TRIANGLE CONGRUENCE

POSTULATES
Learning Module in Mathematics 8
Quarter 3 • Module 3 • Week 4

Glenford G. Claro
Developer

Department of Education • Schools Division of Benguet

 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF CAR
Wangal, La Trinidad, Benguet

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of

the Philippines. However, prior approval of the government agency
of office wherein the work is created shall be necessary for
exploitation of such work for profit.”

This material has been developed for the implementation of K-12

Curriculum through the Curriculum Implementation Division (CID)—
Learning Resource Management and Development System (LRMDS). It
can be reproduced for educational purposes and the source must be
acknowledged. Derivatives of the work including creating an edited
version, an enhancement or a supplementary work are permitted provided
all original work is acknowledged and the copyright is attributed. No work
may be derived from this material for commercial purposes and profit.

ii
 PREFACE

This module is a project of the Curriculum Implementation Division particularly

the Learning Resource Management and Development Unit, Department of
Education, Schools Division of Benguet which is in response to the implementation of
the K to 12 Curriculum.

This Learning Material is a property of the Department of Education- CID,

Schools Division of Benguet. It aims to improve students’ performance specifically in
Math.

This learning modules focus on a competency that can be delivered online,

modular, print or digitized materials and applicable from home schooling or home
study needing enough supervision from parents or adult or brother or sister.

Date of Development : May 2020

Resource Location : SDO Benguet-LRMDS
La Trinidad, District
Learning Area : Math
Grade Level :8
Learning Resource Type : Module
Language : English
Quarter/Week : Q1/W3
Learning Competency/Code : Illustrates SAS, ASA, and SSS congruence
postulates.M8GE-IIId-e-1

iii
 ACKNOWLEDGEMENT
The developer wishes to express his gratitude to those who help in the
development of this learning material. The fulfillment of this learning material would
not be possible without these people who gave their support, helping hand and
cooperation:
To my family and friends for their encouragement and support.

To my co – mathematics teacher’s, for their support, and insightful suggestions

and willingness to help in the development of this module.

To the Education Program Supervisor for Math, Wilfred C. Bagsao, Ph.D. the
Evaluators, and the Division Learning Resource Management and
Development System Staff and the Consultants; and,

Most of all, to the Almighty God, who gives knowledge, wisdom, hope, patience
and guidance throughout the development of this module.

DIVISION LRMDS STAFF:

MELVIN L. ALFREDO ANTIONNETE D. SACYANG

Librarian II Project Development Officer II

SONIA D. DUPAGAN, Ed. D.

EPS-LRMDS

CONSULTANTS:

WILFRED C. BAGSAO
EPS-Mathematics

RIZALYN A. GUZNIAN, Ed. D.

Chief, Curriculum Implementation Division

SAMUEL T. EGSAN Jr., Ed. D.

Office of the Assistant Schools Division Superintendent

BENILDA M. DAYTACA, Ed. D.

Schools Division Superintendent

iv
 Table of Contents
Copyright Notice ......................................................................................... ii
Preface ......................................................................................... iii
Acknowledgement ......................................................................................... iv
Table of Contents ......................................................................................... v
Title Page ......................................................................................... 1
What I Need To Know ......................................................................................... 2
What I Know ......................................................................................... 2
What’s In ......................................................................................... 3
What’s New ......................................................................................... 4
What’s It Is ......................................................................................... 5
Whats More ......................................................................................... 6
What I Have Learned ......................................................................................... 7
What I Can Do ......................................................................................... 7
Post Assessment ......................................................................................... 8
Additional Activity ......................................................................................... 9
Answer Key ......................................................................................... 10
Reference Sheet ......................................................................................... 10

v
TRIANGLE CONGRUENCE
POSTULATES
Learning Module in Mathematics 8
Quarter 3 • Module 3 • Week 4

GLENFORD G. CLARO
Developer
 What I Need To Know
This module will guide you in illustrating SAS, ASA and SSS triangle congruence postulates.
It requires you to recall the concepts on triangle congruence to better understand the learning goals of
this module. Also, this modules provides activities that will help you strengthen your knowledge on
triangle congruence postulates.
Learning Objectives:
1. Define triangle congruence.
2. Illustrate SAS, ASA, SSS triangle congruence postulate.
3. Determine if a two triangle is congruent using SAS, ASA, SSS triangle congruence postulate.

