• The learner demonstrates understanding of axiomatic structure of geometry and triangle

congruence.

• The learner is able to formulate an organized plan to handle a real-life situation and 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.

• At the end of the module:

✓ I can determine the relationship between the hypothesis and the conclusion of an if-then
statement;
✓ I can determine the inverse, converse, and contrapositive of an if-then statement;
✓ I can identify whether two given triangles are congruent or not; and
✓ I can apply the SSS, SAS, ASA, and AAS/SAA in proving triangle congruence.

This module is composed of 3 lessons. The timetable below is provided to help you budget your
time in accomplishing this module.

✓ Lesson 1: Reasoning in Geometry ➢ 1 week

✓ Lesson 2: Triangle Congruence ➢ 2 weeks
✓ Lesson 3: Proving Corresponding Parts Congruent ➢ 1 week

1|P age
Lesson 1: Reasoning in Geometry

Study the three figures below. Then in the box provided, draw a logical figure based on the
pattern of the given figures. Also, explain your answer.

Figure 1 Figure 2 Figure 3

Explanation: ______________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

In Mathematics, just like in our everyday lives, there are instances where we are asked to prove
or explain something, and there are many ways of writing proofs, one of which is by deductive
reasoning, which we will be using in our discussions. Before we proceed, let us first learn about
conditional statements.

BOOK TIME: Pages 123 to 129

You’ve learned that conditional statements are statements that can be written in “if-then” form
where the statement following if is the hypothesis and the statement following then is the conclusion.
Below are additional examples of conditional statements in if-then form.

“if-then” statement hypothesis conclusion

1. If it will rain, ➢ It will rain. ➢ I will bring my umbrella.
then I will bring my umbrella.
2. If I am hungry, ➢ I am hungry. ➢ I will eat.
then I will eat.
3. If x + 5 = 20, ➢ x + 5 = 20. ➢ x = 15.
then x = 15.
4. If a polygon has three sides, ➢ A polygon has three sides. ➢ It is a triangle.
then it is a triangle.
5. If ∠A measures 90o, ➢ ∠A measures 90o. ➢ It is a right angle.
then it is a right angle.

2|P age
 You have also learned that every conditional statement has a converse, inverse, and
contrapositive. Below are additional examples.

1. Statement: ✓ If ∠A measures 90o, then it is a right angle.

Inverse: ✓ If ∠A does not have a measure of 90o, then it is not a right angle.
Converse: ✓ If ∠A is a right angle, then it measures 90o.
Contrapositive: ✓ If ∠A is not a right angle, then it does not have a measure of 90 o.

2. Statement: ✓ If a polygon has three sides, then it is a triangle.

Inverse: ✓ If a polygon does not have three sides, then it is not a triangle.
Converse: ✓ If a polygon is a triangle, then it has three sides.
Contrapositive: ✓ If a polygon is not a triangle, then it does not have three sides.

3. Statement: ✓ If a guava is ripe, then it turns to a lighter yellow-green color.

Inverse: ✓ If a guava is not ripe, then it has not yet turned to a lighter yellow-
Converse: green color.
Contrapositive: ✓ If a guava has turned to a lighter yellow-green color, then it is ripe.
✓ If a guava has not yet turned to a lighter yellow-green color, then it is not
ripe.

Conditional Statements and its

Inverse, Converse, and
Contrapositive
Kindly open your book and turn it on pages 130 to 131 then answer the specified activities below.
(35 points)

1. Mental Math
1. Hypothesis:
Conclusion:

2. Hypothesis:
Conclusion:

3. Hypothesis:
Conclusion:

4. Hypothesis:
Conclusion:

5. Hypothesis:
Conclusion:

6. Hypothesis:
Conclusion:

7. Hypothesis:
Conclusion:

8. Hypothesis:
Conclusion:

9. Hypothesis:
Conclusion:

10. Hypothesis:
Conclusion:

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 2. Written Math (B)
16. Inverse: ✓

Converse: ✓

Contrapositive: ✓

17. Inverse: ✓

Converse: ✓

Contrapositive: ✓

18. Inverse: ✓

Converse: ✓

Contrapositive: ✓

19. Inverse: ✓

Converse: ✓

Contrapositive: ✓

20. Inverse: ✓

Converse: ✓

Contrapositive: ✓

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 Now that you are already familiar with conditional statements, let us proceed to “Reasoning in
Geometry.”

