 4

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key concepts
of axiomatic structure of geometry and triangle
congruence.
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
congruent triangles using appropriate and accurate
representations.
C. Learning Competency: The learner proves statements on right triangle
congruence by LA (Leg – Acute Angle) Congruence
Theorem. (M8GE-IIIh-1)
II. CONTENT: Proving Statements on Right Triangle Congruence using
Leg – Acute Angle (LA) Congruence Postulate)
III. LEARNING RESOURCES:
E. References
5. Teacher’s Guide
pp. 392-393
Pages
6. Learner’s Guide Pages pp. 361-364
7. Textbook Pages
8. Additional Material
from Learning
Resource Material
F. Other Learning
Resources
IV. PROCEDURES: Advanced Learners Average Learners
A. Motivation/Preliminary Recall of the First Three Right Triangle Congruence
Activity Theorems (HyL, HyA, LL)

“Jumbled Words and Symbols”

The class will be divided into two groups where in each

group there will be 10 student members. Each student will
be given a word/phrase/symbol. A question will be raised
to the class and the student holding the
words/phrases/symbols needed to form the answer will go
in front and arrange themselves to form the answer. The
words/phrases/symbols included are;
1. Leg 2. Congruence
3. Hypotenuse 4. Acute angle
5. Theorem 6. Of one Right ∆
7. then the ∆𝑠 are ≅ 8. If the legs
9. Legs of another Right ∆ 10. Are ≅ to the

125
 1. What right triangle congruence theorem states that if the
hypotenuse and an acute angle of one right triangle are
congruent to the corresponding hypotenuse and an acute
angle of another right triangle, then the triangles are
congruent?
2. What does the LL (Leg – Leg) Congruence Theorem
states?
3. What right triangle congruence theorem states that if the
hypotenuse and leg of one right triangle are congruent to
the corresponding hypotenuse and a leg of another right
triangle, then the triangles are congruent?
B. Presentation of the
Lesson
1. Problem Opener ̅̅̅̅̅ ⊥ ̅̅̅̅̅
1. Given: TW OW
̅̅̅̅
ML ⊥ SL ̅̅̅
̅̅̅̅̅
TW ≅ ̅̅̅̅ML
∠𝐓 ≅ ∠𝐌

Mark the figures below to show the given information then

use a two-column proof to prove that ∆OTW ≅ ∆SML.

STATEMENT REASON
̅̅̅̅̅
TW ⊥ ̅̅̅̅̅
OW
̅̅̅̅
ML ⊥ ̅̅̅
SL
∠𝐖 𝐚𝐧𝐝 ∠𝐋 are right
angles

∠𝐖 ≅ ∠𝐋

∠𝐓 ≅ ∠𝐌
ASA Congruence
∆𝐎𝐓𝐖 ≅ ∆𝐒𝐌𝐋
Postulate

126
Group Activity GROUPS 1 & 2
This is a picture of a bus stop in Tabaco City

̅̅̅̅ ⊥ ̅̅̅̅
Given: LE BU
̅̅̅̅ is an angle bisector of ∠𝐵𝐿𝑈
LE
Prove: ∠B and ∠S
(Mark the illustration based from the given information)

STATEMENT REASON
̅̅̅̅ ⊥ ̅̅̅̅
LE BU Given
m∠BEL = 90
m∠UEL = 90
Definition of Right
Triangles
̅̅̅̅ is an angle
LE
Given
bisector of ∠𝐵𝐿𝑈
∠BLE ≅ ∠ULE
Reflexive Property
∆BEL ≅ ∆UEL
∠B ≅ ∠S

GROUP 3 & 4
To complete the lyrics of the Bicol Regional March
below, supply the reasons for the given statements in the
two-column proof. Each reason has corresponding missing
lyrics of the song.

CODA
Bicolandia! Bicolandia!
The 1. _________________________
2. ____________ warriors, 3. _______________
To 4. _________________, 5. ___________
Repeat Coda
To 4. _____________, 5. _________________

127
 Complete the Two Column Proof by choosing the correct
reasons in the table below with their corresponding lyrics.
CORRESPONDING
REASON
LYRICS
Definition of Right Angles Oragons’ Home
CPCTC We give in
Definition of Perpendicular
Home of the Oragons
Segments

LA Congruence Theorem Truth and dignity

Definition of Right Triangles Fearless

Reflexive Property Bold yet plain

Given: ̅̅̅̅̅̅
𝐷𝑀 𝑎𝑛𝑑 ̅̅̅̅̅
𝐸𝐴 are ⊥ 𝑡𝑜 ̅̅̅̅̅
𝑀𝐴
∠𝐷 ≅ ∠E

(Mark the illustration based from the given information)

Prove: ̅̅̅̅
ME ≅ ̅̅̅̅
AD

CORRESPONDING
STATEMENT REASON
LYRICS
̅̅̅̅̅̅
𝐷𝑀 𝑎𝑛𝑑 ̅̅̅̅̅
𝐸𝐴 are
̅̅̅̅̅ Giv n ********************
⊥ 𝑡𝑜 𝑀𝐴
∠𝐷𝑀𝐴 =900 and
∠𝐸𝐴𝑀=900
∆DMA and ∆EAM
are right triangles
̅̅̅̅̅
𝑀𝐴 ≅ ̅̅̅̅̅
𝐴𝑀
∠𝐷 ≅ ∠𝐸 Given *********************
∆DMA ≅ ∆EAM
̅̅̅̅ ≅ AD
ME ̅̅̅̅

128
2. Processing the 1. What kind of triangles did you prove congruent?
answer (Analysis) 2. What are the reasons you’ve used for the statements?
3. What congruence postulate did you use to prove that
the two triangles are congruent?
4. What parts of the triangle must be first proven
congruent before you can conclude that two right
triangles are congruent by LA Congruence Postulate?

Complete the statement:

If the ___________ of one right triangle are congruent
to the corresponding ______________ of another right
triangle, then the triangles are _________________.

3. Reinforcing the skills ̅̅̅̅ ⊥ OA

Given: TO ̅̅̅̅ ⊥ ̅̅̅̅
AY
̅̅̅̅
TO ≅ YA̅̅̅̅
(Mark the illustration based from the given information)

Prove: ̅̅̅̅ ≅ 𝐘𝐃
𝐓𝐃 ̅̅̅̅

STATEMENT REASON
̅̅̅̅
TO ⊥ ̅̅̅̅
OA ⊥ ̅̅̅̅
AY Given

∠𝑂 = 900 and ∠𝑨 = 𝟗𝟎°

∆TOD AND ∆YAD are right triangles
∠𝑇𝐷𝑂 ≅ ∠𝑌𝐷𝐴
̅̅̅̅ ≅ ̅̅̅̅
TO YA
∆TOD ≅ ∆YAD
̅̅̅̅
𝐓𝐃 ≅ ̅̅̅̅
𝐘𝐃

4. Summarizing the 1. What does the LA (Leg – Acute Angle) Congruence

Lesson (Abstraction) Theorem state?
2. What are the things to consider in proving statements
on Right Triangle Congruence using the LA
Congruence Theorem?