What I Know
Direction: Read and understand each question then choose the letter that corresponds to your answer.

1. It is an angle betweem two sides of a triangle.

A. Included side B. Include angle C. Interior angle D. Exterior angle

2. In ΔMAX, what is the included side between ∠A and ∠X?

̅̅̅̅̅
A. MA ̅̅̅̅̅
B. AM ̅̅̅̅
C. MX D. ̅̅̅̅
AX

3. Suppose ΔABC ≅ ΔFGH by SSS postulate which of the following shows the congruent sides.

̅̅̅̅ ≅ FG
A. AB ̅̅̅̅ B. ̅̅̅̅
AC ≅ FG̅̅̅̅ ̅̅̅̅ ≅ LA
C. CB ̅̅̅̅ ̅̅̅̅ ≅ LA
D. DO ̅̅̅̅
̅̅̅̅
AC ≅ FH̅̅̅̅ ̅̅̅̅ ≅ FH
BC ̅̅̅̅ ̅̅̅̅
AC ≅ HG̅̅̅̅ ̅̅̅̅ ≅ LG
DT ̅̅̅̅
̅̅̅̅
BC ≅ ̅̅̅̅
GH ̅̅̅̅
AC ≅ ̅̅̅̅
HG ̅̅̅̅
BA ≅ GL ̅̅̅̅ ̅̅̅̅
TO ≅ ̅̅̅̅
GA

For numbers 4 – 5, X
M
refer to the figures at the right.
Z

N
Y
L
̅̅̅̅ ≅ XY
4. Suppose that LM ̅̅̅̅, LN
̅̅̅̅ ≅ XZ
̅̅̅̅, what angles must be congruent so that ΔLMN ≅ ΔXYZ by
SAS postulate?
A. ∠M ≅ ∠Y B. ∠L ≅ ∠Z C. ∠L ≅ ∠X D. ∠N ≅ ∠X

5. If ̅̅̅̅
LM ≅ ̅̅̅̅
XY, what angles must be congruent to satisfy that ΔLMN ≅ ΔXYZ by ASA congruence?
A. ∠ M ≅ ∠ Z B. ∠L ≅ ∠ Z C. ∠ L ≅ ∠ X D. ∠ M ≅ ∠ X
∠N≅ ∠Y ∠ M ≅ ∠Y ∠ M ≅ ∠Y ∠N≅ ∠Z

6. If three sides of one triangle are congruent to the corresponding three sides of the another
triangle, then the triangles are congruent. What congruence postulate is described?
A. SSS B. SAS C. ASA D. SAA

2
7. Consider the markings on the diagram below. To prove that ΔACB and ΔDFE are congruent by
SAS postulate, what additional information is needed?
E B
A. ̅̅̅̅ ≅ ̅̅̅̅
EF BC
B. ̅̅̅̅
DE ≅ ̅̅̅̅
AB
C. ∠DEF ≅ ∠ABC
A
D C D. ∠DFE ≅ ∠ACB
F

8. Name the postulate that will make the triangles congruent.

A. SSS Postulate
B. SAS Postulate
C. ASA Postulate
D. Not Possible

9. In ∆𝑆𝑇𝑉, what side is included between ∠S and ∠V?

A. ̅̅̅
ST ̅̅̅̅
B. TV C. ̅SV
̅̅̅ D. ̅̅̅
TS

10. In ∆𝑆𝑇𝑉, what angle is included between ̅̅̅

ST and ̅̅̅̅
VT?
A. ∠S B. ∠V C. ∠T D. ∠N

What’s In
From the your previous lesson on triangle congruence, you learned that two triangles are
congruent if and only if their vertices can be paired such that the corresponding angles are congruent
and the corresponding sides are congruent.

1. Given: ∆ABC ≅ ∆XYZ. Complete the statements below.

̅̅̅̅ ≅
𝐴𝐵 ∠𝐴 ≅
̅̅̅̅ ≅
𝐴𝐶 ∠𝐵 ≅
̅̅̅̅ ≅
𝐵𝐶 ∠𝐶 ≅

2. ∆END ≅ ∆HOP. Mark the congruent corresponding parts of the triangles.