BOOK TIME: Pages 132 to 134

As discussed in your book, there are many ways of writing proofs, one of which is by the “two-
column proof” which we will be using in our discussions.

Reasoning
Kindly open your book and turn it on page 140 then answer Mental Math: A. (5 points)

1.
2.
3.
4.
5.

Well done! You’re finally done with the first lesson in this module. Before you say goodbye to
this lesson, kindly ponder on the following questions:

1. Among the four ways of proving/explaining, which one do you usually use? Give an instance
where you used it.
2. For the Math Checkpoint, how many were you able to get out of 40 points?
3. Also, assess yourself. Out of 100, what will you rate yourself in terms of understanding the
lesson? Also, kindly give a reason for this score.

5|P age
Lesson 2: Triangle Congruence

Below are some kinds of polygons and illustrations of polygons. Match the polygon with its
corresponding figure by drawing lines.

CLASSIFICATIONS ILLUSTRATIONS

Triangle

Quadrilateral

Pentagon

Hexagon

Heptagon

Octagon

Nonagon

Decagon

The activity in the Math Kilalanin shows a one-to-one correspondence. In Mathematics, one-to-
one correspondence refers to a situation in which the members of one set can be evenly matched with
the members of another set.

An example is a one-to-one correspondence between the vertices of two given triangles. Learn
more about this through your book.

BOOK TIME: Pages 152 and 153

You’ve learned about the corresponding angles and corresponding sides of a given pair of
triangles. Below is an additional example.

Given that △MAP corresponds to △RUN (in symbols: △MAP ↔ △RUN), below are the three
pairs of corresponding angles and three pairs of corresponding sides.

Corresponding Corresponding
Angles Sides
∠M ↔ ∠R MP ↔ RN
∠A ↔ ∠U MA ↔RU
∠P ↔ ∠N AP ↔ UN

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 Corresponding Angles and
Corresponding Sides
A. In the first column of the table below are pairs of corresponding triangles. Complete the table by
writing the corresponding angles and corresponding sides in the 2nd and 3rd columns, respectively.
The first item has been accomplished for your reference. Do this in a maximum of 10 minutes.
(3 items, two points each)

CORRESPONDING CORRESPONDING
PAIR OF TRIANGLES
ANGLES SIDES
△PET ↔ △WIN
* ∠P ↔ ∠W * PE ↔ WI

* ∠E ↔ ∠I * ET ↔ IN

* ∠T ↔ ∠N * PT ↔ WN

△BAD ↔ △FUN
*
*
*
*
*
*

△TWO ↔ △GEL
* *

* *

* *

△ARM ↔ △FLU
* *

* *

* *

There are instances when all corresponding parts of a given pair of triangles are congruent. That
is, their measurements are equal. In such cases, the given triangles are congruent.
Learn more about this through your book.

BOOK TIME: Pages 153 to 155

7|P age
 You’ve learned about triangle congruence. Take note that the number of arcs and the number of
tick marks indicate congruence of angles and sides, respectively. Below are additional examples.

In the figure on the right are triangles SUN and

RAP where ∠S is congruent to ∠R as indicated by the
single arc. In symbol, ∠S ≅ ∠R. Similarly,

∠U ≅ ∠A as symbolized by the double arc,

∠N ≅ ∠P as symbolized by the triple arc,
SU ≅ RA as symbolized by the single tick mark,
UN ≅ AP as symbolized by the double tick marks, and
SN ≅ RP as symbolized by the triple tick marks.

Thus, since all corresponding parts of △SUN and △RAP are congruent, these triangles are
congruent. In symbol, △SUN ≅ △RAP.

On the other hand, in the figure on the

right are triangles YES and NOW where only
the corresponding angles are congruent.

Thus, since not all corresponding parts

△YES and △NOW are congruent, these
triangles are not congruent. In symbol, △YES
≢ △NOW.

