DIVISION LAS DEVELOPMENT TEAM FOR MATHEMATICS 8

NORMA B. SAMANTELA, CESO VI Schools Division Superintendent

FATIMA D. BUEN, CESO VI Assistant Schools Division Superintendent
MA. JEANY T. ABAYON Assistant Schools Division Superintendent

DIVISION EVALUATION TEAM

SANCITA B. PEÑARUBIA
Chief Education Supervisor
Curriculum and Implementation Division

FELMA A. BONITO
Public Schools District Supervisor
Division Math Coordinator

WRITERS:

Quarter 3 Quarter 4

CHERRY R. DELA TRINIDAD DEVIE T. BUCAD

SALVE D. CLET MARY ANN B. LOVERES
GEYLEN M. ABAINZA MARY JEAN ARIENDA
SHARA O. GOROBAO MARIA FRANCIA BALMAS
WILMA M. LLARENA DARWIN M. RACADAG
ELSA C. MELLA JESSA C. BOBIS
TITA M. SABEROLA ARIANNE E. CILOT
RICKY S. ENCELA SHARMAINE B. NACIONAL
JONALYN B. RUIZ
ZALDY B. NUÑEZCA JR.

Team Leader
HONEYBETH L. ZAMUDIO

Content Editor
NOEL SANDIGAN

Cover Layout Artist IT Support Staff

Ricky S. Encela Anne Beatrice Belisario
 TABLE OF CONTENTS

Week Page
Competency
no. No.
1 Describes a mathematical system (M8AL-IIIa-1). 1 -4
2 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) 5 -7
postulates; and (d) theorems.
(M8GE-IIIa-c-1)
3 Illustrates triangle congruence (M8GE-IIId-1) 8 - 11
4 Illustrates the SAS, ASA and SSS Triangle Congruence
12 - 15
Postulate (M8-GE-IIId-e-1)
5 Solves corresponding parts of congruent triangles
16 - 19
(M8GE-IIIf-1)
6 Proves two triangles are congruent. (M8GE-IIIg-1). 20 -23
7 Proves Statements on Triangle Congruence
24 - 27
(M8GE-IIIh-1)
8 Applies triangle congruence to construct perpendicular
lines and angle bisectors 28 -32
9
(M8GE-IIIi-j-1)
 MATHEMATICS 8
Name: ____________________________________ Grade Level:_______________
Section: ___________________________________ Date:_____________________

LEARNING ACTIVITY SHEET

DESCRIBING A MATHEMATICAL SYSTEM

Background Information for Learners

Similar to other fields of Mathematics, Geometry also has a mathematical system that is made
up of undefined terms, defined terms, axioms/postulates, and theorem which are used in providing
logical conclusions .

Undefined Terms
The undefined terms are terms that are left undefined in the system. Instead of providing a
definition for them, we resort to a description, illustration or demonstration.
LINE - It has infinite length, no width, PLANE - It is a flat surface
POINT - It has no
nor thickness. It extends infinitely in two extending infinitely in all
length or width, but it
opposite directions. directions. A plane has infinite
indicates a position or
length, infinite width, but has
location in space.
no thickness.

Defined Terms
A definition or defined term are terms defined from the undefined terms in the system.
Examples:
1.Ray is a part of a line that starts at one point and extends infinitely in one direction.
2.Line Segment is a part of a line that made up of two endpoints.
3.Collinear points are points that lie on the same line.
4.Perpendicular Lines are two lines that intersect at right angles. The symbol for “perpendicular to”
is ⊥.
5. An angle is a figure formed by two rays with a common point.

1
6.Parallel Lines are lines in a plane that do not intersect. The symbol for “parallel to” is ∥.
7.Midpoint is a point on a line segment that divides it into two equal parts. The halfway point of a line
segment.

Postulates are statements that are considered true without proof or validation.
Examples
. - Line Postulate
The Straight 𝑩
𝑨 𝒏
Two points determine a line. 𝑪
Line – Intersection Postulate
If two lines intersect, then their intersection is a point.
Line m and line n intersect at point C

The Plane Postulate

Three noncollinear points lie in exactly one plane.

Noncollinear points 𝑋, 𝑌, 𝑍lie on plane M only

Flat- Plane Postulate

If two points are in the plane , then the line containing the points
is in the same plane.
The Plane-Intersection Postulate
If two different planes intersect, then their intersection
is a line. Plane M and plane U intersect at ⃡𝑋𝑌

Theorems are statements proved to be true using postulates , definitions, other established theorems
and logic.

Example:

1. A line contains an infinite number of points.

2. The sum of the measures of the interior angles of a triangle is 180⁰.
3. Vertical Angle Theorem: Vertical Angles are equal in measure.
4. Parallel Lines Theorem: In a coordinate plane nonvertical lines are parallel if they have the
same slope

Learning Competency: The learner describes a mathematical system (M8AL-IIIa-1).

Activity 1: Is it TRUE or FALSE ?
Direction: Write TRUE if the statement is correct and FALSE if it is not. Write your answer on the
space provided right after each statement.
1. A mathematical system is composed of four components. __________.

2
2. A point has no width, thickness and length.______________.

3. A plane has infinite length and width.___________

4. The undefined terms in Geometry are point, line and ray. ________

5. A line has infinite length and width. _________

Activity 2: Crossword Puzzle

Direction: Complete the crossword puzzle below

2 5
Across
1. coplanar lines that do not intersect
3
4. a figure formed by two rays with a
1
common end point
Down:
2. point in a line segment equidistant
from both endpoints
4
3. part of a line that starts at one point and
extends infinitely in one direction
5. points or lines lying on the same
Plane.
Activity 3: Pair Me

Direction: Match the illustration in column A with the description/symbol in column B. Write the
letter of the correct answer before each number.
A. B.
_____________ 1. a. Plane K and plane S intersect at
⃡𝐹𝑁

_____________ 2. d f e b. Line p is perpendicular to line q

( p ⊥ q)

_____________ 3. c. Lines d and e intersects at point f

3
_____________ 4. d. Point Y is the midpoint of line 𝑋𝑍̅
S
𝑭
K
𝑵

_____________ 5. p e. Points W,X,Y, and Z lie on the same

plane

Reflection
I have learned today that________________________________________________
________________________________________________________________________________.

References
❖ Oronce, Orlando, and Marilyn Mendoza. E-Math 7. Rev. ed. Manila: Rex Book Store, Inc., 2015.
❖ Teacher’s Guide in Mathematics 8
❖ www.slideshare.net
❖ www.ohschools.k12.oh.us
5. B 4. A 3. E 1. D 2. C
Activity 2: Match Me

R T
A E L G N A 4

N I
A Y O
L E L L A R A 1P
P 5 R D
O I
C 3M

Activity 2 : Crossword Puzzle

5. FALSE 4. FALSE 3 . TRUE 1. TRUE 2. TRUE
Activity 1: Is it TRUE or FALSE?

ANSWER KEY

Prepared by:

CHERRY R. DE LA TRINIDAD
San Vicente National High School

4
 MATHEMATICS 8
Name: ____________________________________ Grade Level:_______________
Section: ___________________________________ Date:_____________________

LEARNING ACTIVITY SHEET

ILLUSTRATION AXIOMATIC SYSTEM

Background Information for Learners

An axiomatic system consists of some undefined terms (primitive terms) and a list of statements,
called axioms or postulates, concerning the undefined terms. One obtains a mathematical theory by
proving new statements, called theorems, using only the axioms (postulates), logic system, and previous
theorems. Definitions are made in the process in order to be more concise.

LEARNING COMPETENCY:
The learner 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)

An axiomatic system is a system composed of the following:

1. Undefined terms – are terms that are left undefined in the system. Instead of providing a
definition for them, we resort to a description, illustration, or demonstration.
Examples:
POINT – represented by a dot, it has no length, width, or thickness.
LINE – represented by a straight line with two arrowheads, it has no thickness but its
length extends and goes on forever in both directions.

2. Definitions or Defined terms – are terms defined from the undefined terms in the system.
Examples:
ANGLE – a figure formed by two rays, called the sides of the angle, sharing a common
endpoint, called the vertex of the angle.
PARALLEL LINES – lines in a plane which do not meet.

3. Axioms or Postulates – are statements that are considered true without proof or validation.
Examples:
1. Through any two points there is exactly one line.
2. If two lines intersect, then they intersect at exactly one point.
(These statements need to be proven)

4. Theorems – are statements proved to be true using postulates, definitions, other established
theorems, and logic.

TRY IT!
Which of the following is not an undefined term?
{point, ray, line, planes}
ANSWER: The RAY is the only defined term in the list.

5
ACTIVITY 1:
Tell whether each of the following suggests a point, a line, or a plane.
1. Top of a box 1. _________________
2. A corner of a room 2. __________________
3. Star in the sky 3. __________________
4. Screen of an iPad 4. __________________
5. Stretched wire of a phone charge declarative 5. __________________
6. Mole on the human body 6. __________________
7. Tip of a crayon 7. __________________
8. Wall of a room 8. __________________
9. The horizon 9. __________________
10. Corner of a tile 10. _________________
11. Cover of a book 11. _________________
12. Tip of a Pen 12. _________________
13. A taunt clothesline 13. _________________
14. Edge of a bond paper 14. _________________
15. Punctuation mark after a sentence 15. _________________

ACTIVITY 2:
State whether the given statement is a postulate or theorem.
1. Every segment has exactly one point. 1. __________________
2. Vertical angles are congruent. 2. __________________
3. If two distinct planes intersect, then their intersection is a line. 3. __________________
4. Two points determine exactly one point. 4. __________________
5. Vertical angles are congruent. 5. __________________
6. If two angles from a linear pair, then they are supplementary. 6. __________________
7. If two parallel lines are cut by a transversal, then the corresponding 7.___________________
angles are congruent.
8. If two points of a line are in a plane, then the line is in the plane. 8. __________________
9. Any two right angles are congruent. 9. __________________
10. Exactly one plane contains two intersecting lines. 10. _________________

ACTIVITY 3:
Illustrate the following defined terms.

DEFINED TERMS DEFINITION ILLUSTRATION

1. TRIANGLE A triangle is a polygon
with 3 sides and 3
angles.
2. LINE SEGMENT A line segment is a
section of a line with 2
endpoint
3. INTERSECTING Two lines that cross
LINES
4. COMPLEMENTARY Two angles are
ANGLE complementary if the
sum of their measure is
900

6
 5. OBTUSE ANGLE An angle whose
measure is more than
900 and less than 1800
REFLECTION:

I have learned that _____________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________

I have difficulty with ____________________________________________________________________

_____________________________________________________________________________________

REFERENCES FOR LEARNERS:

Next Century Mathematics 8, Copyright @ 2013 by Phoenix Publishing House, Inc. With
Fernando B. Orines, Zenaida B. Diaz, Maharlika P. Mojica, Catalina B. Manalo, Josephine L. Suzana, Jesus
P. Mercado, Mirla S. Esparago, and Nestor V. Reyes, Jr.

Geometry Textbook for Third Year, Copyright @ 2009 by SD Publications, INC. and
Soledad Jose-Dilao, Ed.D. and Julieta G. Bernabe.

https://slideserve.com

K E Y A N S W E R
15. Point
14. Line
13. Line
12. Point
11. Plane 10. Theorem
10. Line 9. Theorem
9. Line 8. Postulate
8. Plane 7. Theorem
7. Point 6. Postulate
6. Point 5. Theorem
5. Line 4. Postulate
4. Plane 3. Postulate
3. Point 2. Theorem
2. Line 1. Theorem
1. Plane Activity 2: Activity 3
Activity 1:

PREPARED BY:

SALVE D. CLET
Teacher III
TIWI AGRO-INDUSTRIAL SCHOOL

7
 MATHEMATICS 8
Name: ____________________________________ Grade Level:_______________
Section: ___________________________________ Date:_____________________

LEARNING ACTIVITY SHEET

ILLUSTRATING TRIANGLE CONGRUENCE

I. Background Information for Learners:

The application of Geometry in real-life is very evident. One of these real-life applications is
building different structures, which entails the use of geometric designs that support their stability.
One of the designs that support the stability of structures are congruent triangles.
Here are the important concepts to remember about congruent triangles.

Remember This ☺
“Two triangles are congruent if their vertices can be paired so that
corresponding sides are congruent and corresponding angles are congruent.”

This implies that for two triangles to be congruent, they must have the same shape and the
same size.
Let’s consider this example:
Suppose ΔCAT is made to coincide with ΔFOX such that the vertices of ΔCAT fit exactly
over the vertices of ΔFOX.

Through the illustration, a correspondence can be made among the vertices, angles, and sides.
Corresponding Vertices Corresponding Angles Corresponding Sides
C↔F ∠C ↔ ∠F ̅̅̅̅ ↔ 𝐹𝑂
𝐶𝐴 ̅̅̅̅

A↔O ∠A ↔ ∠O ̅̅̅̅ ↔ 𝑂𝑋
𝐴𝑇 ̅̅̅̅

T↔X ∠T ↔ ∠X ̅̅̅̅
𝐶𝑇 ↔ ̅̅̅̅
𝐹𝑋

How to read the correspondence:

❖ C ↔ F is read as “Vertex C corresponds to Vertex F”, and so on.
❖ ∠C ↔ ∠F is read as “Angle C corresponds to Angle F”, and so on.
❖ ̅̅̅̅
𝐶𝐴 ↔ ̅̅̅̅
𝐹𝑂 is read as “Side CA corresponds to Side FO”, and so on.

8
If the corresponding parts of ΔCAT and ΔFOX are congruent, then ΔCAT is congruent to ΔFOX.
In symbols, ΔCAT ≅ ΔFOX.

II. Learning Competency with code

Illustrates triangle congruence (M8GE-IIId-1)

III. Directions/ Instructions

Answer the given activities about Illustrating Triangle Congruence.

IV. Exercises / Activities

Activity 1: Identify Me!

The congruent sides and congruent angles in these figures are similarly marked. In each item,
identify the two congruent triangles and list down their six (6) pairs of corresponding congruent parts.

1.
4.

2. 5.

3. 6.

9
 Activity 2: Let’s Draw!
Draw the congruent triangles given the following information. Put identical markings on the
corresponding congruent parts.
1. ∠S ≅ ∠K, ∠A ≅ ∠E, ∠M ≅ ∠N, ̅̅̅̅
𝑆𝐴 ≅ ̅̅̅̅
𝐾𝐸 , ̅̅̅̅̅
𝐴𝑀 ≅ ̅̅̅̅
𝐸𝑁 , ̅̅̅̅
𝑆𝑀 ≅ ̅̅̅̅̅
𝐾𝑁
̅̅̅̅ ≅ 𝐴𝑅
2. ∠J ≅ ∠P, ∠E ≅ ∠A, ∠T ≅ ∠R, 𝐸𝑇 ̅̅̅̅ , 𝐽𝐸
̅̅̅ ≅ 𝑃𝐴
̅̅̅̅, 𝐽𝑇
̅̅̅ ≅ 𝑃𝑅
̅̅̅̅

Performance Task
In a certain place, transmission towers will be put up for electrification. As one of the engineers,
you are tasked to create a design of a transmission tower that consist of congruent triangles. The
tower should have a height of 30 meters. Your design will be rated according to its accuracy, creativity,
and stability.

V. Rubric for the Performance Task

Criteria Outstanding (4) Satisfactory (3) Developing (2) Beginning (1)

Accuracy The The Some The
computations computations computations computations
are accurate and are accurate and are erroneous are erroneous
shows a wise use show the use of and show the and do not show
of the concepts the concepts of use of some the use of the
of triangle triangle concepts of concepts of
congruence. congruence. triangle triangle
congruence. congruence.
Creativity The design is The design is The design The design does
comprehensive presentable and makes use of the not use
and displays the makes use of the geometric geometric
aesthetic aspects concepts of representations representations
of the geometric but not and not
mathematical representations. presentable. presentable.
concepts
learned.
Stability The design is The design is The design The design does
stable, stable, makes use of not use triangles
comprehensive, presentable, and triangles but not and is not stable.
and displays the makes use of stable.
aesthetic aspects congruent
of the principles triangles.
of triangle
congruence.

10
 11
T-III, MORMS
Geylen M. Abainza
Prepared by:
Activity 2: Let’s Draw! Activity 1: Identify Me!
1. 1. Congruent Triangles: 𝜟𝑴𝑰𝑿 ≅ 𝜟𝑹𝑨𝑵
̅̅̅̅ ≅ 𝑹𝑨
Corresponding Congruent Sides: 𝑴𝑰 ̅̅̅̅ ≅ ̅̅̅̅
̅̅̅̅, 𝑰𝑿 ̅̅̅̅̅
̅̅̅̅̅ ≅ 𝑹𝑵
𝑨𝑵, 𝑴𝑿
Corresponding Congruent Angles: ∠M ≅ ∠R, ∠I ≅ ∠A, ∠X ≅ ∠N
2. Congruent Triangles: 𝜟𝑻𝑰𝑷 ≅ 𝜟𝑶𝑩𝑿
̅̅̅ ≅ 𝑶𝑩
Corresponding Congruent Sides: 𝑻𝑰 ̅̅̅̅ ≅ 𝑩𝑿
̅̅̅̅̅, 𝑰𝑷 ̅̅̅̅
𝑻𝑷 ≅ 𝑶𝑿
̅̅̅̅, ̅̅̅̅
Corresponding Congruent Angles: ∠T ≅ ∠O, ∠I ≅ ∠B, ∠P ≅ ∠X
3. Congruent Triangles: 𝜟𝑹𝑰𝑵 ≅ 𝜟𝑰𝑹𝑨
̅̅̅̅ ≅ 𝑰𝑹
Corresponding Congruent Sides: 𝑹𝑰 ̅̅̅̅ ≅ 𝑹𝑨
̅̅̅̅, 𝑰𝑵 ̅̅̅̅
̅̅̅̅̅ ≅ 𝑰𝑨
̅̅̅̅, 𝑹𝑵
Corresponding Congruent Angles: ∠N ≅ ∠A, ∠NRI ≅ ∠AIR, ∠NIR ≅ ∠ARI
2.
4. Congruent Triangles: 𝜟𝑷𝑹𝑰 ≅ 𝜟𝑴𝑬𝑰
𝑷𝑹 ≅ 𝑴𝑬
Corresponding Congruent Sides: ̅̅̅̅ ̅̅̅̅ ≅ 𝑬𝑰
̅̅̅̅̅, 𝑹𝑰 ̅̅̅̅
̅̅̅̅ ≅ 𝑴𝑰
̅̅̅, 𝑷𝑰
Corresponding Congruent Angles: ∠R ≅ ∠E, ∠PRI ≅ ∠MEI, ∠PIR ≅ ∠MIE
5. Congruent Triangles: 𝜟𝑮𝑻𝑹 ≅ 𝜟𝑨𝑵𝑹
̅̅̅̅ ≅ ̅̅̅̅
Corresponding Congruent Sides: 𝑮𝑻 ̅̅̅̅ ≅ 𝑵𝑹
𝑨𝑵, 𝑻𝑹 ̅̅̅̅
̅̅̅̅ ≅ 𝑨𝑹
̅̅̅̅̅, 𝑮𝑹
Corresponding Congruent Angles: ∠G ≅ ∠A, ∠GRT ≅ ∠ARN, ∠GTR ≅ ∠ANR
Performance Task: Answers
may vary. 6. Congruent Triangles: 𝜟𝑷𝑨𝑬 ≅ 𝜟𝑮𝑨𝑬
𝑷𝑨 ≅ 𝑮𝑨
Corresponding Congruent Sides: ̅̅̅̅ ̅̅̅̅ ≅ 𝑨𝑬
̅̅̅̅, 𝑨𝑬 ̅̅̅̅
𝑷𝑬 ≅ 𝑮𝑬
̅̅̅̅, ̅̅̅̅
Corresponding Congruent Angles: ∠P ≅ ∠G, ∠PAE ≅ ∠GAE, ∠PEA ≅ ∠GEA
VIII. Answer Key
congruent-triangles/v/other-triangle-congruence-postulates
❖ https://www.khanacademy.org/math/geometry/hs-geo-congruence/xff63fac4:hs-geo-
❖ https://www.onlinemathlearning.com/congruent-triangles.html
❖ https://www.mathsisfun.com/geometry/triangles-congruent.html
Other Sources:
❖ Grade 8 Mathematics Learners Material
Publications, Inc.
❖ Dilao, Soledad J. Ed.D. and Julieta G. Bernabe (2009). Geometry Textbook for Third Year. SD
❖ Alexander, Daniel C. and Geralyn M. Koberlein (2012). Geometry. Anvil Publishing Inc.
VII. References for learners
_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________
I liked the… I had difficulty in… I learned that…
VI. Reflection
 MATHEMATICS 8
Name: ____________________________________ Grade Level:_______________
Section: ___________________________________ Date:_____________________

LEARNING ACTIVITY SHEET

ILLUSTRATING SAS, ASA, AND SSS TRIANGLE CONGRUENCE POSTULATES

Background information for learners:

This learning materials will help you understand more the concept of congruent triangles.
We’ve known in the previous lesson that congruent triangles are triangles with identical sides and
angles. The three sides of one are exactly equal in measure to the three sides of another. The three
angles of one are each the same angles as the other.

In this LMs you will be given activities that will equip you to illustrate the SAS, ASA and the SSS
Triangle Congruence. Before you start your learning journey, you have to read and understand
concepts that will serve as a platform for you to easily finish the tasks given on this.

Things to
remember
Included Angle is an angle between two sides of the triangles.

Included Side is the side common to the angles of the triangle.

In ∆𝑆𝑂𝑁

∠ 𝑆 is an included angle between ̅̅̅̅ ̅̅̅̅

𝑆𝑁 and 𝑆𝑂

̅̅̅̅ and ̅̅̅̅

∠ 𝑂 is an included angle between 𝑂𝑆 𝑂𝑁

∠ 𝑆 is an included angle between ̅̅̅̅

𝑁𝑆 and ̅̅̅̅
𝑁𝑂
O ̅̅̅̅
N 𝑂𝑁 is an included side between ∠ 𝑂 and ∠ 𝑁

̅̅̅̅
𝑆𝑁 is an included side between ∠ 𝑆 and ∠ 𝑁

̅̅̅̅
𝑂𝑆 is an included side between ∠ 𝑂 and ∠ 𝑆

A Postulate is a statement taken to be true without proof.

SAS (Side-Angle-Side) Congruence Postulate

If two sides and an included angle of one triangle are congruent to the corresponding two
sides and the included angle of another triangle, then the triangles are congruent.

12
 ̅̅̅̅̅ ≅ 𝑇I
If 𝑀𝐴 ̅ , ∠ 𝑀 ≅ ∠ 𝑇 , 𝑀𝑅
̅̅̅̅̅ ≅ 𝑇𝑁
̅̅̅̅

Then, 𝛥 𝑀𝐴𝑅 ≅ Δ 𝑇𝐼𝑁 by SAS Congruence Postulate

ASA (Angle-Side-Angle) Congruence Postulate

If two angles and an included side of one triangle are congruent to the corresponding two
angles and an included side of another triangle, then the triangles are congruent.

If ∠ 𝑆 ≅ ∠ 𝐴 , ̅̅̅̅
𝑆𝑈 ≅ ̅̅̅̅
𝐴𝑅 , ∠𝑈≅ ∠𝑅

Then, 𝛥 𝑆𝑈𝑁 ≅ Δ 𝐴𝑅𝑇 by ASA Congruence Postulate

U
SSS (Side-side-Side) Congruence Postulate

If two angles and an included side of one triangle are congruent to the corresponding two
angles and an included side of another triangle, then the triangles are congruent.

̅̅̅̅
𝑺𝑬 ≅ ̅̅̅̅
𝒀𝑶 , ̅̅̅̅ ̅̅̅̅ ,
𝑺𝑻 ≅ 𝒀𝑼 ̅̅̅̅ ≅ 𝑶𝑼
𝑬𝑻 ̅̅̅̅̅

Then, 𝜟 𝑺𝑬𝑻 ≅ 𝚫 𝒀𝑶𝑼 by SSS Congruence Postulate

13
Learning Competency: Illustrates the SAS, ASA and SSS Triangle Congruence Postulate
(M8-GE-IIId-e-1)

Exercises / Activities:

ACTIVITY 1:

The following pairs of triangles were marked. Based on that, tell whether it illustrates the
SAS, ASA or the SSS congruence Postulates.

1. 2. 3.

4. 5. 6

ACTIVITY 2:

State the third congruence required to make the triangles congruent by using the specified
congruence postulates.

1. SAS 3. SSS
Y
X

S
Z

U
_________ __________
2. ASA 4. SAS

__________ __________

14
 ACTIVITY 3: Construct it!

Materials needed: Protractor, ruler, pencil, bond paper and coloring materials

Directions: Construct pairs of congruent triangles which illustrates SAS, ASA and SSS Congruence
Postulates based on the following measures of angles and length of sides. Then color your triangles
afterwards.
1. SSS- 3inches- 4-inches-5inches 3. ASA-60°-8inches-90°
2. SAS-5inches-50°-7inches
Process Questions:

1. How do you construct congruent triangles?

2. What are the things you must consider in constructing congruent triangles?
3. What are the difficulties you encountered as you construct the triangles?
4. What strategy could you share to easily construct congruent triangles given the measure of
angles and the length of sides?

Reflection:
What are your learnings after doing the tasks on this Learning Activity Sheet?
______________________________________________________________________.
What was good and bad about the experience?
______________________________________________________________________.
What else could you have done?
_______________________________________________________________________.

References:

• Curriculum guide in Math 8

• Teacher’s guide in Math 8
• Learner’s module in Math 8
• Practical Mathematics
• E-Math
• http://www.mathisfun.com
4. ∠ 𝐺 ≅ ∠ 𝐺
3. 𝑋𝑍
̅̅̅̅ ≅ 𝐶𝐴
̅̅̅̅
2. 𝑀𝑁
̅̅̅̅̅ ≅ 𝑄𝑂
̅̅̅̅
1. 𝑅𝑃
̅̅̅̅ ≅ 𝑆𝑈
̅̅̅̅
Practice task 2:

6. SSS 3. ASA
5. ASA 2. SAS
4. SAS 1. SSS
Practice Task 1:
Key to Correction:

Prepared by:
SHARA O. GOROBAO ( MORMS)

15
 MATHEMATICS 8
Name: ____________________________________ Grade Level:_______________
Section: ___________________________________ Date:_____________________

LEARNING ACTIVITY SHEET

SOLVING CORRESPONDING PARTS OF CONGRUENT TRIANGLES
Background Information for Learners:
Two triangles are congruent if and only if their corresponding sides and angles have the same
measurement. We can remember this idea by using the acronym CPCTC which stands for
Corresponding Parts of Congruent Triangles are Congruent.
In this learning activity you will solve for the corresponding parts of congruent triangles (sides
and angles).Here are some examples.
Example 1. Given ∆𝐴𝐵𝐶 ≅ ∆𝐸𝐹𝐺, List all its corresponding angles and sides and find its
corresponding measures.

Corresponding Angles Corresponding Sides

∠𝐴 ↔ ∠𝐸 𝐴𝐵 ↔ ∠𝐸𝐹
46°
65° ∠𝐵 ↔ ∠𝐹 𝐵𝐶 ↔ ∠𝐹𝐺
8𝑐𝑚
∠𝐶 ↔ ∠𝐺 𝐴𝐶 ↔ ∠𝐸𝐺

𝑚∠𝐴 = 46 𝑚∠𝐸 = 46 𝐴𝐵 = 5𝑐𝑚 𝐸𝐹 = 5𝑐𝑚

Note: The sum
𝑚∠𝐵 = 65 𝑚∠𝐹 = 65 𝐵𝐶 = 8𝑐𝑚 𝐹𝐺 = 8𝑐𝑚 of the measure
of the three
angles of a
𝑚∠𝐶 = 69 𝑚∠𝐺 = 69 𝐴𝐶 = 6.5𝑐𝑚 𝐸𝐺 = 6.5𝑐𝑚 triangle is 180.

Example 2.
If ∆𝐾𝐿𝑀 ≅ ∆𝑃𝑄𝑅, and 𝑚∠𝐾 = 27, 𝑚∠𝑅 = 24, and 𝑚∠𝑃 = (10𝑥 + 7), find 𝑥 𝑎𝑛𝑑 𝑚∠𝑄.

24°
27°

(10𝑥 + 7)°

Given: ∆𝐾𝐿𝑀 ≅ ∆𝑃𝑄𝑅

𝑚∠𝐾 = 𝑚∠𝑃 , 𝑚∠𝐾 = 27, 𝑚∠𝑅 = 24 𝑚∠𝑃 = (10𝑥 + 7)

16
Solution:
27 = 10𝑥 + 7 Subtract both sides by 7
27 − 7 = 10𝑥 + 7 − 7
20 = 10𝑥 Divide both sides by 10
20 10𝑥
=
10 10

𝑥=2
10𝑥 + 7 Substitute the value of 𝑥 𝑤ℎ𝑖𝑐ℎ 𝑖𝑠 2
10(2) + 7
20 + 7 = 27
We know that ∠𝑅 ≅ ∠𝑀, so 𝑚∠𝑀 = 24
𝑚∠𝑃 + 𝑚∠𝑄 + 𝑚∠𝑅 = 180
27 + 𝑚∠𝑄 + 24 = 180
𝑚∠𝑄 = 180 − (27 + 24)
𝑚∠𝑄 = 180 − 51
𝒎∠𝑸 = 𝟏𝟐𝟗
Example 3. If ∆𝐽𝐾𝐿 ≅ ∆𝑀𝑁𝑂, and 𝐽𝐾 = (4𝑦 + 3)𝑚𝑒𝑡𝑒𝑟𝑠 𝑎𝑛𝑑 𝑀𝑁 = (2𝑦 + 11) 𝑚𝑒𝑡𝑒𝑟𝑠 , solve for
𝒚 to find the length of 𝑱𝑲 𝒂𝒏𝒅 𝑴𝑵.
Given: 𝐽𝐾 = (4𝑦 + 3) 𝑚𝑒𝑡𝑒𝑟𝑠
𝑀𝑁 = (2𝑦 + 11) 𝑚𝑒𝑡𝑒𝑟𝑠
Solution:
𝐽𝐾 ≅ 𝑀𝑁
4𝑦 + 3 = 2𝑦 + 11
4𝑦 + 3 − 2𝑦 = 2𝑦 + 11 − 2𝑦 Subtract 2𝑦 from both sides
2𝑦 + 3 = 11
2𝑦 + 3 − 3 = 11 − 3 Subtract 3 from both sides
2𝑦 = 8
2𝑦 8
= Divide by 2 on both sides
2 2

𝒚=𝟒
𝐽𝐾 = 4𝑦 + 3 𝑀𝑁 = 2𝑦 + 11 Substitute the value of y which is 4
4(4) + 3 2(4) + 11
16 + 3 8 + 11

𝑱𝑲 = 𝟏𝟗 𝒎𝒆𝒕𝒆𝒓𝒔 𝑴𝑵 = 𝟏𝟗 𝒎𝒆𝒕𝒆𝒓𝒔

LEARNING COMPETENCY:

17
 Solves corresponding parts of congruent triangles (M8GE-IIIf-1)
EXERCISES/ACTIVITIES:
Activity 1. Let’s Write and Solve!
The diagram below shows a pair of congruent triangles.Use the given information to
complete the table.
Given: ∆𝑱𝑨𝑺 ≅ ∆𝑴𝑰𝑵
∠𝐽 = 92° ∠𝐼 = 48°
𝐴𝑆 = 12𝑐𝑚 𝐽𝑆 = 10𝑐𝑚 𝑀𝐼 = 8𝑐𝑚

Corresponding Angles Corresponding Sides

∠𝐽 ↔ ∠𝑀 𝐽𝐴 ↔ ∠𝑀𝐼

Angle Measure Length of Sides

48°
92° 𝑚∠𝐽 = 92 𝑚∠𝑀 = 92 𝐽𝐴 = 8𝑐𝑚 𝑀𝐼 = 8𝑐𝑚

10𝑐𝑚 𝑚∠𝐴 = __ 𝑚∠𝐼 = __ 𝐴𝑆 = __𝑐𝑚 𝐼𝑁 = __𝑐𝑚

𝑚∠𝑆 = __ 𝑚∠𝑁 = __ 𝐽𝑆 = __𝑐𝑚 𝑀𝑁 = __𝑐𝑚

Activity 2. Let’s Draw and Solve!

A. Draw the congruent triangles and label the parts.
Given: ∆𝐴𝐵𝐶 ≅ ∆𝐷𝐸𝐹,
𝑚∠𝐴 = (2𝑥), 𝑚∠𝐵 = (6𝑥 − 12), 𝑚∠𝐷 = 12 , 𝑚∠𝐸 = 4𝑥.
𝐴𝐵 = 25𝑐𝑚, 𝐴𝐶 = 18𝑐𝑚, 𝐸𝐹 = 23𝑐𝑚, 𝐷𝐹 = 7𝑥 − 17.

B. Solve for the value of 𝑥 and give the measures of all the angles and sides of
∆𝐴𝐵𝐶 𝑎𝑛𝑑 ∆𝐷𝐸𝐹.

𝑚∠𝐴 =_____ 𝑚∠𝐷 = _____ 𝐴𝐵 = _______ 𝐷𝐸 = _________

𝑚∠𝐵 = 24 𝑚∠𝐸 = _____ 𝐶𝐷 = _______ 𝐸𝐹 = _________

𝑚∠𝐶 = ______ 𝑚∠𝐹 = _____ 𝐴𝐶 = _______ 𝐷𝐹 = ________

REFLECTION:
In this activity , I have learned that _________________________.
I had difficulty in _______________________________________.
I appreciate __________________________________________.

18
REFERENCES:

https://congleton.weebly.com/uploads/8/8/7/7/88774672/mth2unit6blankpacket.pdf
www.mathplanet.com>education
Soaring 21st Century Mathematics pages pages 305-308
Grade 8 Mathematics Learners Material

𝐷𝐹 = 18 𝐴𝐶 = 18 𝑚∠𝐹 = 144 𝑚∠𝐶 = 144

𝐸𝐹 = 23 𝐵𝐶 = 23 𝑚∠𝐸 = 24 𝑚∠𝐵 = 24
𝐷𝐸 = 25 𝐴𝐵 = 25 𝑚∠𝐷 = 12 𝑚∠𝐴 =12
B.
A.
Activity 2.

𝐽𝑆 = 10𝑐𝑚 𝑀𝑁 =10 ∠𝑁 = 40 ∠𝑆 =40

𝐼𝑁 =12 ∠𝐼 = 48° 𝐴𝑆 = 12𝑐𝑚 ∠𝐴 =48
𝑀𝐼 = 8𝑐𝑚 𝐽𝐴 = ∠𝐽 = 92° ∠𝑀 = 92

Activity 1.

Answer Key

Prepared by:
WILMA M. LLARENA
MORMS

19
 MATHEMATICS 8
Name: ____________________________________ Grade Level:_______________
Section: ___________________________________ Date:_____________________

LEARNING ACTIVITY SHEET

PROVING TRIANGLES CONGRUENCE
I. Background Information for the Learners
Mathematics is all about proving that certain statements are true everywhere. We use Proving
for instance in triangle to prove that angles and sides are congruent. Being able to classify the
corresponding sides and angles of triangles is important to easily prove the congruence triangle.
In this activity, you are going to prove the two triangles are congruent using the illustrations
and theorems.
There are four congruence postulates that can be used to tell if two triangles are congruent:
1. The Side-Side-Side (SSS) Congruence 2. The Side-Angle-Side (SAS) Congruence
Postulate. Postulate.

If three sides of one triangle are If two sides and the included angle of one
congruent to three sides of a second triangle, triangle are congruent to two sides and the
then the two triangles are congruent. included angle of a second triangle, then the two
triangles are congruent.
illustration:
Illustration :

3. The Angle-Side-Angle (ASA) Congruence 4. The Angle-Angle-Side (AAS) Congruence

Postulate. Postulate.

If two angles and the included side of If two angles and a non-included side of
one triangle are congruent to two angles and one triangle are congruent to the corresponding
the included side of a second triangle, then the two angles and a non-included side of another
two triangles are congruent. triangle, then the triangles are congruent.

Illustration: Illustration :

II. Learning Competency with code

Proves two triangles are congruent. (M8GE-IIIg-1).

20
 III. Exercises
Activity 1. Fill the missing data!
Directions: Given the congruent triangles below, Determine the corresponding parts then fill in the
blanks with the missing data.

BD ≅ _______ _________≅ ∠A

_______≅ AD ∠ABD ≅ _______

AB ≅ _______ _______≅ ∠ADB

When did you say that the two triangles are congruent? ____________________________.
Activity 2: Tell your Guess!
A. Using the given postulate, tell which parts of the pair of triangles should be shown congruent
and mark the given parts.
2. SSS
1. ASA

∠C ≅ ∠ A
_________ ≅ ___________
∆DCA ≅ ∆BAC
_________ ≅ ___________
3. AAS

_________ ≅ ___________
_________ ≅ ___________
B. Complete the congruence statement and determine what postulate proves that the triangles are
congruent using the given illustration.

4. ∆FED ≅ ________ 5. ∆CDE ≅ ________

Postulate: _______
Postulate: ______

21
Activity 3: Just give me a Reason!
Directions: For each pair of triangles, tell: a.) are they congruent, b.) write the congruent parts, c.)
write the congruent statement, and d.) give the postulate that makes them congruent.
1. Given: I is the midpoint of ME and SE

a. Yes a. ______
b. MI ≅ _____, ______ ≅ ∠I , IS ≅ ________ b. ____ ≅ EL, ∠O ≅ ___ , ___ ≅ OE
c. _________ ≅ ∆EIL c. ∆LOE ≅ ____________
d. _________ Postulate d. SSS Postulate
RUBRICS:
5 Points – the learner completely determine the correct answer
4 points – the learner has incomplete proof with 4 correct answer
3 points - the learner has incomplete proof with 3 correct answer
2 points - the learner has incomplete proof with 2 correct answer
1 point - the learner has incomplete proof with 1 correct answer
0 point – The learner has no correct answer
Reflection
What have you learned in this activity? Let us summarize by completing the inverted triangle below.

3 words /concepts that retained in your mind

2 things which are interesting
1 question you still
have in mind
REFERENCES:
Simplified Mathematics Grade 8, Arnold V. Garces and Criselle E. Robes, pg.234-256
Mathematics Learner’s Material 8, pg. 351- 357
Online Resources:
https://www.TriangleCongruencePacketAns.pdf
https://www.slideshare.net/dionesioable/module-3-triangle-congruence

22
https://www.slideshare.net/rafullido/math-8-triangle-congruence-postulates-86945554

KEY TO CORRECTION:

Prepared by:
Elsa C. Mella
T-III Mathematics
Polangui General Comprehensive High School

23
 MATHEMATICS 8
Name: ____________________________________ Grade Level:_______________
Section: ___________________________________ Date:_____________________

LEARNING ACTIVITY SHEET

PROVING TRIANGLE CONGRUENCE

Background Information For Learners

In a previous lesson, you learned about postulates and theorems on triangle congruence. Recall
that for two triangles to be congruent, their corresponding sides and their corresponding angles must
be congruent.

This learning activity sheet will help and guide you in proving that the two triangles are
congruent.

The Properties of Congruence will help you solve geometry problems. These are especially
useful in two- column proofs.

Properties of Congruence

Reflexive Property: States that an angle or segment congruent to itself.

In symbols, AB≅ AB ; < C ≅< C

Symmetric Property: States that if one figure is congruent to another, then the second figure

is also congruent to the first, If AB≅DE then DE≅AB. <A≅<B then <B≅<A.

Transitive Property: States that if two figures are congruent to a third, they are also congruent

to each other. If AB≅ DE and DE≅ GH, then AB≅ GH.

If < A ≅< B and < B ≅< C, then < A ≅< C

Learning Competency

Proves Statements on Triangle Congruence (M8GE-IIIh-1)

24
 EXAMPLE 2
1

2 3
Given: < 1 ≅< 4
C
4
AC ≅ EC

Prove: ∆ABC ≅ ∆ECD

Proof:
Statement Reason
1. < 1 ≅ < 4 1. Given
2. AC ≅ EC 2. Given
3. < 2 ≅< 3 3. Vertical Angles are congruent
4. ∆ABC ≅ ∆ECD 4. ASA Congruence

Prove the triangles are congruent by completing the table.

ACTIVITY 1: You Give Me the Reason

B Y
Given: AB ≅ XY

<B≅< Y

BC ≅ YZ C Z
A X
Prove: 𝐴𝐵𝐶 ≅ 𝑋𝑌𝑍

Statement Reason
1. AB ≅ XY 1. Given
2. < B ≅ < Y 2.
3. BC ≅ YZ 3.
4. ∆ABC≅ ∆XYZ 4. SAS Postulate

25
 ACTIVITY 2: Let’s Do It

D
.
Given: AC bisects ∠DAB

∠ 1 ≅ ∠2

Prove: ∆𝐴𝐵𝐶 ≅ ∆𝐴𝐷𝐶

Statement Reason
1. AC bisects DAB 1.
2. ∠DAC ≅ ∠BAC 2. Definition of ∡ Bisector
3. ∠1 ≅ ∠2 3.
4. 4. Reflexive Property
5. 𝐴𝐵𝐶 ≅ 𝐴𝐷𝐶 5.

ACTIVITY 3: Complete ME

A B
Given: AB ≅ CD C
BC ≅ DA

Prove: ∆ABC ≅ ∆CDA

C
D

Statement Reason
1. 1. Given
2. 2. Given
3. AC ≅ AC 3.

4. 4.