O
E P

N D H

3
 What’s New
Materials: Straigthedge, Protractor, Compass, Scissors

95O

40O
45O
B C

Direction: Using the triangle above, construct a conguent triangle based on each specified method.
Use other sheet of paper in constructing.

1. Construct a triangle in which the three sides are congruent to the three sides of ∆𝑨𝑩𝑪.

• Use a straighedge to draw a line m and select a point Y.

• Use a compass to construct 𝑌𝑍̅̅̅̅ on line m such that 𝑌𝑍
̅̅̅̅ ≅ 𝐵𝐶
̅̅̅̅
• Using Y as the center, draw an arc with radius equal to 𝐴𝐵.̅̅̅̅
• Using Z as the center, draw an arc with radius equal to 𝐴𝐶 ̅̅̅̅ .
• Let X be the point of intersection of the two arcs.
• Draw ̅̅̅̅
𝑋𝑌 and ̅̅̅̅
𝑋𝑍 to form ∆𝑋𝑌𝑍.
• Cut out ∆𝑋𝑌𝑍 place it over ∆𝐴𝐵𝐶. How does ∆𝑋𝑌𝑍 compare to ∆𝐴𝐵𝐶?

2. Construct a triangle in which two sides are congruent to two sides of ∆𝑨𝑩𝑪 and the included
angle is congruent to the included angle of ∆𝑨𝑩𝑪.

• Use a straightedge to draw a line n and select point S.

• Use a compass to construct ̅̅
𝑆𝑇̅̅ on n such that ̅̅
𝑆𝑇̅̅ ≅ ̅̅̅̅
𝐵𝐶
• Use a compass to construct an angle congruent to ∠B using 𝑆𝑇̅̅̅̅ as a side of the angle and
point S as the vertex.
• Use a compass to construct ̅̅̅̅
𝑆𝑅 on the new side of the angle such that ̅̅̅̅
𝑅𝑆 ≅ ̅̅̅̅
𝐴𝐵 .
• ̅̅̅̅ to complete ∆𝑅𝑆𝑇.
Draw 𝑅𝑇
• Cut out ∆𝑅𝑆𝑇 and place over ∆𝐴𝐵𝐶. How does ∆𝑅𝑆𝑇 compare to ∆𝐴𝐵𝐶?

3. Construct a triangle in which two angles are congruent to the two angles of ∆𝑨𝑩𝑪 and the
included side is congruent to the included side of ∆𝑨𝑩𝑪.

• Use straigthedge to draw a line p and select a point M.

• Use a compass to draw ̅̅̅̅̅
𝑀𝑁 such that ̅̅̅̅̅
𝑀𝑁 ≅ ̅̅̅̅
𝐵𝐶
• ̅̅̅̅̅ as a side of the angle and
Use a compass to construct an angle congruent to ∠B using 𝑀𝑁
point M as a vertex.
• Use a compass to construct an angle congruent to ∠C using ̅̅̅̅̅
𝑀𝑁 as a side of the angle and
point N as a vertex.
• Label the point where the new sides of the angles meet L.
• Cut out ∆𝐿𝑀𝑁 and place it over ∆𝐴𝐵𝐶. How does ∆𝐿𝑀𝑁 compare to ∆𝐴𝐵𝐶.

4
 What It Is
Lesson: TRIANGLE CONGRUENCE POSTULATE

A. SSS Congruence Postulate If three sides of a triangle are congruent respectively to the three
(Side-Side-Side) sides of another triangle, then the two triangles are congruent.

A X

B C Y Z
̅̅̅̅ ≅ 𝑿𝒁
If 𝑨𝑪 ̅̅̅̅, 𝑨𝑩
̅̅̅̅ ≅ 𝑿𝒀
̅̅̅̅, and 𝑩𝑪
̅̅̅̅ ≅ 𝒀𝒁
̅̅̅̅, then ∆𝑨𝑩𝑪 ≅ ∆𝑿𝒀𝒁 by SSS Congruence Postulate.

If two sides and the included angle of one triangle are congruent
B. SAS Congruence Postulate
respectively to two sides and the included angle of another triangle,
then the two triangles are congruent.
(Side-Angle-Side)
*Include angle is an angle between two sides of a triangle.
A R

included angle included angle

B C S T

If ̅̅̅̅
𝑨𝑩 ≅ ̅̅̅̅
𝑹𝑺, ∠B ≅ ∠G and ̅̅̅̅
𝑩𝑪 ≅ ̅̅̅̅
𝑺𝑻, then ∆𝑨𝑩𝑪 ≅ ∆𝑹𝑺𝑻 by SAS congruence postulate.