Triangle Congruence

In the first column of the table below are pairs of triangles. Identify whether these pairs are
congruent or not. Justify your answer. The first item is accomplished for your reference. Do this in a
maximum of 10 minutes. (5 items, 1 point each)

CONGRUENT (≅) OR
PAIR OF TRIANGLES
NOT CONGRUENT (≢)
All corresponding parts of △ABC and △DEF
Example: △ABC and △DEF
are congruent.

Thus, △ABC ≅ △DEF

1. △GHI and △JKL

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 2. △MNO and △PQR

3. △STU and △VWX

4. △KLM and △NOP

5. △QRS and △TUV

Were you able to correctly answer the last item? You might be wondering as to how you can
identify whether the two triangles are congruent given that only tick marks were there. Well, we can still
prove the congruence of such pairs of triangles by deductive reasoning using properties, postulates,
definitions, and theorems.

Recall that deductive reasoning starts with the given condition called the hypothesis. A series of
statements that lead to the desired conclusion is presented. These statements are backed by
corresponding reasons. A deductive proof may be written in paragraph form or two-column form. In our
discussions, we will be using the two-column form.

Also, the following are properties, postulates, and definitions that will be used in the discussions.

1. Reflexive Property of Congruence

➢ The reflexive property of congruence states that “an angle or line segment is always
congruent to itself.”

9|P age
 2. Linear Pair Postulate
➢ Linear pair postulate states that “angles forming a linear pair are supplementary angles.”

3. Parallel-Alternate Interior Angle Postulate

➢ Parallel-Alternate Interior Angle Postulate states that “any pair of alternate interior angles
formed by parallel lines intersected by a transversal are congruent.”

4. Definition of Perpendicularity
➢ Perpendicular lines, rays, or line segments intersect to form right angles.

5. Definition of Midpoint
➢ A midpoint is a point on a line segment that is equidistant from both endpoints.

6. Definition of Bisector
➢ A bisector is a point, a line, a ray, etc. that divides something into two equal parts.

7. Additional Notes:
➢ Supplements to congruent angles are congruent.
➢ Vertical angles are congruent.
➢ Any two right angles are congruent.

Aside from these, the following are additional postulates and theorem:

1. The SSS Congruence Postulate;

2. The SAS Congruence Postulate;
3. The ASA Congruence Postulate; and
4. The SAA/AAS Theorem.

Learn more about this through your book.

BOOK TIME: Pages 155 to 160

You have learned about the SSS Congruence Postulate, the SAS Congruence Postulate, the
ASA Congruence Postulate, and the SAA/AAS Theorem. These may be used in proving triangle
congruence. The following are the steps:

1. Illustrate
➢ Come up with an illustration injecting all given details. Figures in problem solving,
however, are often already given.

2. Investigate
➢ Carefully examine the illustration and identify which of the four congruence postulates
and theorem is more feasible to use.

3. Prove
➢ Finally, write your logical proof.

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Examples:
1. Given: AB ≅ DE
BC ≅ EF
AC ≅ DF
Prove: △ABC ≅ △DEF

First, inject the given details into the

illustration by drawing tick marks. Looking at the
illustration, the corresponding sides AB and DE
are congruent, the corresponding sides BC and
EF are congruent, and the corresponding sides
AC and DF are congruent.

From this, we can conclude that we can

use the SSS congruence postulate to prove that
△ABC ≅ △DEF. Now that we have a clear
direction of how our proof would look like, we may
now write it down.

Proof:
STATEMENT REASON
1. AB ≅ DE Given
2. BC ≅ EF Given
3. AC ≅ DF Given
4. △ABC ≅ △DEF SSS Congruence Postulate

2. Given: ∠O ≅ ∠U
HO ≅ SU
OT ≅ UN
Prove: △HOT ≅ △SUN

First, inject the given details into the

illustration by drawing tick marks and arcs.
Looking at the illustration, the corresponding
sides HO and SU are congruent, the
corresponding sides OT and UN are congruent,
and the included angles O and U are congruent.

From this, we can conclude that we can

use the SAS congruence postulate to prove that
△HOT ≅ △SUN. Now that we have a clear
direction of how our proof would look like, we may
now write it down.