129
 C. Evaluation

Given: ̅̅̅̅
OE ⊥ ̅̅̅̅
DV
̅̅̅̅
OE is an angle bisector of ∠𝐷𝑂𝑉
̅̅̅̅ ≅ 𝐘𝐃
Prove: 𝐓𝐃 ̅̅̅̅
(Mark the illustration based from the given information)
ST TEMENT RE SON
̅̅̅̅ ⊥ ̅̅̅̅
OE DV Given
m∠OED = 90
m∠VEO = 90
Definition of Right
Triangles
̅̅̅̅ is an angle
OE
Given
bisector of ∠𝐵𝐿𝑈
∠VOE ≅ ∠DOE
Reflexive Property
∆BEL ≅ ∆UEL
̅̅̅̅ ≅ 𝐘𝐃
𝐓𝐃 ̅̅̅̅

D. Agreement: 1. Define Perpendicular Lines and Angle Bisector

2. How do we apply or use triangle congruence in
constructing perpendicular lines and angle bisectors?
V. REMARKS:
VI. REFLECTION:
A. No. of learners who
earned 80% in 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
caught up with the lesson
D. No. of learners who
continue to require
remediation.

130
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?

131
 (M8GE-IIIi-j-1) - Applies Triangle Congruence to Construct
Perpendicular Lines and Angle Bisector

School Grade Level 8

Teacher Learning MATHEMATICS
Area
Time & Date Quarter THIRD
Week 9, Day 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standard axiomatic developments of Geometry.
B. Performance The learner is able to communicate mathematical thinking with
Standard coherence and clarity in formulating, investigating, analyzing
and solving problems.
C. Learning The learner is able to construct congruent triangles by SSS
Competencies/ (M8GE-IIIi-j-1)
Objectives
II. CONTENT Applying triangle congruence (Constructing congruent
triangles)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Preliminary ACTIVITY 1
Activities/ Study the markings. Indicate whether or not the triangles in
Motivation each item are congruent. If so, write a congruence statement
and determine the postulate used to prove the congruency.

1. 2. 3.

4.

132
 B. Presentation of
the Lesson
1. Problem Opener  Consider the pairs of congruent triangles in Activity 1:
a. ∆ ADB ≅ ∆CBD, by SSS Congruence Postulate
b. ∆ AMT ≅ ∆HMT, by SAS Congruence Postulate
c. ∆ BES ≅ ∆MEN, by ASA Congruence Postulate
 Is it possible to construct another triangle that is
congruent to ∆ ADB 𝑎𝑛𝑑 ∆CBD? If yes, how?
 What geometry tools do you use in constructing figures
accurately?

2. Group Activity ACTIVITY 2 (by group)

(Each group will perform the task using a compass and a
straight edge on a colored paper. They will be instructed to cut
out the triangles they made and show them in class)
TASK: Given sides AB, BC and AC, construct ∆ABC.

A B

B C

A C

STEPS: Expected Output

1. Draw a reference line
and mark a starting
point A.

2. Construct one of the

sides, say AC, on the
reference line. To do
this, set the compass
to radius AC and draw
an arc with center A
such that it intersects
the reference
line.(Label the
intersection (point) C.
3. Set the compass to
radius AB and draw an
arc with center A,
above the reference
line

133
 4. Set the compass to
radius BC, place its
point to point C of
constructed segment
AC and draw an arc
so it intersects the
previous arc.

5. Label the arcs’ point of

intersection (point) B.

6. Connect the points to

draw side AB and BC.

3. Processing the  What can you say about your constructed triangles? Match
Answer their vertices and see whether they coincide.
 Would you agree that all triangles constructed using these
given segments are congruent? Why or why not?
 What triangle congruence postulate is illustrated in this
task?
 How important is it to use appropriate tools in constructing
congruent triangles?

4. Reinforcing the Construct a triangle whose side lengths are 6cm, 7cm and
Skills 4cm.

5. Summarizing the How do you construct congruent triangles by SSS?

Lesson
C. Assessment Construct ∆KEY congruent to Construct a triangle whose
∆ PAD whose side lengths are side lengths are 7cm, 10cm
the following: and 5 cm.
PA= 14.5cm, AD= 18.6cm
and
PD= 13.6cm

134
 D. Agreement/ Suppose the ratio of the side lengths of ∆ABC is 2:2:3 and
Assignment its perimeter is 35cm, construct a triangle congruent to
∆ABC.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons 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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did
I use/discover which I
wish to share with
other teachers?

135
 (M8GE-IIIi-j-1) - Applies Triangle Congruence to Construct
Perpendicular Lines and Angle Bisector

School Grade Level 8

Teacher Learning MATHEMATICS
Area
Time & Date Quarter THIRD
Week 9, Day 2

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of
axiomatic developments of Geometry.
B. Performance The learner is able to communicate mathematical thinking
Standard with coherence and clarity in formulating, investigating,
analyzing and solving problems.
C. Learning The learner is able to construct congruent triangles by SAS
Competencies/ and ASA
Objectives (M8GE-IIIi-j-1)
II. CONTENT Applying triangle congruence Constructing congruent
triangles)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Preliminary Activities/ ACTIVITY 1 (Recall on constructing congruent segments
Motivation and angles) Construct a segment and an angle congruent to
̅̅̅̅
𝐴𝐵 and ∠𝐴, respectively. The following steps are given.

Construct: ̅̅̅̅
𝐶𝐷 congruent to Construct: ∠𝑊 congruent
̅̅̅̅
𝐴𝐵 to ∠𝐴

136
 STEPS: STEPS:
1. Draw a reference line and 1. Draw a ray with
mark a starting point C. endpoint W.
2. Set the compass to radius 2. Draw a circular arc with
AB and draw an arc with center at A and cutting
center C crossing the the sides of ∠A at point
reference line. B and C, respectively.
3. Label the intersection as 3. Draw a similar arc
point D. using the center W and
̅̅̅̅ ̅̅̅̅
4. 𝐴𝐵 ≅ 𝐶𝐷 radius AB, intersecting
the ray at X.
4. Set the compass
opening to length
radius BC.
5. Using X as center and
BC as radius, draw an
arc intersecting the first
arc at Y
6. Draw ray ̅̅̅̅̅
𝑊𝑌 to
complete
∠𝑊 congruent to ∠𝐴

B. Presentation of the
Lesson
1. Problem Opener ACTIVITY 2: Consider the given sets of segments and
angles.

 How many segments and angles are given in SET

A? How about in SET B?
 Name the segments and angles given in SET A and
SET B.

2. Group Activity (By Group) Using the segments and angles given in
activity 2, perform the following tasks:

137
(GROUPS 1 & 2) (GROUPS 3&4)

TASK: Construct ∆ABC TASK: Construct ∆LMN

given ∠A and segments b given ∠M, ∠L and segment
and c. n

1. Draw a reference line 1. Draw a reference line

and mark a starting point and mark a starting
A. point M.
2. To construct/copy
2. To construct/ copy
segment c, set the
compass to radius c. ∠M, place the compass
Keeping this radius, point at the vertex M of
place the compass point the given angle. Draw
on A and draw a small an arc crossing both
arc crossing the sides of angle M.
reference line. (Label B) 3. Without changing the
3. To construct/copy ∠A,
compass opening, place
place the compass point
at the vertex of the given the compass point at M
angle. Draw an arc on the reference line
crossing both sides of and draw an arc large
the angle. (Keep this enough and crossing
compass opening) the reference line.
4. Without changing the 4. Return to the given
compass opening, place
angle M and measure
the compass point at A
on the reference line and the opening across the
draw an arc large arc. (Keep this compass
enough and crossing the opening)
reference line. 5. Without changing the
5. Return to the given compass opening, place
angle. Using the
the compass point at the
compass, measure the
opening across the arc. intersection of the larger
6. Without changing the arc and the reference
compass opening, place line. Draw an arc
the compass point at the crossing the larger arc.
intersection of the bigger 6. To construct/ copy
arc and the reference segment n, set the
line. Draw another arc
compass to radius n.
crossing the larger arc.
7. Draw a ray from point A Place the compass point
through the point of at M on the reference

138
 intersection of the arcs line and draw a small
above the reference line. arc crossing the
8. To construct/ copy reference line. (Label L)
segment b, place the
7. (Copy angle L)Repeat
compass point at B on
the reference line and directions above for
draw an arc crossing the copying ∠L at point L.
ray (label c). Connect the 8. Label the point of
points A, B, and C to intersection of two angle
draw ∆ABC. rays as N. Draw ∆LMN.

3. Processing the  (Let the students show their constructed triangles in

Answer class)
 Compare triangles constructed by Groups 1& 2.
Also, triangles made by groups 3 &4.
 Is group 1’s triangle congruent to that of group 2’s?
 How about the triangles made by Group 3&4, are
they congruent?
 (Let the students cut out the triangles to verify)
 Would you agree that all triangles constructed out of
the given segment/s and angle/s in SET A are
congruent? How about in SET B?
 Notice that in the first task, the construction of the
triangle follows the ‘COPY SEGMENT- COPY
ANGLE- COPY SEGMENT’ order. What triangle
congruence postulate is being illustrated in this
task?
 Notice that in the 2nd task, however, the construction
of the triangle follows the ‘COPY ANGLE-COPY
SEGMENT-COPY ANGLE’ order. What triangle
congruence postulate is being illustrated in this
task?
4. Reinforcing the Skills 1. Construct ∆ HAT congruent to ∆POD given
∠0 = 40˚ , side p =7cm and side d =6cm
2. Construct ∆ BEG congruent to ∆ROS given
∠0 = 37 ˚ , ∠𝑅 = 45˚ and side 𝑠 = 8𝑐𝑚

5.Summarizing the How do you construct congruent triangles by SAS and ASA?
Lesson
C. Assessment Construct ∆QRS congruent Construct a triangle
to ∆ABC whose angle congruent to the following
measure/s and segment triangles.
length/s are given. 1.

1. ∠𝑨 = 𝟏𝟑𝟓˚; b=5cm;
c=6cm

2. ∠A =105˚ : ∠C =40˚ ;
b= 4.5 cm

139
 2.

D. Agreement/ Construct ∆BEC congruent to ∆SPA given ∠S= 131˚,

Assignment ∠P=16˚ and a= 8.5cm.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons 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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

140
 (M8GE-IIIi-j-1) - Applies Triangle Congruence to Construct
Perpendicular Lines and Angle Bisector

School Grade Level GRADE 8

Teacher Learning MATHEMATICS
Area
Time & Date Quarter THIRD
Week 9, Day 3

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts of axiomatic developments of Geometry.
B. Performance Standard The learner is able to communicate mathematical
thinking with coherence and clarity in formulating,
investigating, analyzing and solving problems.
C. Learning The learner is able to construct congruent triangles by
Competencies/ SSS, SAS and ASA
Objectives (WORKSHEET) (M8GE-IIIi-j-1)
II. CONTENT Applying triangle congruence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Compass, straightedge or ruler, construction paper,
Resources worksheets
IV. PROCEDURE ADVANCE LEARNERS AVERAGE LEARNERS
A. Preliminary Activities/ A. Checking of materials to be used in the task
Motivation B. Recall on how to construct congruent
triangles.

141
 WORKSHEET: ________

CONSTRUCTING CONGRUENT TRIANGLES BY SSS, SAS AND

ASA

Name: _________________________ Date_________ Gr. &Sec_______

A. Construct the following triangles by SSS.

1. 4cm, 9cm and 10 cm 2. 5cm, 8cm, 12cm

3. 4cm, 7cm, 8.5cm

B. Construct the triangles by SAS

1. 5cm, 8cm, 127˚ 2. 4cm, 5cm, 30˚

C. Construct the triangle by ASA.

1. 7cm, 35˚, 59˚

142
(M8GE-IIIi-j-1) - Applies Triangle Congruence to Construct
Perpendicular Lines and Angle Bisector

School Grade Level GRADE 8

Teacher Learning MATHEMATICS
Area
Time & Date Quarter THIRD
Week 9, Day 4

I. OBJECTIVES
A. Content The learner demonstrates understanding of key
Standard concepts of axiomatic developments of Geometry.
B. Performance The learner is able to communicate mathematical
Standard thinking with coherence and clarity in formulating,
investigating, analyzing and solving problems.
C. Learning The learner is able to construct an angle bisector and
Competencies/ perpendicular lines
Objectives (M8GE-IIIi-j-1)
II. CONTENT Applying triangle congruence in Constructing an Angle
Bisector and Perpendicular Lines
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Compass, straightedge or ruler, visual aids,
Resources construction paper
IV. PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Preliminary
Activities/ Motivation GUESS WHAT?
ACTIVITY 1. Fill out the boxes with the letters of the
term being described in each item.
This is a line/ray/segment that divides an angle into
two congruent angles.

These are lines that intersect at right angles.

143
B. Presentation of the
Lesson
2. Problem Opener ACTIVITY 2:
I. Consider the following tasks:
A) Construct: The bisector of ∠A

B.) Construct: Line through P perpendicular to l

C.) Construct: Line through P perpendicular to l

2. Group Activity (BY GROUP)

II. Follow the steps to perform each task in Activity 2 ,I.
A. GIVEN: ∠A
CONSTRUCT: Bisector of ∠A
STEPS:
1. Locate points B and C one on each side of ∠A so
that AB=AC. This can be done by drawing an arc
with center at A.
2. Using C as the center and any radius r which is more
than half of BC, draw an arc in the interior of A.
3. Then using B as the center, construct an arc with
the same radius r and intersecting the arc in the
preceding step at point X.
⃗⃗⃗⃗⃗ is the bisector of ∠BAC.
4. 𝐴𝑋

B. GIVEN : Line l and point P on l

CONSTRUCT: Line through P perpendicular to l

144
 STEPS:
1. Place the compass point on P, and draw arcs to cut
the given line on both sides of point P.
2. Place the compass point where the arc intersect the
line on one side and draw a small arc above the line.
3. Without changing the compass opening, place the
compass point at the intersection of the given line
and the arc on the OTHER side and draw another
arc above the given line (the two arcs above the
number line must intersect)
4. Using a straight edge, connect the intersection of
the two arcs to P.
C. GIVEN : Line l and point P NOT on l
CONSTRUCT: Line through P perpendicular to l
STEPS:
1. Place the compass point on P and draw arcs
crossing line l on both sides of P.
2. Place the compass point where the arc
intersects the line on one side and draw a
small arc below the given line.
3. Without changing the compass opening, place
the compass point at the intersection of the
given line and the arc on the other side and
draw another arc below the given line in such
a way that it intersects the arc in the preceding
step.
4. Using a straight edge, connect the intersection
of these two arcs to P.