If two angles and the included side of one triangle are congruent
C. ASA Congruence Postulate
respectively to two angles and the included side of another triangle,
then the two triangles are congruent.
(Angle-Side-Angle)
*Include side is a side between two angles of a triangle.
A L

B C M N
included side

If ∠B ≅ ∠M, ̅̅̅̅
𝑩𝑪 ≅ ̅̅̅̅̅
𝑴𝑵 and ∠C ≅ ∠N, then ∆𝑨𝑩𝑪 ≅ ∆𝑳𝑴𝑵 by ASA congruence postulate.

5
 What’s More
Assessment 1.
In each item, name the postulate that will justify the two given triangles to be congruent.

(1) (2)
1. ______________________

2. ______________________

3. ______________________

4. ______________________

5. ______________________

(3) (4) (5)

Assessment 2:
Complete each statement.

1. ∆𝑪𝑨𝑻 ≅ ∆𝑴𝑬𝑵; SSS Postulate

If ̅̅̅̅
𝑪𝑨 ≅ ̅̅̅̅̅
𝑴𝑬, ̅̅̅̅
𝑨𝑻 ≅ ̅̅̅̅
𝑬𝑵, and ___________________

2. ∆𝑩𝑳𝑨 ≅ ∆𝑪𝑲𝑺; ASA Postulate

̅̅̅̅ ≅ 𝑪𝑺
If 𝑩𝑨 ̅̅̅̅, ∠𝑨 ≅ ∠𝑺, and ___________________

3. ∆𝑿𝑴𝑸 ≅ ∆𝑽𝑲𝑶; ___________________

If ̅̅̅̅̅
𝑿𝑴 ≅ ̅̅̅̅
𝑽𝑲, ̅̅̅̅̅
𝑴𝑸 ≅ ̅̅̅̅̅
𝑲𝑶 then ̅̅̅̅
𝑿𝑸 ≅ ̅̅̅̅
𝑽𝑶

4. ∆𝑯𝑰𝑳 ≅ ∆𝑻𝑶𝑷; ___________________

̅̅̅ ≅ 𝑶𝑷
If 𝑰𝑳 ̅̅̅̅, ̅̅̅̅ ̅̅̅̅ then ∠𝑰 ≅ ∠𝑶.
𝑯𝑰 ≅ 𝑻𝑶

5. ∆𝑺𝑰𝑴 ≅ ∆𝑷𝑨𝑲; ASA Postulate

̅̅̅ ≅ 𝑷𝑨
If 𝑺𝑰 ̅̅̅̅, ∠𝑰 ≅ ∠𝑨, and ___________________

6
 What I Have Learned
Instruction: Answer the following questions with appropriate explanations.
1. What are the ways to consider in concluding that a two triangles are congruent. Explain how you
determine which sides and angles are included and congruent.

2. Will a two triangles be congruent if only two pairs of corresponding parts are conruent? Explain
your answer.

What I Can Do
Instruction:
Name the corresponding congruent parts of the triangles to satisfy each given Congruence Postulates.

T A

∆𝑻𝑹𝑰 ≅ ∆𝑨𝑵𝑮

I G
R N

1. SSS Congruence Postulate 2. SAS Congruence Postulate 3. ASA Congruence Postulate

7
 Post Assessment
Instruction.
Read and understand each question then choose the letter that corresponds to your answer.

1. A triangle is congruent to another triangle if all the corresponding sides are congruent. What
postulate is stated?
A. SSS Postulate B. SAS Postulate C. ASA Postulate D. SAA Postulate

