MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

School: INCAT Grade / Section: Grade 8

Teacher: Lenny Joyce Chinah A. Gapuzan Subject: Mathematics
Date & Time: March 04, 2024 Quarter: 3rd Quarter

A Daily Lesson Plan in Solving Corresponding Parts of Congruent Triangles

I. OBJECTIVES
A. Content Standard: The learner demonstrates understanding of key concepts of
axiomatic structure of geometry and triangle congruence.
B. Performance Standards:
1. The learner is able to formulate an organized plan to handle a real-life situation.
2. 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:
1. Solves corresponding parts of congruent triangles.
D. Learning Objectives:
1. Differentiate the three types of motion for geometric figures;
2. Determine the corresponding angles and sides of two congruent triangles;
3. Solve problems involving corresponding parts of congruent triangles; and
4. Demonstrate enhanced solving skills with cooperation and diligence among
their peers.

II. CONTENT
A.Topic: Solving Corresponding Parts of Congruent Triangles
B.Prerequisite: Triangle Congruence (SSS, SAS, ASA)
C.Methodology: Deductive Reasoning
D.Materials: TV, Laptop, Blackboard, Marker, Chalk, Manila Paper
E.Values: The students will gain mathematical proficiency, critical thinking, and
communication skills.
F. New Concepts: Triangle Congruence Proofs, Triangle Inequalities, Application of
Congruent Triangles

III. LEARNING RESOURCES

A. References
Grade 8 K to 12 Mathematics by Alan M. Pulido and Glicerio D. Solitario Jr. (Amari
Publishing)
Grade 8 Mathematics Quarter 3 – Module 5 Solving Corresponding Parts of Congruent
Triangles First Edition, 2020

B. Other Learning Resources

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

https://hs.pleasantvilleschools.org/ourpages/auto/2017/12/7/53305679/CPCTC%20Pa
cket%20With%20Answers.pdf
https://www.youtube.com/watch?v=bWJOJLwznzM

IV. PROCEDURE

DAILY ROUTINE
Teacher’s Activity Student’s Activity
Good morning, Grade 8 students.
Good morning, ma’am.

Before we start, may I check the attendance.

Are you in your assigned seats?
INTRODUCTORY ACTIVITY
Teacher’s Activity Student’s Activity
Before we start our new lesson, let’s first have
an activity.

I want you to identify which pair of figures are

congruent by inspection.

Which pairs of figures are congruent by

inspection?

1
2

3 4

6
5

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College of Teacher Education

8
7

1 and 7
6 and 3
5 and 4
Very good!

From these given pairs of triangles, we can say

that they are congruent by using the different
kinds of motion. When we say motion, this is
how geometric figures can move from one
place to another.

TYPES OF MOTION

1. By translation (slide) – means sliding

from one position to another without
turning it.

3 6

2. By reflection (flip) – flipping a figure

over a line.

4 5

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College of Teacher Education

3. By rotation (turn) – turning a figure

around a fixed point.

1
7

These are the type of motions used for

geometric figures.
LESSON PROPER
Teacher’s Activity Student’s Activity
Now, I think everyone are now ready for our
topic for today. Let us start.

Let us consider the pair of congruent triangles.

Let ∆ABC and ∆DEF be two congruent

triangles, then we can place ∆ABC on ∆DEF
so as to cover it exactly. The vertices of ∆ABC
fall on the vertices of ∆DEF in the following
order A ↔ D, B ↔ E, C ↔ F.

Thus, the order in which vertices match

automatically determines the correspondence
between the sides and angles of the triangle.
Corresponding parts are also called matching
parts of triangles.

So, we have six equalities:

In congruent triangles, we will notice six

correspondences between their sides and
angles. The symbol used to denote
correspondence is ‘↔’.