Proof:
STATEMENT REASON
1. HO ≅ SU Given
2. ∠O ≅ ∠U Given
3. OT ≅ UN Given
4. △HOT ≅ △SUN SAS Congruence Postulate

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 3. Given: ∠M ≅ ∠S
∠A ≅ ∠I
MA ≅ SI
Prove: △MAN ≅ △SIT
First, inject the given details into the
illustration by drawing tick marks and arcs.
Looking at the illustration, the corresponding
angles ∠M and ∠S are congruent, the
corresponding angles ∠A and ∠I are congruent,
and the included sides MA and SI are congruent.

From this, we can conclude that we can

use the ASA congruence postulate to prove that
△MAN ≅ △SIT. Now that we have a clear
direction of how our proof would look like, we may
now write it down.

Proof:
STATEMENT REASON
1. ∠M ≅ ∠S Given
2. MA ≅ SI Given
3. ∠A ≅ ∠I Given
4. △MAN ≅ △SIT ASA Congruence Postulate

4. Given: ∠B ≅ ∠A
∠E ≅ ∠R
BD ≅ AT
Prove: △BED ≅ △ART

First, inject the given details into the

illustration by drawing tick marks and arcs.
Looking at the illustration, the corresponding
angles ∠B and ∠A are congruent, the
corresponding angles ∠E and ∠R are congruent,
and non-included corresponding sides BD and
AT are congruent.

From this, we can conclude that we can

use the AAS/SAA theorem to prove that △BED ≅
△ART. Now that we have a clear direction of how
our proof would look like, we may now write it
down.

Proof:
STATEMENT REASON
1. ∠B ≅ ∠A Given
2. ∠E ≅ ∠R Given
3. BD ≅ AT Given
4. △BED ≅ △ART AAS Congruence Postulate

12 | P a g e
 Learn more about this through your book.

BOOK TIME: Pages 160 to 163

Proving
Triangle Congruence

Kindly open your book and turn it to the following pages then answer the specified activity. Do
this in a maximum of 90 minutes. (93 points)

1. Page 165 (Mental Math: B; and C)

4 items, 1 point each
B. 7. C. 9.
8. 10.

2. Pages 166 to 168 (Written Math: B)

16. (6 points)
REASON
1.
2.
3.
4.
5.
6.

17. (4 points)
REASON
1.
2.
3.
4.

18. (4 points)
REASON
1.
2.
3.
4.

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 19. (4 points)
REASON
1.
2.
3.
4.

3. Pages 168 to 170 (Written Math: C, Numbers 20, 22, 24, 26, and 28)
20. (illustration: 1 point, statements: 5 points, and reasons: 5 points)
ILLUSTRATION STATEMENT REASON

21. (illustration: 1 point, statements: 4 points, and reasons: 4 points)

ILLUSTRATION STATEMENT REASON

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 24. (illustration: 1 point, statements: 7 points, and reasons: 7 points)
ILLUSTRATION STATEMENT REASON

26. (illustration: 1 point, statements: 10 points, and reasons: 10 points)

ILLUSTRATION STATEMENT REASON

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 28. (illustration: 1 point, statements: 7 points, and reason: 7 points)
ILLUSTRATION STATEMENT REASON

Sometimes, we tend to measure our happiness, our challenges, our blessings, etc., and
compare them to others. From these comparisons, we get affected either positively or negatively. The
thing is, there’s no such thing as congruent people. So instead of comparing what we have and what
we don’t from others, we should work on these and live our own lives to the fullest. After all, each of us
is unique and no one can play our roles better than we can.

Anyway, well done! You’re finally done with the second lesson in this module. Before you say
goodbye to this lesson, kindly ponder on the following questions:

1. If you are a triangle, what kind of triangle is congruent to you and why?
2. For the Math Checkpoint, how many were you able to get out of 104 points?
3. Also, assess yourself. Out of 100, what will you rate yourself in terms of understanding the
lesson? Also, kindly give a reason for this score.

16 | P a g e
Lesson 3: Proving Corresponding Parts Congruent

Given that triangles ABC and DEF below are congruent, answer the following questions.

1. What side of △DEF is congruent to AB? ___________________________________

2. What angle of △ABC is congruent to ∠F? ___________________________________
3. Will side BC be congruent to side EF? ___________________________________

The correct answers are DE, ∠C, and yes, respectively. What if you are asked to justify your
answers, how do you think will you do it? _______________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

In the previous lesson, you learned how to prove the congruence of two given triangles. In this
lesson, you will learn to prove the congruence of corresponding parts of triangles. Learn more about
this through your book.

BOOK TIME: Pages 152, and 153

Important to Remember!

Corresponding parts of congruent triangles are congruent (CPCTC). Also, in proving the
congruence of corresponding parts of triangles, you have to show first that the two triangles are
congruent.

17 | P a g e
Examples:

1. Given: AD ⊥ BC
D is the midpoint of BC
Prove: AC ≅ AB

Proof:
ILLUSTRATION STATEMENT REASON
1. D is the midpoint of BC Given
2. BD ≅ DC Definition of Midpoint
3. AD ⊥ BC Given
4. ∠ADC and ∠ADB are
Definition of Perpendicularity
right angles
Any two right angles are
5. ∠ADC ≅ ∠ADB
congruent.
Reflexive Property of
6. AD ≅ AD
Congruence
7. △ADC ≅ △ADB SAS Congruence Postulate
8. AC ≅ AB CPCTC

2. Given: AC ≅ EC
∠BCE ≅ ∠DCA
C is the midpoint of BD
Prove: ∠A ≅ ∠E

Proof:
ILLUSTRATION STATEMENT REASON
1. AC ≅ EC Given
2. ∠BCE and ∠ECD form a
Definition of Linear Pair
linear pair
3. ∠DCA and ∠ACB form a
Definition of Linear Pair
linear pair
4. ∠ECD is a supplement of Linear Pair Postulate
∠BCE
5. ∠ACB is a supplement of Linear Pair Postulate
∠DCA
6. ∠BCE ≅ ∠DCA Given

Supplements to congruent
7. ∠ECD ≅ ∠ACB
angles are congruent.
8. C is the midpoint of BD Given
9. BC ≅ DC Definition of Midpoint
10. △ECD ≅ △ACB SAS Congruence Postulate
11. ∠A ≅ ∠E CPCTC

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 Proving
Corresponding Parts’
Congruence

Kindly open your book and turn it to the following pages then answer the specified activity. Do
this in a maximum of 30 minutes. (36 points)

1. Page 181 (Written Math: B, Number 23)

illustration: 1 point, statements:11 points, and reasons: 11 points
ILLUSTRATION STATEMENT REASON

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 2. Page 180 (Written Math: B, Number 17)
illustration: 1 point, statements:6 points, and reasons: 6 points
ILLUSTRATION STATEMENT REASON

Good job! You’re finally done with the third and last lesson in this module. Before you say
goodbye to this lesson, kindly ponder on the following questions:

1. If you are given the chance to live in a congruent world (another Earth), would you want every
other corresponding part such as the people around you, the circumstances you have, the place
where you are, etc. to be congruent? To still be the same? Explain your answer.
2. For the Math Checkpoint, how many were you able to get out of 36 points?
3. Also, assess yourself. Out of 100, what will you rate yourself in terms of understanding the
lesson? Also, kindly give a reason for this score.

20 | P a g e
Math Checkpoint: Conditional Statements and its Inverse, Converse, and
Contrapositive
1. Mental Math
1. Hypothesis: You live in Manila.
Conclusion: You live in the Philippines.
2. Hypothesis: You drink milk.
Conclusion: You grow.
3. Hypothesis: A triangle is a right angle.
Conclusion: One of its interior angles is a 90-degree angle.
4. Hypothesis: A triangle is equiangular.
Conclusion: Its interior angles are congruent.
5. Hypothesis: A triangle is isosceles.
Conclusion: At least two of its sides are congruent.
6. Hypothesis: 4x – 1 = 11.
Conclusion: x = 3.
7. Hypothesis: A number is a whole number.
Conclusion: It is an integer.
8. Hypothesis: A figure is a square.
Conclusion: It is not a triangle.
9. Hypothesis: A number is even.
Conclusion: It is divisible by 2.
10. Hypothesis: An angle is acute.
Conclusion: It measures less than 90o.

