School Cayucay National High Grade Level 8

School
Teacher Rosemarie T. Bernal Learning Area MATHEMATICS
Teaching Dates MARCH 20, 2023 Quarter Third Quarter
DETAILED LESSON and Time 7:45-8:45 am and 1:00-
PLAN 2:00 pm

Quarter 3, Week 6
I. OBJECTIVES
The learner demonstrates understanding of key concepts of axiomatic structure of
A. Content standards
geometry and triangle congruence
The learner is able to
a. Formulate an organized plan to handle a real-life situation
b. Communicate mathematical thinking with coherence and clarity in
B. Performance Standards
formulating, investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and accurate
representations.
Most Essential Learning Competency: The learner proves two triangles are
congruent (M8GE-IIIg-1)

At the end of the discussion the learner should be able to:

C. Learning Competencies / a. Define other geometric properties, theorems, and postulate in proving
Objectives triangle congruence.
b. Use SSS triangle congruence postulates and theorems to prove that two
triangles are congruent
c. Use the two-column proof in proving two triangles are congruent

II. CONTENT PROVING TRIANGLE CONGRUENCE

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages ADM Mathematics 8 Quarter 3-Module 6, pp. 6-23
3. Textbook pages Exploring Mathematics 8, pp. 339-348; Geometry, pp. 241-249
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources

C. Materials PowerPoint Presentation and chalk and board

IV. PROCEDURE
Before we procced with the new lesson, let us put on test your understanding and
learning of the previous lesson.

Activity: Give Me!

I. Using the given congruent parts, state the postulate or theorem

that proves ∆ JAS ≅ ∆ MIN

a. JS ≅ MN , ∠ J ≅ ∠ M , JA ≅ MI
b. ∠ S ≅ ∠ N ,∠ A ≅ ∠ I , SA ≅ ¿
c. ∠J ≅ ∠ M ,∠ A ≅ ∠ I , SA ≅ ¿
(Pre-Developmental)
A. Reviewing Previous Lesson
II. Give additional congruent parts needed to prove that
or Presenting the New Lesson
∆ CAR ≅ ∆ TOY by theindicated postulate .

a. AR ≅ OY ,∠ R ≅∠Y ; SAS
b. ∠C ≅∠T , AC ≅ OT ; ASA
c. ¿ ≅ CA , TY ≅ CR ; SSS

REVIEW

We say two triangles are congruent if they have exactly the same shape and size.
 Specifically, two triangles are congruent if and only if their vertices can be made to
coincide so that corresponding sides are congruent and corresponding angles are
congruent, then it is sufficient to prove that two triangles are congruent.

Let us recall the conditions under which two triangles are congruent.
The SSS If AB ≅ DE , BC
Congruence ≅ EF , and AC ≅ DF ,
Postulate ∴ ∆ ABC ≅ ∆ DEF
by the SSS
If three sides of one Congruence Postulate
triangle are congruent
to the corresponding
sides of the other
triangle, then the two
triangles are
congruent.
The ASA If ∠ A ≅ ∠B (A),
Congruence AB ≅ DE (S), and ∠
Postulate B ≅ ∠ E (A), then
∆ ABC ≅ ∆≝¿
If two angles and
included side of one
triangle are congruent
to the corresponding Note: Included side is the
two angles and the side whose end points are
included side of the vertices of the two given
another triangle, then angles. In the diagram, AB
two triangles are is the included side of ∠A
congruent. and ∠B

The SAS If AB ≅ DE ,
Congruence ∠ B ≅ ∠ E ,∧BC ≅ EF , then ∆ ABC
Postulate

If two sides and the

included angle of one
triangle are congruent
to the corresponding
two sides and the
included angle of Note: Included angle is the
another triangle, then angle formed by two given
the two triangles are side. In the diagram, ∠ B is
congruent. the included angle of sides
BA and BC . ∠ E is the
included angle of sides ED
and EF . In order to use the
side-angle-side postulate,
we must be able to identify
the appropriate sides and
angles.
DRILL

Activity: IDENTIFY ME!

Direction: Identify whether the given figure corresponds to the triangle
congruence postulate. If it is Side-Side-Side (SSS) congruence postulate do the
love scar pose, if it is Side-Angle-Side (SAS) do the dab pose, and if it is Angle-
Side-Angle (ASA) do the finger heart sign.
B. Establishing a purpose for
the lesson

Now that you have already an in depth understanding regarding Triangle

Congruence Postulate, let us now proceed with our new lesson, proving two
congruent triangles.
 In previous lesson, we showed how triangles are congruent according to the
definition of congruent triangles. However, there are ways to know whether or not
two triangles are congruent with less information than all 6 pairs of corresponding
parts. When working with 3 measurements (angles, or sides or a combination of
the two), there are 4 possible arrangements:

SIDE-SIDE-SIDE ANGLE-ANGLE-SIDE
Congruence Postulate Congruence Postulate

SIDE-ANGLE-SIDE ANGLE-SIDE-ANGLE
Congruence Postulate Congruence Postulate

(Developmental)
C. Presenting Example 1: Use the SSS Congruence Postulate
Examples/Instances of the New
Lesson Does the diagram give enough J
information to show that the triangles are H L
congruent? Explain

Solution: K

From the diagram, we know that HJ ≅ LJ ∧HK ≅ LK .

By the Reflexive Property, you know that JK ≅ JK .

