Annex 2B.1 to DepEd Order No. 42, s.

2016
School Sta. Fe National High School Grade Level 8
DETAILED Learning
Teacher Arjean Kris E. Liwat MATH
LESSON Area
PLAN Teaching Dates
June 10, 2023; 7:30 – 8:30 Set Week 3
and Time

1. define triangle congruence;

I. OBJECTIVES 2. determine and write the corresponding parts and congruent parts of
the two congruent triangles; and
3. appreciate the importance of congruent triangles in real-life situation.
The learner demonstrates understanding of key concepts of axiomatic structure of
A. Content Standards
geometry and triangle congruence.

The learner is able to;

B. Performance i. Formulate an organized plan to handle a real-life situation.
Standards ii. 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 with LC The learner illustrates triangle congruence. (M8GE-IIId-1)
code
II. CONTENT Triangle Congruence

III. LEARNING RESOURCES

A. References Mathematics 8, pp. 380-399

1. Teacher’s Guide Mathematics 8, pp. 348-355

pages
2. Learner’s Material Geometry in the real world, pp. 124
pages
3. Textbook pages Math - Google Drive (DEPEDSURSUR-eLMS (depedsurigaodelsur.com)
4. Additional Materials Congruent Triangles – Explanation & Examples (storyofmathematics.com)
from learning https://www.storyofmathematics.com/congruent-triangles
Resource (LR) portal
Geometry of the Eiffel Tower - YouTube
https://www.youtube.com/watch?v=NS7liAhjq64

What's inside of the Eiffel Tower? - YouTube

https://www.youtube.com/watch?v=xpzflTfm8k0

Materials: Laptop, television for visual presentation, chalk, mini whiteboard with dry
erase marker, different pairs of cut triangles, manila paper and fill tip pen.

Strategy: Discovery learning/inquiry-based instruction, flexible grouping and tiered

instruction
B. Other Learning Mathematics 8, pp. 380-399
Resources
IV. Procedures PRELIMINARIES
 The teacher will start with the following with a prayer.
 Greetings
  Checking of attendance
Indicator 5  After the attendance checking, the teacher will set the mood by greeting
again the students and start with affirmation by saying “How are you
today?”. The teacher will also let students tap their shoulders and allow
them to say to themselves, “I am Happy today!” and allow them to smile
to at least 5 persons to show their happiness.
Indicator 4
 After setting the mood, the teacher will also set the standard to ensure
smooth conduct of the classroom activities.
 Arrange the chairs accordingly.
 Do not answer in chorus. Raise hands when you
want to answer or ask a question.
 Ask permission when going out of the classroom.
 Observe silence during discussion. Participate in
class activities.
 Minimize voice when in group tasks to avoid
disturbance.
 Listen when there are presentations.
 The teacher will also remind the students of the health protocols
 Always wear face mask
 Sanitize your hands from time to time
 Observe physical distancing
 Refrain from touching with each other.
 When the class is ready, the teacher starts the lesson.
A. Reviewing previous Students will be grouped in to five, each group contains 7 members (if there is no
lesson or presenting absent). Each question will be flashed on the screen.
the new lesson
There are 12 questions, and each question will be answered in 10 seconds.

Questions to be answered:
1. What is the symbol of congruence?
a. ≡ b. ≈ c. ≅ d. ¿
2. What is the symbol for “corresponds to”?
a. ¿ b. ↔ c. → d. ←
Flexible grouping is a data-
3. What is the sum of the measures of the interior angles of a
driven teaching practice. With
triangle?
this practice, you put students
a. 90 ° b. 120 ° c. 30 ° d.
into temporary groups to work
180 °
together for only as long as is
4. These are two adjacent angles in which the sides form two pairs
needed for them to develop an
of opposite rays.
identified skill or to complete a
a. Complementary angles c. Supplementary angles
learning activity. The groups can b. Vertical angles d. Linear Pair
be heterogeneous (made up of 5. It is the union of three segments determined by three noncollinear
varying skill levels) or points.
homogeneous (made up of the a. Angle b. triangle c. square d.
same skill level). The groups circle
change often based on the 6. It is an angle which measures exactly 90 ° .
learning objective and students’ a. Right Angle c. Acute Angle
needs or interests b. Obtuse Angle d. Straight Angle
7. Point C divides AT into two equal parts. What do you call to
point C?
a. Midpoint c. Angle Bisector
 b. Segment Bisector d. Segment
8. Triangle ABC has a right angle at ∠ B. What triangle is
∆ ABC ?
a. Acute Triangle c. Obtuse Triangle
b. Right Triangle d. Equiangular Triangle
9. Points D, R, and Y lie on the same line. Points D, R, and Y are
said to be?
a. coplanar points c. collinear points
b. noncoplanar points d. noncollinear points
10. If m∠1=66 ° and ∠ 1 ≅ ∠2, then m∠ 2 is equal to?
a. 66 ° c. 88°
b. 99 ° d. 77°
11. ∠ HOB and ∠ BOT share the same vertex at point O and the
same side at ⃗
OB . What is ∠ HOB and ∠ BOT ?