2. Suppose ΔXYZ ≅ ΔKLM by SSS postulate which of the following shows the congruent sides
̅̅̅̅ ≅ LM
A. XY ̅̅̅̅ ̅̅̅̅ ≅ MK
B. XY ̅̅̅̅̅ C. XY̅̅̅̅ ≅ KL
̅̅̅̅ ̅̅̅̅ ≅ KL
D. XZ ̅̅̅̅
̅̅̅̅ ≅ KL
YZ ̅̅̅̅ ̅ZX
̅̅̅ ≅ LM
̅̅̅̅ ̅̅̅̅ ≅ LM
YZ ̅̅̅̅ ̅̅̅̅ ≅ LM
XY ̅̅̅̅
̅XZ
̅̅̅ ≅ ̅̅̅̅
LK ̅̅̅̅
YZ ≅ LK̅̅̅̅ ̅̅̅̅
XZ ≅ KM̅̅̅̅̅ ̅̅̅̅
YZ ≅ KM̅̅̅̅̅
E.
3. Consider the markingd on the diagrams below. To prove that ΔPSU and ΔANG are congruent by
ASA, what additional information is needed?
P A
̅̅̅̅
A. SU ≅ NG ̅̅̅̅
B. ̅̅̅
PS ≅ ̅̅̅̅
AN
̅̅̅̅ ≅ PU
C. AG ̅̅̅̅
̅̅̅
D. PS ≅ AG ̅̅̅̅ S N G
U
A S
For numbers 4 to 9. Consider ΔAGI and ΔSTR.

4. What angle is included between ̅̅̅̅ ̅?

AG and GI
A. ∠A B. ∠I
C. ∠G D. ∠T

5. What side is included between ∠R and ∠T?

A. ̅̅̅̅
TR B. ̅̅
RS̅̅
̅̅̅ ̅̅̅ I R
C. ST D. TS G T

6. If ∠I ≅ ∠R, what sides are congruent to justify that ΔAGI and ΔSTR are congruent by SAS
Congruence Postulate?
̅̅̅ ≅ RT
A. AI ̅̅̅̅ B. AG̅̅̅̅ ≅ ST
̅̅̅ ̅̅̅ ≅ ̅̅
C. AI SR̅̅ D. AI̅̅̅ ≅ GI
̅
̅ ≅ ST
GI ̅̅̅ ̅̅̅ ≅ ̅̅
AI SR̅̅ ̅ ≅ TR
GI ̅̅̅̅ ̅̅̅ ≅ RT
ST ̅̅̅̅

7. If ̅̅̅̅
AG ≅ ̅̅̅
ST, what angles are congruent to justify that ΔAGI and ΔSTR are congruet by ASA
Congruence Postulate?
A. ∠G ≅ ∠I B. ∠A ≅ ∠R C. ∠I ≅ ∠S D. ∠A ≅ ∠S
∠T ≅ ∠R ∠G ≅ ∠T ∠G ≅ ∠T ∠G ≅ ∠T

8. If ΔAGI ≅ ΔSTR by SSS Congruence Postulate, what are the congruent sides?
̅̅̅ ≅ RT
A. AI ̅̅̅̅ ̅̅̅ ≅ ̅̅
B. AI SR̅̅ C. AI̅̅̅ ≅ ST
̅̅̅ D. ̅ ≅ RT
GI ̅̅̅̅
̅̅̅̅
AG ≅ TS̅̅̅ ̅̅̅̅
AG ≅ ST̅̅̅ ̅̅̅̅
AG ≅ SR̅̅̅̅ ̅̅̅̅
AG ≅ ̅̅
RS̅̅
̅ ≅ ̅̅̅̅
IG TR ̅ ≅ ̅̅̅̅
GI TR ̅ ≅ ̅̅̅̅
GI TR ̅̅̅ ̅̅̅
AI ≅ TS

9. If ΔAGI ≅ ΔSTR, what angle correspond to∠A?

A. ∠S B. ∠T C. ∠R D. ∠G

10. In ΔVEN, what is the include side between ∠V and ∠N?

̅̅̅̅
A. EV ̅̅̅̅
B. NE ̅̅̅̅
C. VE ̅̅̅̅
D. VN

8
 11. A triangle is congruent to another triangle if the corresponding two angles and the included
side of the triangles are congruent. What postulate is stated?
A. AAS B. SAS C. ASA D. SSA

12. ΔART ≅ ΔMUS by SSS postulate. Which of the following statements is true?
A. ∠T ≅ ∠U ̅̅̅̅ ≅ MU
B. AR ̅̅̅̅̅ ̅̅̅̅̅ ≅ RT
C. MU ̅̅̅̅ D. ∠M ≅ ∠R