3. Processing the  Refer to task A, if ̅̅̅̅

𝐴𝑋 is the bisector of ∠BAC,
Answer how is ∠BAX related to ∠CAX?
 Is there any way to verify that ∠BAX ≅ ∠CAX
? If there is, how?
 Refer to task B &C. using a protractor, verify
whether the angles formed by the lines are
90˚-angles.
4. Reinforcing the Skills A. Construct the bisector of ∠R

145
 B. Construct a line perpendicular to line m through
point

5.Summarizing the How do you construct an angle bisector and

Lesson perpendicular lines?
C. Assessment 1. Construct bisector of 1. Construct a line
∠C. perpendicular to line b
through P.

2. Construct bisector of
2. Construct a line
∠D.
perpendicular to line g
passing through point H.

D. Agreement/ Construct the altitudes of the given triangle.

Assignment

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment

146
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons 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 it work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?

147
(M8GE-IIIi-j-1) - Applies Triangle Congruence to Construct
Perpendicular Lines and Angle Bisectors
School Grade Level GRADE 8
Teacher Learning MATHEMATICS
Area
Time & Date Quarter THIRD
Week 10, Day 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of key
Standard concepts of axiomatic structure of geometry and
triangle congruence.
B. Performance The learner is able to communicate mathematical
Standard thinking with coherence and clarity in formulating,
investigating, analyzing, and solving real-life
problems involving congruent triangles using
appropriate and accurate representations.
C. Learning Applies triangle congruence to construct
Competencies/ perpendicular lines and angle bisectors.
Objectives (M8GE-IIIi-j-1)

II. CONTENT Applying triangle congruence (Constructing

Perpendicular Lines)
III. LEARNING Materials: Board Compass, Student Compass,
RESOURCES Straight Edge, Chalk and Chalkboard, construction
papers, marker, manila paper
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook Next Century Math pages 440 and 445-447
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning http://jwilson.coe.uga.edu/emt668/-
Resources emt668.folders.f97/anderson/geometry/-
assignment14/assn14.html
IV. PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Preliminary ACTIVITY 1
Activities/ Motivation In the figure, identify pairs of lines that are
perpendicular. (When are lines considered
perpendicular?

148
 B. Presentation of
the Lesson
1. Problem ACTIVITY 2
Opener In the figure, perform the following:
1. Draw a circle whose center is
at B passing through A.
2. Draw a circle whose center is
at C passing through A.
3. Name the other intersection of
the two circles as D. Connect points A and D using
a line.
4. Connect points B and D and points C and D to
form ∆𝐴𝐵𝐶.
Answer the following questions:
1. Which two lines are perpendicular?
2. What can you say about ∆𝐴𝐵𝐶 and ∆𝐵𝐶𝐷? Show
or prove your observation. (Student may prove
that the triangles are congruent or show their
congruence using ruler and protractor.)
2. Group Activity ACTIVITY 3 “MANIPU-TRIANGLES”
(Can we use congruent triangles to construct
perpendicular lines?)

For Advanced Learners

1. Cut out a pair of congruent right triangles and use
these triangles to construct a line perpendicular to
line 𝑚.

2. Cut out a pair of congruent acute triangles and

use these triangles to construct a line perpendicular
to line 𝑛.

3. Cut out a pair of congruent obtuse triangles and

use these triangles to construct a line perpendicular
to line 𝑝.

For Average Learners

1. Use the two congruent
right triangles to
construct a line
perpendicular to line 𝑚.

2. Use two congruent

acute triangles to
construct a line
perpendicular to line 𝑛.

3. Use two congruent

obtuse triangles to
construct a line
perpendicular to line 𝑝.

149
 (Expected Answers) Show that they are
perpendicular using the protractor.
1.

2. 3.

3. Processing the Describe the position of the two congruent triangles

Answer in order to construct perpendicular lines.
● The triangles should not overlap or there should
be no common interior points.
● One of the pairs of congruent sides should
coincide.
● The remaining corresponding sides should share
the same endpoint.
4. Reinforcing the Construct a line perpendicular to 𝐴𝐵 ̅̅̅̅. Name the
Skills congruent triangles formed when constructing the
perpendicular lines.

5.Summarizing How can congruent triangles be used in

the Lesson constructing perpendicular lines?
C. Assessment In ∆𝑋𝑄𝑃, construct a line perpendicular to 𝑋𝑄 ̅̅̅̅
passing through the vertex 𝑃. Name the triangle
formed that is congruent to ∆𝑋𝑄𝑃.
D. Agreement/ Construct the perpendicular line on each side of the
Assignment triangle passing through a respective vertex and
identify all the congruent triangles formed.

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the

150
 formative
assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons 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 it work?
F. What difficulties did
I encounter which
my principal or
supervisor can
help me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?

151
(M8GE-IIIi-j-1) - Applies Triangle Congruence to Construct
Perpendicular Lines and Angle Bisectors
School Grade Level GRADE 8
Teacher Learning MATHEMATICS
Area
Time & Date Quarter THIRD
Week 10, Day 2

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts of axiomatic structure of geometry and
triangle congruence.
B. Performance The learner is able to communicate mathematical
Standard thinking with coherence and clarity in formulating,
investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and
accurate representations.
C. Learning Applies triangle congruence to construct perpendicular
Competencies/ lines and angle bisectors.
Objectives
II. CONTENT Applying triangle congruence (Constructing
Perpendicular Lines)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning http://jwilson.coe.uga.edu/emt668/-
Resources emt668.folders.f97/anderson/geometry/-
assignment14/assn14.html
IV. PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Preliminary ACTIVITY 1 ACTIVITY 1
Activities/ The two triangles are In the figure, all the
Motivation congruent. Use the other triangles are congruent.
triangle to draw all the TASK: Draw three
altitudes of ∆𝐴𝐵𝐶. altitudes of ∆𝐴𝐵𝐶.

152
B. Presentation of the
Lesson

1. Problem Opener ACTIVITY 2

Given: ∆𝐶𝐻𝐴 is an equilateral triangle.
1. Cut out a triangle congruent to ∆𝐶𝐻𝐴.
2. Use the cut out to construct the altitude of ∆𝐶𝐻𝐴
from vertex 𝐻 to 𝐶𝐴̅̅̅̅. Name the altitude as 𝐻𝑅
̅̅̅̅ .
Answer or perform the following:
1. How is ̅̅̅̅
𝐻𝑅 related to ̅̅̅̅
𝐶𝐴?
2. Measure the lengths of 𝐶𝑅 ̅̅̅̅ and 𝑅𝐴
̅̅̅̅. What can you
say about their lengths?
3. Other than being an altitude, how do you call ̅̅̅̅ 𝐻𝑅
with respect to ̅̅̅̅
𝐶𝐴?
2. Group Activity ACTIVITY 3 “CHOOSE THE TWO’S”
Which from among these pairs of congruent triangles
may be used to be able to construct the perpendicular
bisector of a line segment? Show how your choices
can be used.

3. Processing the Answer the following questions:

Answer 1. What is the common characteristic of the pairs of
congruent triangles that can be used to construct a
perpendicular bisector?
2. What kind of triangles can be used in constructing
perpendicular bisector?
3. Can you use two congruent scalene right triangles
to construct a perpendicular bisector? How?
4. Reinforcing the In ̅̅̅̅
𝑃𝑇,
Skills 1. Draw two circles whose centers are at 𝑃 and 𝑇 using
the same opening of the compass.
2. Name the points of intersection of the two circles as
𝐴 and 𝑆. Connect points 𝐴 and 𝑆 using a line.
3. Connect points A and S to points P and T to form
∆𝑃𝑇𝐴 and ∆𝑃𝑇𝑆.

What can you say about ∆𝑃𝑇𝐴 and ∆𝑃𝑇𝑆?

What kind of triangle according to sides are ∆𝑃𝑇𝐴 and
∆𝑃𝑇𝑆?
̅̅̅̅ to 𝑃𝑇
What is the relation of 𝐴𝑆 ̅̅̅̅?

153
 5.Summarizing the What is a perpendicular bisector?
Lesson What kind of triangles are formed when constructing a
perpendicular bisector?

C. Assessment ∆𝑃𝑄𝑅 is an isosceles triangle. Construct the

̅̅̅̅ using its congruent
perpendicular bisector of.𝑃𝑅
triangle.
D. Agreement/ 1. Draw an isosceles obtuse triangle and name it ∆𝐽𝑂𝐸.
Assignment 2. Cut out a triangle congruent to ∆𝐽𝑂𝐸.
Values Integration 3. Construct the three altitudes using its congruent
triangle.
4. Name the altitude which is also considered a
perpendicular bisector.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons 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 it work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?

154
 (M8GE-IIIi-j-1) - Applies Triangle Congruence to Construct
Perpendicular Lines and Angle Bisectors
School Grade Level GRADE 8
Teacher Learning MATHEMATICS
Area
Time & Date Quarter THIRD
Week 10, Day 3

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts
Standard of axiomatic structure of geometry and triangle
congruence.
B. Performance The learner is able to communicate mathematical thinking
Standard with coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving
congruent triangles using appropriate and accurate
representations.
C. Learning Applies triangle congruence to construct perpendicular
Competencies/ lines and angle bisectors.
Objectives
II. CONTENT Applying triangle congruence (Constructing Angle
Bisectors)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Preliminary ACTIVITY 1
Activities/ Motivation Given ∠𝐴𝐵𝐶, construct its angle bisector.

B. Presentation of the
Lesson
1. Problem Opener ACTIVITY 2

155
 ̅̅̅̅ ≅ 𝐵𝐶
In the figure, 𝐴𝐵 ̅̅̅̅ . Perform
or answer the following:
1. Connect points A and D
and points D and C.
2. Name the two triangles
formed.
3. What can you say about
the triangles? (Let students prove their
congruence or show their congruence using
protractor or ruler.)
2. Group Activity ACTIVITY 3
Construct the angle bisector of the given angle.

TASKS:
1. Name the vertex as E. Locate a point on each
side of the obtuse angle such that, they are
equidistant from point E. Name them as T and A.
2. Locate 5 points on the angle bisector and name
them P, Q, R, S and T.
3. Connect all points on the angle bisector to points
T and A.
3. Processing the Answer the following based from Activity 3:
Answer 1. Which of the segments formed are congruent?
2. Which of the triangles formed are congruent?
3. Describe how the congruent triangles are
positioned when constructing the angle bisector.

4. Reinforcing the 1. Draw an angle named ∠𝑇𝐸𝐴.

Skills 2. Construct its angle bisector.
3. Show a pair of congruent triangles formed when
constructing the angle bisector.
5.Summarizing How can congruent triangles be used in constructing an
the Lesson angle bisector?

C. Assessment Given ∠𝐵𝐻𝐴, construct the angle bisector and show the
congruent triangles formed. Name these triangles.
D. Agreement/
Construct the angle bisector of each angle of ∆𝑀𝑋𝑇.
Assignment
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional

156
 activities for
remediation.
C. Did the remedial
lessons 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 it work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?

157
(M8GE-IIIi-j-1) - Applies Triangle Congruence to Construct
Perpendicular Lines and Angle Bisectors

School Grade Level GRADE 8

Teacher Learning MATHEMATICS
Area
Time & Quarter THIRD
Date Week 10, Day 4

I. OBJECTIVES
A. Content The learner demonstrates understanding of key
Standard concepts of axiomatic structure of geometry and
triangle congruence.
B. Performance The learner is able to communicate mathematical
Standard thinking with coherence and clarity in formulating,
investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and
accurate representations.
C. Learning Applies triangle congruence to construct perpendicular
Competencies/ lines and angle bisectors.
Objectives
II. CONTENT Applying triangle congruence (Constructing
Perpendicular Lines and Angle Bisectors)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Preliminary - Recall on Constructing Perpendicular Lines and Angle
Activities/ Motivation Bisectors
- Recall on how Congruent Triangles are formed when
constructing Perpendicular Lines and Angle Bisector
B. Presentation of
the Lesson

1. Problem WORKSHEET (Constructing Perpendicular Lines and

Opener Angle Bisector)

158
Name: __________________________________ Gr. And Section: __________________

WORKSHEET
Constructing Perpendicular Lines and Angle Bisectors
Materials: Compass and Straight Edge

A. Construct the perpendicular lines of the given line segments passing through the
given point and show the congruent triangles formed.

1.

2.