2. Written Math (B)

22. Inverse: ✓ If you are not in Sampaloc, then you are not in Manila.
Converse: ✓ If you are in Manila, then you are in Sampaloc.
Contrapositive: ✓ If you are not in Manila, then you are not in Sampaloc.
23. Inverse: ✓ If two line segments do not have the same length, then
they are not congruent.
Converse: ✓ If two line segments are congruent, then they have the same
length.
Contrapositive: ✓ If two line segments are not congruent, then they do not have
the same length.
24. Inverse: ✓ If you are not a second-year high school student, then you
are not a sophomore.
Converse: ✓ If you are a sophomore, then you are a second-year high
school student.
Contrapositive: ✓ If you are not a sophomore, then you are not a second-year
high school student.
25. Inverse: ✓ If two angles are not congruent, then they do not have the
same measure.
Converse: ✓ If two angles have the same measure, then they are congruent.

Contrapositive: ✓ If two angles do not have the same measure, then they are not
congruent.
26. Inverse: ✓ If a number does not end in either 0 or 5, then it is not
divisible by 5.
Converse: ✓ If a number is divisible by 5, then it ends in either 0 or 5.
Contrapositive: ✓ If a number is not divisible by 5, then it does not end in either
0 or 5.

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Math Checkpoint: Corresponding Angles and Corresponding Sides
1. Intuition
2. Induction
3. Deduction
4. Deduction
5. Analogy

Math Checkpoint: Corresponding Angles and Corresponding Sides

CORRESPONDING ANGLES CORRESPONDING SIDES
* ∠B ↔ ∠F * BA ↔ FU
* ∠A ↔ ∠U * AD ↔ UN
* ∠D ↔ ∠N * BD ↔ FN
* ∠T ↔ ∠G * TW ↔ GE
* ∠W ↔ ∠E * WO ↔ EL
* ∠O ↔ ∠L * TW ↔ GL
* ∠A ↔ ∠F * AR ↔ FL
* ∠R ↔ ∠L * RM ↔ LU
* ∠M↔ ∠U * AM ↔ FU

Math Checkpoint: Triangle Congruence

1. All corresponding parts of △GHI and △JKL are congruent.
Thus, △GHI ≅ △JKL.
2. The corresponding angles of △MNO and △PQR are not congruent. In addition, the
corresponding sides MO and PR of are not congruent.
Thus, △MNO ≢ △PQR.
3. All corresponding parts of △STU and △VWX are congruent.
Thus, △STU ≅ △VWX.
4. Two pairs of corresponding angles ∠L and ∠O AND ∠M and ∠P of △KLM and △NOP are not
congruent. Furthermore, the corresponding sides KM and NP are not congruent.
Thus, △KLM ≢ △NOP.
5. △QRS ≅ △TUV

Math Checkpoint: Proving Triangle Congruence

1. Page 165 (Mental Math: B; and C)
B. 7. ∠C ≅ ∠F C. 9. SSS
8. AB ≅ XY 10. SAS

2. Pages 166 to 168 (Written Math: B)

16. REASON
1. Given
2. Given
3. Definition of Perpendicularity
4. Any two right angles are congruent.
5. Given
6. SAS Congruence Postulate

17. REASON
1. Given
2. Definition of Perpendicularity
3. Any two right angles are congruent.
4. ASA Congruence Postulate

22 | P a g e
 18. REASON
1. Given
2. Parallel-Alternate Interior Angle Postulate
3. Vertical angles are congruent.
4. ASA Congruence Postulate

19. REASON
1. Given
2. Parallel-Alternate Interior Angle Postulate
3. Parallel-Alternate Interior Angle Postulate
4. ASA Congruence Postulate

3. Pages 168 to 170 (Written Math: C, Numbers 20, 22, 24, 26, and 28)
20. ILLUSTRATION STATEMENT REASON
1. AC ≅ BC Given
2. ∠A ≅ ∠B Given
3. D is the midpoint Given
4. AD ≅ BD Definition of Midpoint
5. △ACD ≅ △BCD SAS Congruence Postulate

22. ILLUSTRATION STATEMENT REASON

1. AC ≅ BC Given
2. ∠ACD ≅ ∠BCD Given
3. CD ≅ CD Reflexive Property of
Congruence
4. △ACD ≅ △BCD SAS Congruence Postulate