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Corresponding sides are congruent:

AB ↔DE BC↔EF CA↔FD

Corresponding angles are congruent:

∠A↔∠D ∠B↔∠E ∠C↔∠F

If two triangles are congruent, then the

corresponding sides and angles are also
congruent. Therefore, we can say that:

Corresponding sides are congruent:

AB ≅ DE BC ≅ EF CA ≅ FD

Corresponding angles are congruent:

∠A ≅∠D ∠B ≅∠E ∠C ≅∠F

Congruence Statement: ∆ABC ≅ ∆DEF

Make sure that you are writing the correct
order of vertices.

From these sets of corresponding congruent

sides and angles. Let us complete the table:
If angle A is equal to 80 degrees, then what is
the measure of angle D?
80, ma’am.

If Then
∠𝐴 = 80° ∠𝐷 = 80°

Correct! Since angle A is congruent to angle

D, so they have the same measurement.

Next, if ∠𝐴 = 60°, then what is the measure

of ∠𝐵? 60, ma’am.

If Then

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∠𝐴 = 80° ∠𝐷 = 80°
∠𝐴 = 60°

(The teacher will ask frequently until the table

is complete.)

If Then
∠𝐴 = 80° ∠𝐷 = 80°
∠𝐸 = 60° ∠𝐵 = 60°
∠𝐶 = 40° ∠𝐹 = 40°
𝐴𝐵 = 5 𝑐𝑚 𝐷𝐸 = 5 𝑐𝑚
𝐸𝐹 = 10 𝑐𝑚 𝐵𝐶 = 10 𝑐𝑚
𝐷𝐹 = 7 𝑐𝑚 𝐴𝐶 = 7 𝑐𝑚

Let’s have an example:

Example 1: ∆ROS ≅ ∆CAN, solve for x.

R 30° 110°

C
N
x°

Let us give first the corresponding congruent

angles and sides of these two triangles.

Corresponding Corresponding
Congruent Angles Congruent Sides
∠R ≅ 𝑅𝑂 ≅
∠O ≅ 𝑂𝑆 ≅

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∠S ≅ 𝑆𝑅 ≅

We will determine first the corresponding

congruent angles and sides, before we solve
for the unknown or the x-value.

So, ∠R is congruent to ∠C.

Corresponding Corresponding
Congruent Angles Congruent Sides
∠R ≅ ∠C 𝑅𝑂 ≅
∠O ≅ 𝑂𝑆 ≅
∠S ≅ 𝑆𝑅 ≅

(The teacher will ask frequently about the

corresponding angles and sides of the given
two congruent triangles until the table is
complete.)

Corresponding Corresponding
Congruent Angles Congruent Sides
∠R ≅ ∠C 𝑅𝑂 ≅ 𝐶𝐴
∠O ≅ ∠A 𝑂𝑆 ≅ 𝐴𝑁
∠S ≅ ∠N 𝑆𝑅 ≅ 𝐶𝑁

We are asked to solve for x. Thus, the first

thing we need to look at in the given figure are
the possible clues that will help us solve for x.

Question, how do we find x if no measure is

given?

We can determine the measure of this angle

only if there is at least one measurement
provided in ∆CAN. However, since there is a
marking provided on the two triangle
congruences, even if there is no measure in
∆CAN, if there is a single mark, meaning ∠C
is congruent to ∠R.

So, the measure of ∠C is, what?

30 degrees, ma’am.

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Very good! And, since ∠A is congruent to ∠O,

as they have the same markings, then ∠A is
also?
110 degrees, ma’am.
That’s correct.

And, we now have measure of angles in

∆CAN, we can now solve for x.

And in order to find x, this is where the

concept of the Triangle Sum Theorem comes
in.

The Triangle Sum Theorem states that the sum

of the three interior angles of any triangle will
always add up to 180 degrees.

What we will do:

∠𝑥 + 30° + 110° = 180°

∠𝑥 + 140° = 180°
∠𝑥 = 180° − 140°
∠𝒙 = 𝟒𝟎°
Thus, ∠𝑁 = 40°

How about ∠𝑆? Since ∠𝑁 is congruent to ∠𝑆

therefore ∠𝑆 is also equal to 40°.