B. Construct the angle bisector the given angle and show the congruent triangles
formed.

159
 Third Quarter Pre-Test in Mathematics 8

Direction: Understand each question/problem properly, then select the best answer
from the given choices by writing only the letter corresponding to it.
1. How many geometric ideas are referred to as “undefined terms”?
a. 0 b. 1 c. 2 d. 3
2. Which of these is the best illustration of a point?
a. a ball b. the moon
c. tip of a pen d. corner of a table
3. Avelino walks home from school. Tracing his way one day, he noticed that after
walking for a seemingly straight path he then turned slightly to the right to reach the
house. Which of these is best illustrated?
a. ray b. line c. angle d. triangle
4. The part of a line with an endpoint and extends indefinitely in one direction is a ___.
a. ray b. line c. half-line d. line segment
5. It is a mathematical statement wherein the truthfulness is still to be established.
a. axiom b. theorem c. corollary d. postulate
6. Two points determine a line. This statement is considered a ______.
a. axiom b. guess c. theorem d. postulate
7. Two triangles are _____ if their vertices can be paired so that their corresponding
angles and corresponding sides are congruent.
a. one b. equal c. similar d. congruent
8. What is the sum of the measures of the angles of a triangle?
a. 900 b. 1800 c. 2700 d. 3600
9. Based on similar markings, what can be said about the two triangles?
a. The two triangles are similar.
b. The two triangles are different.
c. The two triangles are congruent.
d. The two triangles overlapped each other.
10. It is a mathematical statement which is already accepted to be true.
a. axiom b. theorem c. corollary d. postulate
11. Triangles are classified into how many classifications?
a. 1 b. 2 c. 3 d. 7
12. How many triangle congruence postulates were there to prove triangle
congruence?
a. 1 b. 2 c. 3 d. 4
13. Which of these statements can be proven by triangle congruence?
a. A diagonal of a rhombus divides it into congruent triangles.
b. Every angle bisector of a quadrilateral divides it into congruent triangles.
c. Every altitude of an isosceles triangle divides it into congruent triangles.
d. Congruent triangles can be formed from any right triangles when cut
along the right angle.
14. Which figure illustrates ASA Congruence Postulate?
a. b.
𝑇𝑦𝑝𝑒
𝑇𝑦𝑝𝑒

𝑇𝑦𝑝𝑒 𝑇𝑦𝑝𝑒

c. d.
𝑇𝑦𝑝𝑒 𝑇𝑦𝑝𝑒

160
15. How many corresponding parts of two triangles must be proven to be congruent
before the two triangles can be congruent?
a. 4 b. 3 c. 2 d. 1
16. Which of the following best describe the creation of a plane?
a. mat making b. road widening c. cloud seeding d. wall painting
17. Which other corresponding parts must be congruent in order that the two triangles
are congruent by SAS Congruence Postulate?
L S
a. ̅̅̅̅
𝐿𝐴 ≅ ̅̅̅̅
𝑆𝑁 b. ̅̅̅̅̅
𝐿𝑊 ≅ ̅̅̅̅
𝑆𝑁
c. ̅̅̅̅̅
𝐴𝑊 ≅ 𝑆𝐼 ̅ d. ̅̅̅̅
𝐴𝐿 ≅ 𝐼𝑆̅ A W I N

18. These materials are used to make geometric constructions.

a. ruler and pencil b. chalk and board
c. triangle and protractor d. compass and straightedge
19. Which triangle congruence postulate uses two angles and a non-included side?
a. SSS b. SAA c. SAS d. ASA
20. An angle bisector of any angle of a triangle is always perpendicular to the opposite
side. This statement is ______.
a. true b. false c. baseless d. sometimes true
21. Avelino and Pedro are each making a triangle. They want that the triangles are
congruent. Now, Pedro took two pieces of sticks each measuring 25 cm and 50
cm, respectively. Then, formed an angle with it measuring 35 degrees before
connecting the third side. Should Avelino do the same too?
a. no b. yes c. maybe d. he can try
22. For two triangles to be congruent, how many corresponding sides must be
congruent?
a. 1 b. 2 c. 3 d. none
23. What angle is formed by perpendicular lines?
a. acute angle b. obtuse angle
c. vertex angle d. right angle
24. If the hypotenuses of two congruent right triangles are exactly attached, then the
hypotenuse become _______ of the angle formed by the adjacent acute angles of
the two right triangles.
a. a side b. a divisor c. a common side d. an angle bisector
25. Given the isosceles trapezoid at the right, which corresponding parts of the triangle
ADC and triangle BCD can be proven easily as congruent?
A B
a. three corresponding sides
b. any two corresponding sides and its included angle
c. any two corresponding angles and its included side
d. any two corresponding angles and a corresponding side C D

26. A triangle which is not divided into congruent triangles by any of its median is not
an equilateral triangle. This statement is considered _____.
a. false b. true c. a theorem d. a corollary
27. What can you say about this statement?
“It is possible for a triangle to be both acute and scalene. “
a. It is untrue. b. It is true.
c. It will never happen. d. It is hard to illustrate.
28. What are the kinds of angle?
a. acute, chronic, malignant b. acute, obvious, correct
c. acute, obtuse, right d. simple, average, difficult

161
29. To every angle there correspond a unique number between 0 0 and 1800 called
_____ of the angle.
a. the size b. the opening
c. the measure d. the associated number
30. Which pair of angles are always congruent?
a. linear pair b. vertical angles
c. complementary angles d. supplementary angles
31. Two ______ lines are ______ if and only if they _______.
a. coplanar, parallel, do not intersect
b. parallel, coplanar, do not intersect
c. coplanar, do not intersect, parallel
d. parallel, do not intersect, coplanar
32. Which of the following supports the existence of a mathematical system?
i. Mathematics cannot exist with numbers only.
ii. Part of the mathematical system are the properties and deduction of
geometry, measurement, and statistics.
iii. Illustrations, equations, and solutions are needed to establish
truthfulness.

a. i and iii b. i and ii c. ii and iii d. i, ii, and iii

33. It illustrates two half-planes which are coplanar and do not have a common edge.

a. b. c. d.

34. Based on similar markings which are the corresponding congruent parts of the two
triangles?

a. ∠ A ≅ ∠ K b. ∠ B ≅ ∠ C
∠C ≅ ∠B ∠C ≅ ∠B A B
̅̅̅̅
𝐵𝐶 ≅ ̅̅̅̅
𝐵𝐶 ̅̅̅̅
𝐵𝐶 ≅ ̅̅̅̅
𝐵𝐶

c. ∠ ACB ≅ ∠ KBC d. ∠ ABC ≅ ∠ BCK C K

∠ BCK ≅ ∠ CBA ∠ KBC ≅ ∠ BAC
̅̅̅̅
𝐵𝐶 ≅ ̅̅̅̅
𝐵𝐶 ̅̅̅̅
𝐴𝐶 ≅ ̅̅̅̅
𝐵𝐾

35. Give the congruence statement that can prove the congruence of the two triangles
below.
a. SSS b. SAS
c. ASA d. SAA

36. Two sides and its non-included angle of one triangle are equal in measure with two
sides and its non-included angle of another triangle. Which of these statements
will be true?
a. The two triangles are congruent.
b. The triangles have same size and shape.
c. The two triangles will not be congruent.
d. The two triangles may or may not be congruent.

162
For 37-38: Refer to the following informations:
Given: ̅̅̅̅
𝑃𝐿 ≅ ̅̅̅̅
𝐴𝐿
∠ PLN and ∠ ALN are right angles
Prove: ∆ PLN ≅ ∆ ALN

37. Which of the figures below will suit the information above?
a. P b. P c. P d. P
L A
L N
N A L N N L
A A
38. ∆ PLN and ∆ ALN can be proven congruent by which postulate?
a. LA b. HyA c. HyL d. LL

For 39 – 43. Refer to the figure below.