13. ΔGHI ≅ ΔXYZ by SAS congruence postulate, and GH ̅̅̅̅ ≅ XY

̅̅̅̅ and HI
̅̅̅ ≅ YZ
̅̅̅̅. What statement will
satisfy the congruence?
A. ∠I ≅ ∠Z B. ∠G ≅ ∠M C. ∠H ≅ ∠Y D. ∠I ≅ ∠X
E.
14. It is a side between two angles of a triangle.
A. Opposite B. Included C. Corresponding D. Congruent
Side Side Side Side

15. A triangle is congruent to another triangle if the corresponding two sides and the included angle
of the triangles are congruent. What postulate is stated?
A. SAS B. SSA C. SAA D. ASA

Additonal Activity
Instruction: Construct triangles based on the given data. Use ΔABC as your guide..
A
800

700 300
B C

1. Construct a triangle in which two sides are congruent to , ̅̅̅̅

AC and , ̅̅̅̅
BC and the include amgle
is congruent to ∠C. How does this triangle compare to Δ ABC?

2. Construct a triangle in which two angles are congruent to ∠A and ∠C and the include side is
congruent to ̅̅̅̅
AC. How does this triangle compare to Δ ABC?

9
 Answer Key
What I Know What’s In
1. B 6. A 1) 2)
̅̅̅̅
AB ≅ ̅̅̅̅
XY
2. D 7. B ̅̅̅̅
AC ≅ XZ̅̅̅̅
3. A 8. A ̅̅̅̅
BC ≅ YZ̅̅̅̅
∠A ≅ ∠X
4. C 9. C ∠B ≅ ∠Y
5. C 10. C ∠C ≅ ∠Z

What’s More What I Have Learned

Activity 1 Activity 2 What I Can Do
1. SAS Postulate 1. ̅̅̅̅
𝐶𝑇 ≅ ̅̅̅̅̅
𝑀𝑁
2. ASA Postulate 2. ∠𝐵 ≅ ∠𝐶 Answers may vary
3. SAS Postulate 3. SSS Postulate
4. SSS Postulate 4. SAS Postulate
5. SSS Postulate 5. ∠𝑆 ≅ ∠𝑃

Post Assessment Additional Activities

1. A 6. C 11. C
2. C 7. D 12. B Answers may vary
3. A 8. B 13. C
4. C 9. A 14. B
5. A 10. D 15. A

Reference Sheet
Abuzo, E., et.al. 2013. Mathematics – Grade 8 Learne’s Module. Department of Education. Meralco
Avenue, Pasig City Philippines.
Boyd, Cindy J, 1998. Glencoe Geometry. Eastwind Drive Westervile USA. The McGraw-Hill
Companies, Inc.
Mathbitsnotebook.com. Practice with Congruent Triangles. Accessed October 24, 2020
https://mathbitsnotebook.com/Geometry/CongruentTriangles/CTproofsMC.html
Timajo, Rosalinda P, 2008. Learning Enhancemen in Mathematics III. Quezon City. Souvenir
Publicatons, inc.
Yunker, Lee E., Cummins, Jerry J., Burrill, Gail F., and Foster, Allan G, 1990. Geometry. Columbus
Ohio. Merrill Publishing Company
Images
clipart-library.com. Accessed November 7, 2020.
http://clipart-library.com/clipart/460816.htm. http://clipart-library.com/clipart/194495.htm
gallery.yopriceville.com. School Proctractor. Accessed October 24, 2020.
https://gallery.yopriceville.com/Free-Clipart-Pictures/School. Clipart/School_Protractor_PNG_Clipart
intl.siyavula.com. Accessed November 8, 2020.
https://intl.siyavula.com/read/maths/grade-7/construction-of-geometric-figures/04
construction-of-geometric-figures?id=toc-id-25
openclipart.org. Accessed. November 8, 2020.
https://openclipart.org/detail/297770/writing-with-pencil
pngio.com Accessed October 24, 2020 and November 7, 2020.
https://pngio.com/images/png-a778816.html
http://pngimg.com/imgs/technic/ruler/
https://pngio.com/images/png-a1521632.html
https://pngio.com/images/png-a1521628.htm

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For inquiries or feedback, please write of call:
Department of Education-Schools Division of Benguet
(Office Address, Wangal, La Trinidad, Benguet)
Telefax: (074) – 422 - 65 70
Email Address: [email protected]

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