24. ILLUSTRATION STATEMENT REASON

1. AB ≅ ED Given
2. AB ⊥ BD and ED ⊥ BD Given

3. ∠B and ∠D are right Definition of Perpendicularity

angles
4. ∠B ≅ ∠D Two right angles are
congruent.
5. C is the midpoint of BD Given

6. BC ≅ DC Definition of Midpoint
7. △ABC ≅ △EDC SAS Congruence Postulate

26. ILLUSTRATION STATEMENT REASON

1. ∠3 ≅ ∠4 Given
2. B is the midpoint of AC Given

3. AB ≅ BC Definition of Midpoint
4. ∠1 ≅ ∠5 form a linear Definition of Linear Pair
pair
5. ∠2 ≅ ∠6 form a linear Definition of Linear Pair
pair
6. ∠5 is a supplement of Linear Pair Postulate
∠1

23 | P a g e
 7. ∠6 is a supplement of Linear Pair Postulate
∠2
8. ∠1 ≅ ∠2 Given
9. ∠5 ≅ ∠6 Supplements to congruent
angles are congruent.
10. △ABD ≅ △CBE SAS Congruence Postulate

28. ILLUSTRATION STATEMENT REASON

1. AF ⊥ CF and CD ⊥ CF Given

2. ∠F and ∠C are right Definition of Perpendicularity

angles
3. ∠F ≅ ∠C Two right angles are
congruent.
4. AD bisects FC Given
5. AD ≅ FC Definition of Bisector
6. ∠ABF ≅ ∠DBC Vertical angles are congruent.

7. △AFB ≅ △DCB ASA Congruence Postulate

Math Checkpoint: Proving Corresponding Parts’ Congruence

3. Page 181 (Written Math: B, Number 23)
ILLUSTRATION STATEMENT REASON
Given
1. bisects ∠BAC
2. ∠BAD ≅ ∠CAD Definition of Bisector
3. ∠1 and ∠ABD form a
Definition of Linear Pair
linear pair
4. ∠2 and ∠ACD form a
Definition of Linear Pair
linear pair
5. ∠ABD is a supplement Linear Pair Postulate
of ∠1
6. ∠ACD is a supplement Linear Pair Postulate
of ∠2
7. ∠1 ≅ ∠2 Given
Supplements to congruent
8. ∠ABD ≅ ∠ACD
angles are congruent.
9. AD ≅ AD Reflexive Property of
Congruence
10. △BAD ≅ △CAD AAS/SAA Theorem
11. BD ≅ CD CPCTC

4. Page 180 (Written Math: B, Number 17)

ILLUSTRATION STATEMENT REASON
1. ∠B ≅ ∠C Given
2. AD bisects ∠BAC Given
3. ∠BAD ≅ ∠CAD Definition of Bisector
4. AD ≅ AD Reflexive Property of
Congruence
5. △BAD ≅ △CAD AAS/SAA Theorem
6. AB ≅ AC CPCTC

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Name: ___________________________________________________ Score:
Gr. & Sec.: _________________ Date: ________________________

To be submitted on or before December 6, 2021.

I. Table Completion: Below are conditional statements. For each of these statements, kindly write
the hypothesis, conclusion, inverse, converse, and contrapositive. (15 points)
1. Statement: If today is a Saturday, then tomorrow is a Sunday.
Hypothesis:

Conclusion:

Inverse:

Converse:

Contrapositive:

2. Statement: If two angles form a linear pair, then they are supplementary.
Hypothesis:

Conclusion:

Inverse:

Converse:

Contrapositive:

3. Statement: If a quadrilateral has a right angle, then it is a rectangle.

Hypothesis:

Conclusion:

Inverse:

Converse:

Contrapositive:

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Name: ___________________________________________________ Score:
Gr. & Sec.: _________________ Date: ________________________

To be submitted on or before December 6, 2021.