A
C T I N ̅̅̅̅ ≅ 𝐺𝑁
Given: 𝐴𝑁 ̅̅̅̅
G ̅̅̅
𝐴𝐼 ≅ 𝐼𝐺̅̅̅

39. If AN = 40 cm., how long is GN?

a. 20 cm b. 30 cm c. 40 cm d. 50 cm
40. Which triangle is congruent to triangle TIA?
a. Δ TIG b. Δ ATI c. Δ TGI d. Δ TNG
41. Which segment bisects angle ANG?
̅̅̅̅
a. 𝐴𝑇 ̅̅̅̅
b. 𝑁𝐼 ̅̅̅̅
c. 𝐶𝑇 ̅̅̅
d. 𝑇𝐼
42. If segment AC and segment CG are drawn, then ____ will bisect angle ACG and
segment AG.
̅̅̅.
a 𝑇𝐼 ̅̅̅̅
b. 𝑁𝐼 ̅̅̅̅
c. 𝐴𝑇 ̅̅̅̅
d. 𝑇𝐶
43. The group of points below are collinear except _____.
a. A, T, G b. T, I, N c. N, C, T d. A, I, G
44. What idea will complete the meaning of the sentence below?
“B is between A and C if and only if A, B, and C lie on one line, and _______.”

a. /AB/ + /BC/ = /AC/ b. /AB/ + /AC/ = /BC/

c. /AC/ + /BC/ = /AB/ d. /BC/ + /BC/ = /AC/

45. Which angles in the illustrations are adjacent?

a. b. c. d.

46. The measure of angle A is 5m + 7 while its complement angle J measures 3m – 5.

What is the value of “m” ?
a. 44 b. 45 c. 46 d. 48
47. How is “distance from a point to a line” defined?
a. It is the length of any two points on the line.
b. The distance from a point to the line is constant.
c. It is the measure of the space between the point and the line.
d. The length of the perpendicular segment from the point to the line.
48. These angles are always congruent. What are these angles?
a. acute angles b. right angles
c. obtuse angles d. vertex angles

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For 49-50. Refer to the figure below.
P
7 + 4k 5
S A L

9 +2k 5
M
49. What is the value of k ?
a. 4 b. 3 c. 2 d. 1

50. What is the perimeter of triangle PSM?

a. 32 b. 30 c. 26 d. 18

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164
 Third Quarter Pre-Test in Mathematics 8
(Answer Key)

1 d 14 c 27 b 40 a
2 c 15 b 28 c 41 b
3 c 16 a 29 c 42 d
4 a 17 d 30 b 43 d
5 b 18 d 31 a 44 a
6 d 19 b 32 d 45 b
7 d 20 d 33 a 46 a
8 b 21 b 34 c 47 d
9 c 22 c 35 d 48 b
10 d 23 c 36 c 49 d
11 b 24 d 37 c 50 a
12 d 25 a 38 d
13 a 26 b 39 c

165
 Third Quarter Post Test in Mathematics 8

Direction: Understand each question/problem properly, then select the best answer
from the given choices by writing only the letter corresponding to it.
1. How many geometric ideas are referred to as “undefined terms”?
a. 3 b. 2 c. 1 d. 0
2. Which of these is the best illustration of a point?
a. a ball b. the moon c. wall clock d. grain of sand
3. Pedro walks home from work. One day, he noticed that after walking in a seemingly
straight path he then turned slightly to the left to reach the house. Which of these is
best illustrated?
a. curve b. angle c. line d. triangle
4. The part of a line with two endpoints is a ______.
a. ray b. line c. half-line d. line segment
5. Mathematical statement that need to be proven.
a. axiom b. corollary c. theorem d. postulate
6. If two points belong to a plane, then the line determined by the two points is
contained in the plane. This statement is considered a ______.
a. postulate b. theorem c. guess d. axiom
7. Two triangles are congruent if their ______can be paired so that their corresponding
angles and corresponding sides are congruent.
a. sides b. angles c. vertices d. shapes
8. The sum of the measures of the angles of an scalene triangle is 1800. How about the
sum of the measures of the angles of an obtuse triangle?
a. 900 b. 1800 c. 2700 d. 3600
9. Based on similar markings, which is not true about the two triangles?
a. The two triangles have the same size and shape.
b. The two triangles can overlapped each other.
c. The two triangles will not fit each other.
d. The two triangles are congruent.
10. It is a mathematical statement which does not need to be proven.
a. axiom b. theorem c. corollary d. postulate
11. How many triangles are there according to angles?
a. 1 b. 2 c. 3 d. 4
12. How many triangle congruence postulates were there to prove triangle congruence?
a. 4 b. 3 c. 2 d. 1
13. Which of these statements can be proven by triangle congruence?
a. A diagonal of a rhombus divides it into congruent triangles.
b. Every angle bisector of a quadrilateral divides it into congruent triangles.
c. Every altitude of an isosceles triangle divides it into congruent triangles.
d. Congruent triangles can be formed from any right triangles when cut along
the right angle.
14. Which figure illustrates ASA Congruence Postulate?
a. b.
𝑇𝑦𝑝𝑒

𝑇𝑦𝑝𝑒 𝑇𝑦𝑝𝑒
𝑇𝑦𝑝𝑒

c. d.

𝑇𝑦𝑝𝑒 𝑇𝑦𝑝𝑒

166
15. Given the isosceles trapezoid at the right, which corresponding parts of the triangle ADC
and triangle BCD can be proven easily as congruent?
a. three corresponding sides A B
b. any two corresponding sides and its included angle
c. any two corresponding angles and its included side
d. any two corresponding angles and a corresponding side C D
16. What are the kinds of angle?
a. acute, chronic, malignant b. acute, obvious, correct
c. simple, average, difficult d. acute, obtuse, right
17. Which other corresponding parts must be congruent in order that the two triangles
are congruent by ASA Congruence Postulate?
L S
̅̅̅̅ ≅ ̅̅̅̅
a. 𝐿𝐴 𝑆𝑁 b. ∠𝑊 ≅ ∠𝑁
c. ∠𝐿 ≅ ∠𝑆 d. ̅̅̅̅
𝐴𝐿 ≅ 𝐼𝑆 ̅ A W I N

18. These materials are used to make geometric constructions.

a. ruler and pencil b. chalk and board
c. triangle and protractor d. compass and straightedge
19. Which triangle congruence postulate uses two angles and an included side?
a. SSS b. SAA c. SAS d. ASA
20. An angle bisector of the right angle of a right triangle is always perpendicular to the
opposite side. This statement is ______.
a. true b. false c. baseless d. sometimes true
21. Ton and Mon are each making a triangle. They want that the triangles are
congruent. Now, Ton took two pieces of sticks each measuring 25 cm and 50 cm,
respectively. Then, formed an angle with it measuring 50 degrees before
connecting the third side. Should Mon do the same too?
a. no b. yes c. maybe d. he can try
22. For two triangles to be congruent, how many corresponding sides must be
congruent?
a. 3 b. 2 c. 1 d. none
23. If two lines formed a right angle, then the two lines are _____?
a. the same b. not coplanar c. perpendicular d. parallel
24. If the hypotenuses of two congruent right triangles are exactly attached, then the
hypotenuse become _______ of the angle formed by the adjacent acute angles of
the two right triangles.
a. a side b. a divisor c. a common side d. an angle
bisector
25. How many corresponding parts of two triangles must be proven to be congruent
before the two triangles can be congruent?
a. 1 b. 2 c. 3 d. 4
26. A triangle which is not divided into congruent triangles by any of its median is not
an equilateral triangle. This statement is considered _____.
a. false b. true c. a theorem d. a corollary
27. What can you say about this statement?
“It is possible for a triangle to be both obtuse and scalene. “
a. It is untrue. b. It is true.
c. It will never happen. d. It is hard to illustrate.
28. Which of the following does not describe the creation of a plane?
a. tiling b. road making c. cloud seeding d. wall painting
29. If x is the measure of an obtuse angle then ______.
a. 00 < x < 1800 b. 00 > x > 1800 c. 00 < x > 1800 d. 00 > x < 1800

167
30. Give the congruence statement that can prove the congruence of the two triangles
below.
a. SSS b. SAS
c. ASA d. SAA
31. Two ______ lines are ______ if and only if they _______.
a. coplanar, parallel, do not intersect
b. parallel, coplanar, do not intersect
c. coplanar, do not intersect, parallel
d. parallel, do not intersect, coplanar
32. Which of the following supports the existence of a mathematical system?
i. Mathematics cannot exist with numbers only.
ii. Part of the mathematical system are the properties and deduction of
geometry, measurement, and statistics.
iii. Illustrations, equations, and solutions are needed to establish truthfulness.
a. i and iii b. i and ii c. ii and iii d. i, ii, and iii
33. It illustrates two half-planes which are parallel.
a. b. c. d.

34. Based on similar markings which are the corresponding congruent parts of the two
triangles?
a. ∠ A ≅ ∠ K b. ∠ B ≅ ∠ C A
∠C ≅ ∠B ∠C ≅ ∠B
̅̅̅̅
𝐵𝐶 ≅ ̅̅̅̅
𝐵𝐶 ̅̅̅̅
𝐵𝐶 ≅ ̅̅̅̅
𝐵𝐶 B

c. ∠ ACB ≅ ∠ KBC d. ∠ ABC ≅ ∠ BCK C

∠ BCK ≅ ∠ CBA ∠ KBC ≅ ∠ ACB
̅̅̅̅ ≅ 𝐵𝐶
𝐵𝐶 ̅̅̅̅ ̅̅̅̅ ≅ 𝐵𝐾
𝐴𝐶 ̅̅̅̅ K
35. Which pair of angles have a total measure equal to 1800?
a. linear pair b. vertical angles
c. complementary angles d. supplementary angles
36. The corresponding angles of two triangles are congruent. Which of these
statements is true?
a. The two triangles are congruent.
b. The triangles have same size and shape.
c. The two triangles will not be congruent.
d. The two triangles may or may not be congruent.
37. What idea will complete the meaning of the sentence below?
“B is between A and C if and only if A, B, and C lie on one line, and _______.”
a. /AB/ - /BC/ = /AC/ b. /AB/ + /AC/ = /BC/
c. /AB/ + /BC/ = /AC/ d. /AC/ - /BC/ = /AC/
38. Which angles in the illustrations are adjacent?
a. b. c. d.

39. The measure of angle A is 5m – 42 while its supplement angle J measures 3m – 34.
What is the value of “m” ?
a. 44 b. 37 c. 32 d. 28
40. What are the angles that are always congruent?
a. acute angles b. right angles c. obtuse angles d. vertex angles

168
41. How is “distance from a point to a line” defined?
a. The length of the perpendicular segment from the point to the line.
b. It is the measure of the space between the point and the line.
c. The distance from a point to the line is constant.
d. It is the length of any two points on the line.

For 42 – 46. Refer to the figure below.

A
C T I N Given: ̅̅̅̅
𝐴𝑁 ≅ ̅̅̅̅
𝐺𝑁
G ̅̅̅
𝐴𝐼 ≅ ̅̅̅
𝐼𝐺

42. If AN = 37 cm., how long is GN? a. 20 cm b. 30 cm c. 37 cm d. 45 cm

43. Which triangle is congruent to triangle TNA?
a. Δ TIG b. Δ ATI c. Δ TGI d. Δ TNG
44. Which segment is not perpendicular 𝐴𝑇 ̅̅̅̅?
a. ̅̅̅
𝑇𝐼 b. ̅𝑁𝐼
̅̅̅ c. ̅̅̅̅
𝐶𝑇 d. ̅̅̅̅
𝑇𝑁
45. If segment AC and segment CG are drawn, then ____ will bisect angle ACG and
segment AG.
̅̅̅
a 𝑇𝐼. b. ̅𝑁𝐼
̅̅̅ c. ̅̅̅̅
𝐴𝑇 d. ̅̅̅̅
𝑇𝐶
46. The group of points below are collinear except _____.
a. A, T, G b. T, I, N c. N, G, T d. N, C, T

For 47-48. Refer to the figure below.

P
5
A L
5
M
47. What is the value of k ? a. 4 b. – 3 c. 2 d. – 1
48. What is the perimeter of triangle PAM?
a. 42 b. 58 c. 69 d. 96

For 49-50: Refer to the following informations.

Given: F is on the side of ∆ LIE ; ̅̅̅

𝐼𝐹 ≅ ̅̅̅̅
𝐹𝐸
∠ LFI and ∠ LFE are right angles
Prove: ∆ LIF ≅ ∆ LEF

49. Which of the figures below will suit the information above?
a. F b. L c. I d. E

E F L F
I I F I L
L E E

50. ∆ LIF and ∆ LEF can be proven congruent by which postulate?

a. LA b. LL c. HyL d. HyA

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*** rbjr.2019

169
 Third Quarter Post-Test in Mathematics 8
(Answer Key)

1 a 14 c 27 b 40 b
2 d 15 a 28 c 41 a
3 b 16 d 29 a 42 c
4 d 17 b 30 b 43 d
5 c 18 d 31 a 44 b
6 a 19 d 32 d 45 d
7 c 20 d 33 b 46 c
8 b 21 b 34 c 47 a
9 c 22 a 35 d 48 d
10 d 23 c 36 d 49 c
11 d 24 d 37 c 50 b
12 a 25 c 38 b
13 a 26 b 39 c

170
 Mathematics 8
Third Quarterly Examination
Table of Specifications

COGNITIVE PROCESS DIMENSIONS

Understanding
Remembering
No.

Evaluating
Analyzing
No. of

Applying

Creating
Competencies % of
Days
Items

1. Describes mathematical system 2 5 3 1 1 1

2. Illustrates the need for an axiomatic structure of a mathematical system in
general, and in Geometry in particular: (a) defines terms; (b) undefined terms; (c) 10 25 13 4 3 3 1 1 1
postulates; and (d) theorems
3. Illustrates triangle congruence 2 5 2 1 1
4. Illustrates the SAS, ASA, SSS, and SAA 6 15 7 2 1 1 1 1 1
5. Identifies and solves corresponding parts of congruent triangles 4 10 5 1 1 1 1 1
6. Proves congruence of triangles 4 10 5 1 1 1 1 1
7. Proves statements using triangle congruence 4 10 5 2 1 1 1
8. Applies triangle congruence to identify, show, or construct perpendicular lines
8 20 10 3 2 2 1 1 1
and angle bisectors
Total 40 100 50 15 10 10 5 5 5

171