Proving Congruent Triangle

A Semi-Detailed Lesson Plan
Grade 8
I. Learning Objectives
 Understand and identify the different properties, definition, and theorems needed
in proving two triangles are congruent.
 Uses the properties of triangle congruence in proving congruent parts and
congruent triangles.
 Demonstrate appreciation on recalling on triangle congruence is important in
proving two triangles are congruent.
II. Subject Matter

A. Topic: Proving Triangle Congruence
B. Reference: Learner’s Material Mathematics, Grade 8 page 23- 27, YouTube,
Google
C. Materials: Chalk, blackboard, manila paper, marker, tarpapel.
III. Procedures:
A. Preliminary Activities
 Greetings
 Attendance
 Review
 The teacher will group the class into 8 groups.
 Each group will be given set of tangram pieces and will be asked
to complete the puzzle. Whoever completes the puzzle first wins.
 After the game, the teacher will review what is congruent triangle
base on the game played.
B. Lesson
a. Introduction
 The same group will be given scrambled letters related to triangle.
ACTIVITY
Instructions: Unscramble the letter and paste it on the board with its
corresponding definition.
1. Reflexive Property – states that any shape is congruent to
itself.
2. Symmetric Property – states that order of congruence does
not matter. If one figure is
congruent
to another, then the second figure is
also congruent to the next.
3. Transitive Property – states that if two shapes are
congruent to a third, they are also
congruent to each other.
4. Median of a Triangle – a segment with endpoints on the
vertex of a triangle and the
midpoint
of the opposite side.
5. Equilateral Triangle – triangles with congruent sides.
6. Segment Bisector – a line, ray, or segment which cuts
another line segment into two equal
parts.
7. Angle Bisector – a line, ray, or segment which cuts an
angle into two equal parts.
8. Perpendicular Bisector – segments that form right angles.
 When the students are finished answering, the teacher will

discuss each term and give example for each property and
terms.
 The teacher will emphasize on the importance of these
terms in proving triangle congruence.
b. Presentation
 The teacher will discuss writing proofs about triangle congruence
using two-column form.
 The teacher will show a visual aid showing the different parts of the
two-column form used in proving triangle congruence.
1. The Diagram/ drawing - this is very important so that you can

analyze, plan and decide what postulates or theorems to apply
in proving.
T E
R U I H
2. The given – this is the statement taken from the hypothesis.

3. A statement to prove – this is taken from the conclusion.
4. Statements and reason – this portion of proof include
statements supported by valid reasons arranged logically from
the given statement until a conclusion is derived.
c. Example:
 The teacher will present and discuss a sample of proving two are
congruent to the students. She will also highlight the different
steps in proving two triangles are congruent.
Example 1:
 STEPS IN PROVING TWO TRIANGLES ARE CONGRUENT
1. Mark the illustration with the given congruent corresponding

parts.
2. Mark the missing congruent corresponding parts.
3. Support the missing congruent corresponding parts using
mathematical systems (definitions, postulates, and theorems).
4. Write the statements and reasons to prove.
Example 2:
Given: SL and AE bisects each other at B
Prove: △SRH ≅ △LAH
S A
H
R L
Statements Reasons
1. SL and AE bisects each 1. Given
other at B.
2. SH ≅ LH and RH ≅ AH 2. Definition of segment bisector
3. ∠SHR and ∠LAH are vertical 3. Definition of vertical angles
angles
4. ∠SHR ≅ ∠LAH 4. Vertical Angle Theorem
5. △SRH ≅ △LAH 5. SAS Postulate
Example 3:
Given: ∠1 ≅ ∠2
TP ⊥ PA, SM ⊥ MA
A is the midpoint of PM
Prove: △TAP ≅ △SAM
T S
1 2
P A M
Statements Reasons
1. ∠1 ≅ ∠2 1. Given
2. TP ⊥ PA, SM ⊥ MA 2. Given
3. ∠TPA and ∠SMA are right 3. Definition of perpendicular
angles bisector
4. ∠TPA ≅ ∠SMA 4. All right angles are congruent
5. A is the midpoint of PM 5. Given
6. PA ≅ MA 6. Definition of midpoint
7. △TAP ≅ △SAM 7. ASA Postulate
d. Activity
 The teacher will let the students work in pairs to do the task presented
below.
Directions: Fill in any missing statements or reasons of the following

proof. Choose your answer on the box.
1.)
Answer:
Statements Reasons
1. 1. Given
2. Given
2.
3. Given
3.
4. 4.
e. Analysis
The teacher summarizes the mathematical skills used to prove two
triangles are congruent by asking questions like:
 What did you do to fill in the missing statement or reason in the
given proof?

f. Abstraction
From the activity you had, how do you prove that the two triangles are
congruent by using triangle congruence postulate?
IV. Assignment:
Prepared by: NATHALIE R. CORDIAL

Student Teacher

Proving Congruent Triangle

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A Semi-Detailed Lesson Plan

II. Subject Matter

 When the students are finished answering, the teacher will

1. The Diagram/ drawing - this is very important so that you can

2. The given – this is the statement taken from the hypothesis.

1. Mark the illustration with the given congruent corresponding

Directions: Fill in any missing statements or reasons of the following

Prepared by: NATHALIE R. CORDIAL

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