Answer:

Yes, enough information is given. Because corresponding sides are congruent, we

can use the SSS Congruence Postulate to conclude that ∆ HJK ≅ ∆ LJK

Discussing New Concepts and Practicing New Skills

D. Discussing New Concepts
and Practicing New Skills
Vertical Angles Theorem

If two angles are vertical

angles, then they are
congruent. 2
1
4

Abbreviation: Vert. ∠ s are ≅

Example:
∠ 1 ≅ ∠ 3∧∠2 ≅ ∠ 4
PROPERTIES OF
TRIANGLE
CONGRUENCE
Reflexive Property of A

Triangle Congruence
∆ ABC ≅ ∆ ABC B C

Symmetric Property of
Triangle Congruence
If
∆ ABC ≅ ∆ FEG , then ∆ EFG ≅ ∆ ABC .
Transitive Property of
Triangle Congruence
If
∆ ABC ≅ ∆ EFG∧∆ EFG ≅ ∆ JKL, then∆ ABC ≅ ∆ JKL.

MEDIAN OF A TRIANGLE
A median of a triangle is a
segment with endpoints being
a vertex of a triangle and the
midpoint of the opposite side.

Equilateral Triangle
A triangle is equilateral if and
only if it is equiangular.
Example: If
∠ A ≅ ∠ B ≅ ∠ C , then AB ≅ BC
≅ CA
Perpendicular Line Segment Midpoint
If AB ⊥ AC then If A is the midpoint of BC , then AB=AC
∠ BAC is a ¿ angle
Line Segment Bisector
A line, ray or segment which
cuts another line segment into
two equal parts.
If AB bisects PQ at B, then
PB ≅ QB
Writing Proofs: A proof is a convincing argument that shows why a statement is
true. A two-column proof has numbered statements and reasons that show the
logical order of the argument. Each statement has a reason listed to its right.

Steps in Proving Congruence of Two Triangles

 Identify what the given are, and what is to be proved. Marked the given
information on the diagram.
 Identify the congruence theorem to be used and the additional information
and why
 Write down the statements and the reason in a two-column proof. Make
the last statement contains what should be proved.

Now, let us apply the congruence postulates and theorems in proving congruent
triangles using the illustrative examples below.

Example 1
 Base on the figure below, prove that ∆ REC ≅ ∆CAR .
C A

E R

Step 1: Identify what the given are, and what is to be proved.

Given: ℜ ≅ CA , EC ≅ AR
Prove: ∆ REC ≅ ∆CAR

Step 2: Identify the congruence theorem to be used and the additional information
and why.

CR is the common side of ∆ REC ≅ ∆ CAR ,so by reflexive property. Hence, SSS
congruence postulate can be used to prove ∆ REC ≅ ∆CAR because each of the
three sides of ∆ REC is congruent respectively to the three sides of ∆ CAR .

Step 3: Write down the statements and the reason in a two-column proof. Make
the last statement contains what should be proved.

Two-column proof:
Statements Reasons
1. ℜ ≅ CA , EC ≅ AR Given
1. CR ≅ CR Reflexive Property of Congruence
2. ∆ REC ≅ ∆ CAR SSS Congruence Postulate

Example 2
Given: RP ≅ RT ; RX bisects PT
Prove: ∆ PRX ≅ ∆ TRX R

Proof: P T
X

Statements Reasons
1. RP ≅ RT Given
2. RX bisects PT Given
3. X is midpoint of PT Definition of line bisector
4. PX ≅ XT Definition of Midpoint
5. RX ≅ RX Reflexive Property of Congruence
6. ∴ ∆ PRX ≅ ∆TRX SSS Congruence Postulate
We were able to show the congruence of the two triangles using SSS congruence
postulate.
Try this!

Study the picture at the right.

E. Developing Mastery Do you have enough information to

prove the two triangles in the bridge
congruent? If so, so write a two-
column proof.

Activity: MY HOME!

(Post-Developmental) 1. Trusses in our houses form congruent

F. Finding Practical Application triangles similar to the picture at the
and Skills in Daily Living right.

Given: HO ≅ MO , HE ≅ ME
Prove: ∆ HOE ≅ ∆ MOE
 Complete the table below.

Proof:
Statements Reasons
1. HO ≅ MO , HE ≅ ME
2. Reflexive Property
3. ∆ HOE ≅ ∆ MOE

Question:
How do you find the activity? Did you find it difficult to prove the
congruence of two triangles?

Learners will give a summary of the lesson

Wrapping Up!

To prove that any triangles are congruent we used:

G. Making Generalization and  The SSS Congruence Postulate that states

Abstraction About the Lessons If three sides of one triangle are congruent to the corresponding sides of
the other triangle, then the two triangles are congruent.
 Other geometric properties, definitions and theorems to help prove that
two triangles are congruent.
 The two-column proof to illustrate the proving.

Direction:
Prove that two triangles are congruent by completing the two-column proof.
Provide all the necessary reasons.

Given: ∆ JUG is an equilateral and UN is one of its medians.

Prove: ∆ JUN ≅ GUN U

H. Evaluating Learning
J N
G
Proof:
Statements Reasons
1. ∆ JUG is equilateral and
UN is one of its medians.
2. JU ≅ GU
3. JN ≅ GN
4. UN ≅ UN
5. ∴ ∆ JUN ≅ ∆GUN

Activity: You be the Judge! Decide whether enough information is given to show
that the triangles are congruent. If so, tell which congruence postulate you would
use.

I. Additional Activities for

Application or Remediation

V. REMARKS

VI. REFLECTION
 No. of learners who earned 80%
in the evaluation

No. of learners who require

additional activities for
remediation who scored 80%
below
Did the remedial lessons work?
No. of learners who have caught
up with the lesson
No. of learners who continue to
require remediation
Which of mu teaching strategies
worked well? Why did these
work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?

Prepared by: REY E. PASCUA

JHEREMY R. GARCIA Principal I
ROSEMARIE T. BERNAL Cooperating Teacher
Practice Teacher Noted by:
Checked by: