Republic of the Philippines

Department of Education
REGION 1
SCHOOLS DIVISION OFFICE OF ALAMINOS CITY
ALAMINOS CITY NATIONAL HIGH SCHOOL
ALAMINOS CITY, PANGASINAN

A DETAILED LESSON PLAN IN MATH 8

March 28, 2023

I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of key concepts of axiomatic structure of geometry
and triangle congruence.

B. Performance Standard
The learner is able to:
1. Formulate an organized plan to handle a real-life situation.

2. Communicate mathematical thinking with coherence and clarity in formulating, investigating,

analyzing, and solving real-life problems involving congruent triangles using appropriate and
accurate representations.

Most Essential Learning Competency

• Proves statements on triangle congruence. (M8GE-IIIh-1)

C. Learning Objectives
At the end of the lesson, the students should be able to:
1. State the H-AA (Hypotenuse-Acute Angle) congruence theorem.
2. Illustrate the H-AA (Hypotenuse-Acute Angle) congruence theorem.
3. Proving statements on triangle congruence involving real life situation.
II. CONTENT: Proves statements on triangle congruence.

III. LEARNING RESOURCES:

A. References: Teacher’s Guide
B. Textbooks: Exploring Math 8, Orlando A. Oronce, Marilyn O. Mendoza, pp. 360-380
C. Other Learning Resources – online resources
D. Materials: Laptop, PPT/slide decks

IV. PROCEDURE:
Teacher’s Activity Student’s Activity
PRE-DEVELOPMENTAL ACTIVITY

A. Reviewing previous lesson

So, before we discuss our lesson for today, let’s have

first a short review activity regarding our last topic.

Activity: You be the Judge! Determine what

congruence postulates and theorem that may be apply
to say that two triangles are congruent.
1. SAS Congruence Postulate
2. ASA Congruence Postulate
3. SSS Congruence Postulate
4. SAA/AAS Congruence Theorem
5. SSS Congruence Postulate

Very good.
Keep in mind that we use the SSS (Side-Side-Side) .
congruence postulate, SAS (Side-Angle-Side)
congruence postulate, and ASA (Angle-Side-Angle)
congruence postulate, and AAS/SAA (Angle-Angle-
Side) congruence theorem to prove two triangles are
congruent.

B. Motivational Activity

Group Activity:
Do the following in your group and afterwards I ask
you to explain the figure you made.
1. Draw a 17cm line segment. Students’ answers may vary.
̅̅̅̅.
2. Name it as IM
3. Using your protractor, draw ∠I equal to 90
degrees.
̅ measuring 20cm long.
4. From the vertex I, draw IL
̅̅̅̅.
5. Draw LM

C. Explain/State the objectives of the

lesson.

Our lesson objectives in this topic are:

• State the H-AA (Hypotenuse-Acute
Angle) congruence theorem.
• Illustrate the H-AA (Hypotenuse-Acute
Angle) congruence theorem.
• Proving statements on triangle
congruence involving real life situation.
DEVELOPMENTAL ACTIVITY

A. Establishing a purpose for the lesson

DRILL

Direction: Identify the images below.

Hint: Terms in Geometry
Possible answers:
1. Angle
2. Triangle
3. Right Angle
4. Opposite

B. Presenting Examples/Instances of the

New Lesson
Now that you have already an in depth understanding
regarding Triangle Congruence Postulate, let us now
proceed with our new lesson, proving statements on
triangles. You will illustrate another theorem to
prove that the triangles are congruent, but the
triangles you are going to encounter revolve around
right triangles alone.
Below is the definition and illustration of Right
Triangle.
The students will read and illustrate the definition of
Right Triangle.

Right Triangle
A right-angled triangle is a triangle with one of the
angles as 90°. A 90-degree angle is called a right
angle, and hence the triangle with a right angle is
called a right triangle. The longest side of the right
triangle, which is also the side opposite the right
angle, is the hypotenuse and the arms of the right are
the legs or the height and base.
A

Leg

B Leg C
 C. Discussing New Concepts and
Practicing New Skills

In this lesson, you are going to prove statements on

right triangle congruence theorem. Today, you are
going to focus on the H-AA (Hypotenuse-Acute
Angle) congruence theorem.
Below is the definition and illustration of H-AA
(Hypotenuse-Acute Angle) congruence theorem.

The H-AA (The Hypotenuse-Acute Angle

Congruence Theorem)
If hypotenuse and an acute of one right triangle are
congruent to the corresponding hypotenuse and an
acute angle of another, then the two triangles are
congruent.
A A
P P

B B Q Q
C C
R R

If ∠C and ∠R are right angles, ̅̅̅̅

𝐴𝐵 ≅ ̅̅̅̅
𝑃𝑄 , and ∠B ≅
∠Q, then ∆ABC ≅ ∆PQR

Geometric Property
Definition of Perpendicularity

Perpendicular: If line ̅̅̅̅

AC ⊥ ̅̅̅̅
CB , then
∠BCA is a right angle
A P

B Q
C R

Example 1: Use the H-AA (Hypotenuse -Acute

Angle) Congruence Theorem to prove the two
triangles are congruent.
Use two-column proof.