II. Proving: Complete the following tables of proof. (30 points)

1. Given: IG ⊥ BP
IG bisects ∠BGP
Prove: △BIG ≅ △PIG

Proof:
STATEMENT REASON

1. IG ⊥ BP

2. Definition of Perpendicularity

3. ∠BIG ≅ ∠PIG

4. Reflexive Property of Congruence

5. Given

6. ∠BGI ≅ ∠PGI

7. △BIG ≅ △PIG

2. Given: LN and KM bisect each other

Prove: △KAL ≅ △MAN

Proof:
STATEMENT REASON

1. Given

2. AK ≅ AM

3. Definition of Bisector

4. ∠KAL ≅ ∠MAN

5. △KAL ≅ △MAN

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 3. Given: BN ≅ NT
E is the midpoint of BT
Prove: △BEN ≅ △TEN

Proof:
STATEMENT REASON

1. BN ≅ NT

2. Reflexive Property of Congruence

3. Given

4. BE ≅ TE

5. △BEN ≅ △TEN

4. Given: ∠D ≅ ∠E
∠ABE ≅ ∠CBD
B is the midpoint of AC
Prove: BD ≅ BE

Proof:
STATEMENT REASON

1. ∠D ≅ ∠E

2. ∠ABE and ∠4 form a linear pair

3. Definition of Linear Pair

4. ∠4 is a supplement of ∠ABE

5. Linear Pair Postulate

6. ∠ABE ≅ ∠CBD Given

7. Supplements to congruent angles are congruent.

8. B is the midpoint of AC Given

9. Definition of Midpoint

10. △ABD ≅ △CBE

11. BD ≅ BE

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Name: ___________________________________________________ Score:
Gr. & Sec.: _________________ Date: ________________________

To be submitted on or before December 6, 2021. For your output, print/copy this worksheet, do the
task, take a photo of the output then send it via MS Teams.

MINI TASK:
Instruction: Make YOUR problem on triangle congruence. Show your complete illustration and proof
following the template below. (Problem: 2 points, illustration: 2 points, proof: 16 points)

Problem: Illustration:
Given:

Prove:

Proof:
STATEMENT: REASON:

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To be submitted on or before December 6, 2021.
MAIN PERFORMANCE TASK:

Nowadays, art has become one of the most popular means of expression. This is made evident
in the creative and masterful depiction of real-life events, ideologies, and various ways of life. Much like
how art was reimagined during the Renaissance and Baroque era, how can we utilize art as a tool to
vividly reflect our vision of “positively reimagining life” once this pandemic is over?

As an engineer, you are asked by one of your clients to present a front view of a house that
would reflect “a new beginning”. The client gave you a chance to freely design the house with the
condition that it and must possess elements inspired by Renaissance and/or Baroque art and there
must be at least one pair of congruent triangles in it.

To fully convince the client that the triangles are congruent, include labels, arcs, and tick marks
in your design. Also, you must present an explanation of why you designed the house the way you did
and a two-column proof that the triangles are indeed congruent.

Note that you may encode or write your output. For approval, send a photo of your output through
your MS Teams account. If you encoded it, then you may send a soft copy instead.

Also, you will be rated according to the following rubric:

Criteria / Needs
Excellent Very Good Good
Indicator Improvement
Design At least one pair At least one pair At least one pair At least one pair
of congruent of congruent of congruent of congruent
triangles is triangles is shown triangles is shown triangles is shown
shown, and all but one but two or three but at least four
necessary tick necessary tick necessary tick necessary tick
marks and arcs mark or arc is marks or arcs are marks or arcs are
are shown. missing. missing. missing.
(10 points) (10 points) (8 points) (6 points) (4 points)
Proof All necessary All necessary Some necessary Some necessary
statements and statements and statement/s and statement/s and
reasons are reasons are reason/s are reason/s are
written logically. written but the missing but are missing, and the
proof is written in written logically. proof is written in
an illogical an illogical
sequence. sequence.
(20 points) (20 points) (16 points) (12 points) (8 points)

. The sample design below and the template on the next pages are provided for your reference.

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Name: ___________________________________________________ Score:
Gr. & Sec.: _________________ Date: ________________________

To be submitted on or before December 6, 2021.

MAIN PERFORMANCE TASK:

Design:

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Explanation: (Why did you design the house this way?)

Proof: (Proof that the triangles are congruent.)

STATEMENT: REASON:

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