Understood?

Yes, ma’am.

This is why it’s very important to know the

corresponding angles and sides.

Let’s have another example.

Example 2: ∆SIT ≅ ∆RUN, solve for n.

T
S
40° 50°

90°
I

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

(2n+10)°
N
R

In this case, we already have the unknown.

This means we will be solving algebraically.

Question, how do we determine the measure

of this angle if we don’t know the value of n?

Therefore, we have to solve the value of n

first. For us to determine the measure of this
angle, we will identify the corresponding
congruent angles and sides.

∠S is congruent to what angle?

∠R, ma’am.

((The teacher will ask frequently about the

corresponding angles and sides of the given
two congruent triangles until the table is
complete.)

Corresponding Corresponding
Congruent Angles Congruent Sides
∠S ≅ ∠R 𝑆𝐼 ≅ 𝑅𝑈
∠I ≅ ∠U 𝐼𝑇 ≅ 𝑈𝑁
∠T ≅ ∠N 𝑆𝑇 ≅ 𝑅𝑁
Now, we are asked to solve for n.

∠𝑁 ≅ ∠𝑇

If they are congruent, then they also have the

same measure or they are equal. So, the
measure for ∠𝑁 = 50. But we are finding the
value of n.

Let’s solve for n:

∠𝑁 = ∠𝑇
2𝑛 + 10 = 50
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2𝑛 = 50 − 10
2𝑛 = 40
2𝑛 = 40
2
𝒏 = 𝟐𝟎

So, we now have the value of n which is 20.

Let’s check:

∠𝑁 = (2𝑛 + 10)°

Let’s substitute n to 20, and let’s see if ∠𝑁 and

∠𝑇 are really equal to each other.

∠𝑁 = [2(20) + 10]°
∠𝑁 = [40 + 10]°
∠𝑵 = 𝟓𝟎°

Therefore, ∠𝑁 and ∠𝑇 are congruent.

Let’s have another example:

Example 3: ∆MAN ≅ ∆DEN, solve for x.

M
19 cm

A N
30 cm

4x - 2
E N
6x - 5

Take note, our triangle here is flipped.

Now, let’s find for the corresponding

congruent angles and sides.
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Corresponding Corresponding
Congruent Angles Congruent Sides
∠M ≅ ∠D 𝑀𝐴 ≅ 𝐷𝐸
∠A ≅ ∠E 𝐴𝑁 ≅ 𝐸𝑁
∠N ≅ ∠N 𝑀𝑁 ≅ 𝐷𝑁
We are tasked with solving for x. Since all the
sides of the triangles require finding the x-
value, we will have three sets of solutions.

Let’s start with 𝑀𝐴.

Since,
𝑀𝐴 ≅ 𝐷𝐸
𝑀𝐴 = 𝐷𝐸
19 = 6𝑥 − 5
19 + 5 = 6𝑥
24 = 6𝑥
24 = 6𝑥
6
𝒙=𝟒
Next,
𝐴𝑁 ≅ 𝐸𝑁
𝐴𝑁 = 𝐸𝑁
30 = 4𝑥 − 2
30 + 2 = 4𝑥
32 = 4𝑥
32 = 4𝑥
4
𝒙=𝟖
And lastly, who wants to try to solve for x for
𝑀𝑁 ≅ 𝐷𝑁?

𝑀𝑁 ≅ 𝐷𝑁
𝑀𝑁 = 𝐷𝑁
3𝑥 − 5 = 70
3𝑥 = 70 + 5
3𝑥 = 75
3𝑥 = 75
3
𝒙 = 𝟐𝟓

This is correct. Very good!

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College of Teacher Education

Let’s proceed to another example:

Example 4: ∆CAT ≅ ∆DOG, solve for a, b,

and c. C

T
A 3a

2a + 7
O
G

Okay, complete the table:

Can you identify the corresponding congruent

angles and sides for ∆CAT?

Corresponding Corresponding
Congruent Angles Congruent Sides
∠C ≅ 𝐶𝐴 ≅
∠A ≅ 𝐴𝑇 ≅
∠T ≅ 𝐶𝑇 ≅

Corresponding Corresponding
Congruent Angles Congruent Sides
∠C ≅ ∠D 𝐶𝐴 ≅ 𝐷𝑂
∠A ≅ ∠O 𝐴𝑇 ≅ 𝑂𝐺
∠T ≅ ∠G 𝐶𝑇 ≅ 𝐷𝐺

Very good!

Let’s solve for a:

𝐴𝑇 ≅ 𝑂𝐺
𝐴𝑇 = 𝑂𝐺
3𝑎 = 2𝑎 + 7
3𝑎 − 2𝑎 = 7
𝒂=𝟕

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Let’s check if they are really equal to each

other:
𝐴𝑇 = 3𝑎
𝐴𝑇 = 3(7)
𝑨𝑻 = 𝟐𝟏
𝑂𝐺 = 2𝑎 + 7
𝑂𝐺 = 2(7) + 7
𝑂𝐺 = 14 + 7
𝑶𝑮 = 𝟐𝟏

They have the same measure.

Therefore, 𝐴𝑇 is congruent to 𝑂𝐺.

Kindly do the same to b and c.
Solve for b:
𝐶𝑇 ≅ 𝐷𝐺
𝐶𝑇 = 𝐷𝐺
2𝑏 + 11 = 5𝑏 − 1
2𝑏 − 5𝑏 = −1 − 11
−3𝑏 = −12
−3𝑏 = −12
−3
𝒃=𝟒

𝐶ℎ𝑒𝑐𝑘:
𝐶𝑇 = 2𝑏 + 11
𝐶𝑇 = 2(4) + 11
𝐶𝑇 = 8 + 11
𝑪𝑻 = 𝟏𝟗

𝐷𝐺 = 5𝑏 − 1
𝐷𝐺 = 5(4) − 1
𝐷𝐺 = 20 − 1
𝑫𝑮 = 𝟏𝟗
Solve for c:
𝐶𝐴 ≅ 𝐷𝑂
𝐶𝐴 = 𝐷𝑂
2𝑐 + 3 = 5𝑐 − 12
2𝑐 − 5𝑐 = −12 − 3
−3𝑐 = −15

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−3𝑐 = −15
−3
𝒄=𝟓
𝐶ℎ𝑒𝑐𝑘:
𝐶𝐴 = 2𝑐 + 3
𝐶𝐴 = 2(5) + 3
𝐶𝐴 = 10 + 3
𝑪𝑨 = 𝟏𝟑

𝐷𝑂 = 5𝑐 − 12
𝐷𝐺 = 5(5) − 12
𝐷𝐺 = 25 − 12
𝑫𝑮 = 𝟏𝟑

Did you understand our topic for today?

Yes, ma’am.
What are the important things you have
learned about solving corresponding parts of
congruent triangles?

(Students’ answer may vary)

Corresponding parts of congruent triangles are

sides and angles that are in the same position
in each triangle and have the same measures.

When two triangles are congruent, their

corresponding parts are equal in length (for
sides) and in measure (for angles).
Great! I can see that you’ve understand well
the lesson.

Now, let’s have an activity. I will let you work

in pairs. On a whole sheet of paper, solve the
corresponding parts of triangle congruence.
Work with the person next to you, but
remember, kindly observe discipline and
don’t make unnecessary noises.

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EVALUATION
Directions: Complete the flowchart below on a separate sheet of paper to summarize what you
have learned about solving corresponding parts of congruent triangles.

V. ASSIGNMENT

I. Solve for the variable

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 MARIANO MARCOS STATE UNIVERSITY
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II. Set up an equation and then solve for the variable.

1. 2.

3. 4.

Prepared by:

LENNY JOYCE CHINAH A. GAPUZAN

Student Teacher

Checked by:

GERSON JEREMY C. ANTONIO, PhD

Cooperating Teacher

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