a. Vertical Angles c. Adjacent Angles

b. Complementary Angles d. Supplementary Angles

12. In ∆ DAY below, DS is drawn from vertex D to its opposite side

AY at its midpoint S. What do you call to DS ?
D

A S Y
a. Median c. Altitude
b. Segment Bisector d. Angle Bisector

Answers:
1. C 6. A 11. C
2. B 7. A 12. A
3. D 8. B
4. D 9. A
5. B 10. A

B. Establishing a The teacher will show a video to the students:

purpose for the
lesson Follow-up question:
What is the video all about?
Indicator 1 What figures did you see in the video?
Discovery Learning was introduced by
Jerome Bruner, and is a method of The video contains the history of building the Eiffel tower. It also contains the
Inquiry-Based Instruction. This popular construction or how the Eiffel tower being constructed. The video also shows how to
theory encourages learners to build on
past experiences and knowledge, use enter the tower using the map being shown in the video. It also tackles what’s inside the
their intuition, imagination and creativity, tower.
and search for new information to
discover facts, correlations, and new The French translation for “Eiffel tower” is La tour Eiffel. The French, tour Eiffel, can be
truths.
broken down into 2 parts: "tower" (tour) and "Eiffel (surname)" (Eiffel); Gostav Eiffel.
Based on the research, it can be
conclude that the qualification of The Eiffel Tower is feminine, to be more precise she is the “Iron Lady” as we call her in
problem solving competency of students France. “La” Tour Eiffel which is feminine and not “Le” which is masculine. In French,
who gets discovery learning model on “tour” is feminine.
level 80%, including in medium category
and it show that discovery learning
model effective to improve mathematical
problem solving. (Yunita  The teacher will present the objective by allowing learners to read the
Herdiana, Wahyudin, and Ririn objectives. The teacher will then repeat reading the objective and will
Sispiyati. Effectiveness of discovery
learning model on mathematical problem give a little hint to emphasize the learning goals that students will
solving. AIP Conference achieve at the end of the lesson.
Proceedings 1868, 050028
(2017); https://doi.org/10.1063/1.499515
5 The teacher will then introduce the topic and allow students to read the objectives.
Suphi, N. and Yaratan, H., Effects Of Objectives:
Discovery Learning And Student At the end of the lesson, students will be able to:
Assessment On Academic Success. 1. define triangle congruence;
TOJET: The Turkish Online Journal of 2. determine the corresponding parts and congruent parts of the two congruent
Educational Technology – November
triangles; and
2016, Special Issue for INTE 2016
3. appreciate the importance of congruent triangles in real-life situation.
Indicator 4
 After reading the objectives, the teacher will once again ask if the
learners are ready for the lessons and the activities. The teacher will
repeat the standards set to prompt students to be ready with the
activity.
C. Presenting examples/  After the preliminary activity, the teacher will proceed to the
Instances of the new differentiated tasking. But before giving the instructions, the teacher
lesson will remind the students again with necessary health protocols. After
the protocol, the teacher will give the general guidelines:
 Using the same groupings, the students will gather
Flexible grouping is a powerful
by group in a designated area.
and effective practice for
improving learning. It allows your  Each group will be given an activity sheet.
students to get the right support,  The activity will be performed within 5 minutes only.
in the right way, at the right time. 
 Each group will assign the following roles to the
In this lesson, students will eb members.
grouped and do activities to
Leader One who leads the group
developed a required skill to
learn. Secretary One who writes the answers of the group
Reporter One who reports the output to the class
When flexible grouping is part of Timekeeper One who monitors the time
the classroom routine, there’s Members Will cooperate and participate in constructing
nothing out of the ordinary about ideas
one or more students working
with the teacher on a specific  The teacher will allow the groups to decide first who are assigned with
project. Students who struggle
don’t feel singled out or
the different task in a minute. Once the groups are done with assigning
embarrassed. Because groups tasks, the teacher will present the rubrics. The teacher will instruct also
change frequently and aren’t that this rubric will be used on rating their own output as part of the
based on ability level alone, all presentation.
students have the chance to get
Criteria 3 2 1
to know and work with each
other. In fact, according Promptness The group who The group who The group who
to research, all students in finished the finished the activity finished the activity
classrooms that use flexible activity on or 3 minutes after the more than 5
grouping show academic gains. before the given given time. minutes the given
time. time.
Cooperation All the members 1 member did not More than 1
actively actively participate. member did not
participated in actively participate.
Indicator 6 performing the
 activity.
Accuracy All the answers One answer is not More than one
are correct. correct. answers are not
correct.

 Now the teacher will give the group tasks.

Activity 1: Find My Pair!

There are 6 figures, one figure for each member. Find your partner who is holding the
same shape as yours. After finding your partner/the figure as the same as yours,
answer the following questions:
1. Why/How did you chose your partner? (answers may vary)
Answer: By matching the vertices of the two triangles.
2. After finding the pair of the triangle, describe the two figures. What can you say
about the size and shape of the two figures?
Answer: The two are triangles and congruent.

Activity 2: Look for me in the MAP!

Directions: Look for the correct place of the three triangles shown in the Geogebra app
in the given triangle map.

Follow up questions:
1. How did you find the correct place of the three triangles?
Answer: By looking at the same shape and size.
2. After finding the correct place of the given three triangles, what can you say
about the size and shape of the location of the three triangles?
Answer: The size and shape of the location of the triangle and the triangle is
the same.

Activity 3: Find my twin!

Students will be given the following objects inside a basket:
1. 1 peso coins (2 pcs.)
2. Protractor (2 pcs)
3. Spoon (2 pcs)
4. Fork (2 pcs)
5. Calamnsi (2 pcs)
6. White board eraser (2 pcs)
 Directions: Find and group the objects that looks identical. After grouping them, answer
the following questions:
1. How did you group the objects?
Answer: grouping them with the same object.
2. After grouping the objects, what can you say about the size and shape of the
objects?
Answer: The objects have the same size and shape.

Activity 4: Find my congruence!

Directions: Find the congruent objects.

Follow up questions:
1. How did you answer the activity?
Answer: By finding which of the given objects are congruent.
2. After finding the pair of congruent figures, what can you say about the size and
shape?
Answer: The congruent figures has the same shape and figure.

Activity 5: Watch Me!

Watch the video (in the tv). Answer the question that follow.

Questions:
Activity 3
1. What is the video all about?
It is about the application of triangles in real life.
2. What figure is present in the video?
Triangle
3. Is triangle important to real life? Why or How?
Yes, the shape itself make a particular infrastructure stronger. In the video, the
truss which is in triangle shape is being demonstrated that if a triangle truss
being used in a bridge and there is someone walking across the and sits foot
above the vertex, there is a downward force and this force is redirected by two
smaller forces because of the truss. The two sides of triangle has each slanting
downward force. As a result the vertical force is split, redirected. That makes
possible that a by using triangle shape as a truss, a bridge can carry a lot of
weight.

The answers will be checked together using the rubric.

D. Discussing new The teacher will ask questions to elicit responses from the students. In case
concepts and students find it difficult to answer the questions the teacher can use Tagalog
practicing new skills language to allow learners to understand the questions better. In case learners’
#1 answers are needing more support, other learners will be called through the
same method, or the teacher may shift to voluntary modality to allow other
learners who are ready to share to answer the questions. The teacher must
Indicator 2 & Indicator 5 ensure also those other learners are given a chance to share their answers.

Follow-up questions:
1. From the activity, when can we say that the two triangles are congruent
triangles?

Answer: Two triangles are congruent if and only if their vertices can be paired
so that corresponding sides are congruent and corresponding angles are
congruent.

Investigate: Given ∆ ABC and ∆≝¿ , verify that the two triangles are congruent by
matching vertices of the two triangles.

Corresponding sides means sides on the same location.

Corresponding angles means angles on the same location.
B E

A C F D

a. First Match: ∆ ABC ↔ ∆ EDF

b. Second Match: ∆ ABC ↔ ∆ EFD
c. Third Match: ∆ ABC ↔ ∆≝¿

Fill up the table below.

Match Corresponding Congruent or Corresponding Congruent or
Sides not Angles not
congruent? congruent?
First
Second
Third

Answer:
Match Corresponding Congruent or Corresponding Congruent or not
Sides not Angles congruent?
congruent?
First AB↔ ED Not congruent ∠ A ↔∠ E Not congruent
BC ↔ DF ∠ B↔ ∠ D
AC ↔ EF ∠ C ↔ ∠F
Second AB↔ EF Not congruent ∠ A ↔∠ E Not congruent
BC ↔ FD ∠ B↔ ∠ F
AC ↔ DF ∠C ↔ ∠ D
Third AB↔ DE Congruent ∠ A ↔∠ D Congruent
BC ↔ EF ∠ B↔ ∠ E
AC ↔ DF ∠ C ↔ ∠F

Question:
2. Which of the three matchings are two triangles congruent?
Answer: The third matching.

3. How many parts of corresponding parts are congruent?

Answer: There are 3 congruent corresponding side and 3 congruent

corresponding angles. Therefore, there are six (6) corresponding parts which
are congruent.
 4. In naming congruent triangles, does the order of the letter representing the
vertices important? Why?

Answer: In naming congruent triangles, the order of the letters representing the
vertices of one triangle shall be written in the same order as their
corresponding vertices in the other triangle. This is to make sure that the
corresponding parts are can be paired.
Pairing the parts of one group to the parts of another group is called
correspondence. Correspondence uses the notation “↔”.

5. How will we know that the corresponding angles and sides of two triangles are
congruent when it is just being drawn?

Answer: The congruent parts of congruent triangles can be determined with the help of
arcs and tick-marks.

 After the series of processing questions the teacher will wrap up these series
by asking questions about what they understood the activities. This is to ensure
that learners are now ready for the discussion of the lesson. The teacher will
make sure that there is smooth transition from process questions so that
learners will see the connectivity of the activities and the lessons.
E. Continuation of  The teacher will provide key inputs and discussions of the lesson proper. The
discussion of new key inputs will deepen the knowledge of students through some sort of
concepts leading to discussion, simple question, and answer portion and some sort of sharing on
formative assessment the lessons. The teacher might as well use translation on terms that are
difficult or not common to learners.
The teacher will allow students do a board work.

Example 1:
∆ CAT ≅ ∆ DOG . Write down the pairs of corresponding parts.

Example 2:
Provide that the two triangles are congruent as shown below. List down the pairs of congruent
angles and congruent sides and then name the congruent triangles.

Answers:
Example 1
Corresponding Angles: Corresponding Sides:
∠C ↔∠ D CA ↔ DO
∠ A ↔∠ O CT ↔ DG
∠ T ↔ ∠G AT ↔ OG
Example 2
Congruent Angles Congruent Sides:
∠ A ≅∠O PS ≅ NS
∠P≅∠ N PA ≅ NO
∠ PSA ≅ ∠ NSO SA ≅ SO
F. Developing Mastery A video will be shown if the group of students are those students who has difficulty in
(Leads to formative comprehending the lessons. The video will also explain further about triangle
Assessment 3) congruence. (if there is a lot of time).

After the video presentation and the giving of examples, the teacher will give a group
activity to foster mastery of the lesson. With the same groupings, the students will
answer the activity given to them.

Let us see how far you have learned about the congruent triangles by answering each
question in the diagram below. With the same groupings, write your answer in the small
white board provide. Consider the figure at the center.

Answer:
1. M ↔ M
C↔ R
O↔E
2. ∠ M ↔∠ M
∠ C ↔ ∠R
∠ O↔ ∠ E
3. MO ↔ ME
CO ↔ ℜ
CM ↔ RM
4. ∠M ≅∠M
∠ C ≅∠ R
∠O ≅∠ E
5. MO ≅ ME
CO ≅ ℜ
CM ≅ RM
6. ∆ MER ≅ ∆ MOC
G. Finding practical Questions:
 applications of 1. In your community or at home, have you seen application of triangle
concepts and skills in congruence?
daily living 2. Cite some examples of where triangle congruence is being used/useful?

In the video, in the history of Eiffel tower, people didn’t appreciate the tower. To them it
was ugly and dangerous that it might fall down. However, people started to realize that it
is very useful since it is very valuable to transmit wireless radio signals. It continues to
used communications today with 100 antennas on it. Communication is really important
especially today that we cannot move easily from one place to another because of
covid-19. Eiffel tower might be dangerous to look at because of its height and the
materials used in it yet it is very strong because of the triangles in it.

We have many towers here in our country that transmit signals also. As we look at it,
materials used formed triangles and there are congruent triangles to form it
symmetrically.

(If there is enough time, students can watch another video.)

H. Making The teacher will ask the students to generalize the lesson.
generalizations and
abstraction about the Question:
What have you learned today?
lesson
I. Evaluating learning One of the structural applications of triangles is seen in bridges. In the illustration below,
there are pairs of congruent triangles.

Directions:
1. Select a pair of congruent triangles.
2. Label these triangles as ∆ SAF and ∆ EAF .
3. Put similar markings to show clearly the congruent sides and congruent angles.
4. List down the corresponding congruent parts of the congruent triangles.

Answer:

Congruent Angles:

1. ∠ A ≅ ∠ A
∠ F≅∠ F
∠ S≅∠E
2. AS ≅ AE
SF ≅ EF
AF ≅ AF

J. Additional Activities I. Do as directed. Use the box provided for your answer.
 for application or Given: ∆ RED ≅ ∆ ERA
remediation

1. Separate the overlapping triangles.

2. Put identical/similar markings to show clearly
the congruent sides and congruent angles.

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation.

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
lessons.

D. No. 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
used/discover which I wish
to share with other
teachers?

Prepared by:

ARJEAN KRIS E. LIWAT

Subject Teacher/ T-II

Noted by:
JOSEPH R. DELOPERE
Principal III