26
RUBRICS
5 Points – The reasoning is complete and well explained
4 Points – The reasoning is clear and coherent.
3 Points – The reasoning is understandable but not logical
2 Points – The reasoning is incomplete and inconsistent
0 Points – There is no correct answer

REFLECTION

In this lesson I learned that __________________________________________

__________________________________________________________________________
_______________________________________________________________________

The difficulties that I encountered _____________________________________

________________________________________________________________________
________________________________________________________________________

REFERENCES
Mathematics Learner’s Module pp. 353-361
__________________________________________________________________________
Geometry III, Cecile M. De Leon and Soledad Jose-Dilao, pp. 94-99
https://www.TriangleCongruencePacketAns.pdf
__________________________________________________________________________
https://www.youtube.com/watch?v=pkfHWthloSI&feature=share
_______________________________________________________________

Prepared by:
Tita M. Saberola
Teacher III
PGCHS

27
 MATHEMATICS 8
Name: ____________________________________ Grade Level:_______________
Section: ___________________________________ Date:_____________________

LEARNING ACTIVITY SHEET

APPLYING TRIANGLE CONGRUENCE TO CONSTRUCT PERPENDICULAR LINES
AND ANGLE BISECTORS

BACKGROUND INFORMATION FOR LEARNERS

These learning activity sheets serve as enrichment for the learners. It facilitates lessons as it
focuses on student’s mastery on the application of triangle congruence to construct perpendicular
lines and angle bisectors and solve problems using the learned knowledge.
Knowing how to use triangle congruence will help learners develop critical, logical thinking
and create something of use that involves congruent triangles and perpendicular lines.

Vertex Angle

ISOSCELES TRIANGLE – a triangle with two congruent sides. Leg Leg

Base Angles
ANGLE BISECTOR
Is a ray/ segment which separates the angle into two congruent angles.
B A
If BD bisects LABC, then LABD ≅ LBDC
D

PERPENDICULAR LINES C

Relationship between two lines which intersect at a right angle (90°).

ISOSCELES TRIANGLE THEOREM

If two sides of a triangle are congruent, then the angles opposite these sides are congruent.
CONVERSE OF ISOSCELES TRIANGLE THEOREM
If two angles of a triangle are congruent, then the triangle is isosceles.
THEOREM
The bisector of the vertex angle of an isosceles triangle is perpendicular to the base and its
midpoint.

28
LEARNING COMPETENCY
The Learner applies triangle congruence to construct perpendicular lines and angle bisectors
(M8GE-IIIi-j-1)

ACTIVITY 1: MULTIPLE CHOICE

DIRECTIONS: Encircle the letter of the correct answer.
Given an isosceles triangle ABC where LB is the vertex angle and BD is perpendicular to AC.
1. What is true about ABC? B
a. AD ≅ DC

b. c. mLABD + mLDBC = mLBAD

c. AD ≠ DC

d. d. LABD≅ LBCD
2. What is BD in the triangle?

a. Angle Bisector of LA

b. c. Angle Bisector of LC

c. Angle Bisector of LB A D C

d. Angle Bisector of LD
3. In triangle ABC, how many triangles are formed after forming BD?
a. 2 b. 3 c. 4 d. 5
4. If a triangle is isosceles, which of the following statements is true?
a. Each base angle is obtuse.
b. The congruent legs are always longer than the base.
c. The base angles are always congruent.
d. Each congruent leg is always longer than the base.
5. If the vertex angle of an isosceles triangle is bisected, which of the following is true?
a. Two right triangles will be formed.
b. The side opposite of the vertex angle becomes longer.
c. The base angles will become smaller.
d. No right angles can be formed.

29
ACTIVITY 2: DRAW AND PROVE!
DIRECTIONS: Using the illustration below, If AN ≅ NI, prove that Prove that ANM ≅ MNI by
applying triangle congruence.
N

A I
M
STATEMENT REASONS
AB ≅ BC ___________________________

_________Bisects LABC GIVEN

L___________ ≅ L___________ DEFINITION OF ANGLE BISECTOR

BD ≅ _________ ___________________________
ABD ≅ DBC ____________________________

ACTIVITY 3: LET’S CALCULATE!!!

DIRECTIONS: Apply Triangle Congruence to solve for x and y. Show your solution and write it on the
space provided. The first triangle is done for you.
B
55° Given Isosceles Triangle ABC where BD Bisects LABC
x
Find x. x = 2(55°) y = (180° - 110°)÷2
x = 110° y = 35°
y C
A
D

F
x

Given Isosceles Triangle EFG and HG is perpendicular to EG

y

56°
E G

x Given Isosceles Triangle GON and SO is perpendicular to GN

G
70°

y
N

30
ACTIVITY 4: PERFORMANCE TASK
As an SK member of your barangay, you were tasked to create a waiting shed for people
traveling to town. The shed will be made from native materials and your chairman requested you to
create a design for it.
Make a layout/ perspective of the shed and use isosceles triangles, perpendicular lines and
bisectors for it.

CRITERIA OUTSTANDING SATISFACTORY DEVELOPING BEGINNING RATING

5 4 3 2
ACCURACY The measurement The The The
is accurate and measurement measurement is measurement
are properly less accurate yet not accurate yet is not accurate
labeled are properly are properly and are not
labeled labeled e properly
labeled
CREATIVITY The perspective The perspective The perspective The
shows shows less shows less perspective
mathematically mathematically mathematically shows poor
creative in design creative in creative in mathematically
and stability design and design and less creative in
stability stability design and
poor stability
APPLICATION The concepts The concepts The concepts The concepts
OF CONCEPTS learned are learned are used learned are not learned are not
comprehensively properly. comprehensively used at all
used used
Overall Rating

REFLECTION
Fill in the blanks with your own reflection from the set of activities given
• I have difficulty in
___________________________________________________________________________
• I appreciate
___________________________________________________________________________
• I learned in the activities that
___________________________________________________________________________
• The activity that challenged me the most was
___________________________________________________________________________

31
REFERENCES

Patacsil, Lileth Q. Exploration and Application Geometry Workbook, Vicarish Publication and Trading,
INC., Sta. Ana, Manila.
De Leon,Cecil M., Soledad Jose- Liao, Ed.D., Julieta G. Bernabe, Geometry Textbook Mathematics for
Third Year, JTW Corporation, Quezon City, 2002
DepEd – BLR, Mathematics – Grade 8 Learner’s Module, FEP Printing Corporation. Reprint Edition 2016

Y = 70°
X = 40°
2.
Y = 68°
1. X = 34°
ACTIVITY 3
5.SAS
Reflective Property of Congruence A 5.
4. BD C 4.
3. LABD and LABC B 3.
2. BD C 2.
1. Given A 1.

ACTIVITY 2 ACTIVITY 1

KEY TO CORRECTION

Prepared by:

RICKY S. ENCELA
Teacher I
Rawis High School

32