𝐆𝐢𝐯𝐞𝐧: ∠Y and ∠O are right angles

̅̅̅̅ ∥ ̅̅̅̅
𝑃𝑌 𝑂𝑁
Prove: ∆PYN ≅ ∆𝑁𝑂𝑃
P O

Y N

Proof:
Statements Reasons
1. ∠Y and ∠O are Given
right angles
2. PY ̅̅̅̅
̅̅̅̅ ∥ ON Given
3. ∠Y≅ ∠O Any two right angles
are congruent
4. ∠YPN≅ PAIC
∠ONP
5. ̅̅̅̅
PN ≅ ̅̅̅̅
PN Reflexive Property of
Congruence
6. ∆PYN ≅ H-AA Congruence
∆𝑁𝑂𝑃 Theorem

Example 2: Use the H-AA (Hypotenuse-Acute

Angle) Congruence Theorem to prove the two
triangles are congruent.
Use two-column proof. S
̅̅̅̅ ≅ 𝑇𝑁
Given: SN ̅̅̅̅
̅̅̅̅ ⊥ RE
𝑆𝑅 ̅̅̅̅ N E
R
̅̅̅̅
𝑇𝐸 ⊥ RE̅̅̅̅
𝐏𝐫𝐨𝐯𝐞: ∆SRN ≅ ∆TEN T
Proof:
Statements Reasons
1. ̅̅̅̅
SN ≅ ̅̅̅̅
𝑇𝑁 Given
̅̅̅̅ ⊥ RE
2. 𝑆𝑅 ̅̅̅̅ Given
3. ̅̅̅̅
𝑇𝐸 ⊥ ̅̅̅̅
RE Given
4. ∠R and ∠E are Definition of
right angles Perpendicularity
5. ∠R ≅ ∠E Any two right angles
are congruent
6. ∠SNR ≅ Vertical Angle theorem
∠TNE
7. ∆SRN ≅ H-AA Congruence
∆TEN Theorem

D. Developing Mastery

Activity: Prove two triangles are congruent using Proof:

H-AA Congruence Theorem. Statements Reasons
1. ⃗⃗⃗⃗
L
LP bisects Given
Given: ⃗⃗⃗⃗
𝐿𝑃 bisects ∠MLN
̅̅̅̅̅⊥𝐿𝑀
⃗⃗⃗⃗⃗⃗ ∠MLN
𝑃𝑀
2. ̅̅̅̅
PM⊥LM ⃗⃗⃗⃗⃗⃗ Given
̅̅̅̅
𝑃𝑁⊥𝐿𝑁⃗⃗⃗⃗⃗ M N
3. ̅̅̅̅
PN⊥LN⃗⃗⃗⃗⃗ Given
Prove: ∆PML ≅ ∆PNL P
4. ∠MLP ≅ Angle Bisector
∠NLP
5. ∠M and ∠N Definition of
are right Perpendicularity
angles
6. ∠M ≅ ∠N Any two right angles
are congruent
7. ̅LP
̅̅̅ ≅ ̅̅̅̅
𝐿𝑃 Reflexive Property of
Congruence
8. ∆PML ≅ H-AA Congruence
∆PNL Theorem
E. Finding Practical Application and
Skills in Daily Living

Activity: When a light ray from an object meets

mirror, it is reflected back to your eye. For example,
in the diagram, a light ray from point C is reflected at
point D and travels back to point A, ∠CDB , is
congruent to the angle of reflection, ∠ADB. Proof:
Given: ∠CDB ≅ ∠ADB Statements Reasons
̅̅̅̅
̅̅̅̅ ⊥𝐴𝐶
𝐷𝐵
̅̅̅̅ ≅ 𝐶𝐷
̅̅̅̅ 1. ∠CDB ≅ Given
𝐴𝐷 ∠ADB
Prove: ∆ABD ≅ ∆CBD ̅̅̅̅
̅̅̅̅ ⊥AC
2. DB Given
3. AD ≅ ̅̅̅̅
̅̅̅̅ CD Given
4. ∠ABD and Definition of
∠CBD are Perpendicularity
right angles
5. ∠ABD ≅ Any two right angles
∠CBD are congruent
6. ∆ABD ≅ H-AA Congruence
∆CBD Theorem

POST-DEVELOPMENTAL ACTIVITY

A. Generalization and Abstraction

About the Lessons

The teacher will ask the following questions

1. How can we prove that the two right

triangles are congruent? Students’ answers may vary.
2. How do we use geometric properties in
proving two right triangles are congruent?

B. Assessment
 Direction: Prove two triangles are congruent using
H-AA Congruence Theorem.
J
̅
Given: KI ≅ JI Proof:
̅̅̅̅ ̅̅̅̅
KH ⊥ 𝐻𝐿 H I Statements Reasons
L
̅ ⊥ LH
𝐽𝐿 ̅̅̅̅ ̅
1. KI ≅ JI Given
Prove: ∆KHI ≅ ∆JLI ̅̅̅̅ ̅̅̅̅
K
2. KH ⊥ 𝐻𝐿 Given
̅ ̅̅̅̅
3. 𝐽𝐿 ⊥ LH Given
4. ∠H ≅ ∠L Definition of
5. are right angles Perpendicularity
6. ∠H ≅ ∠L Any two right angles
are congruent
7. ∠KIH ≅ ∠JIL Vertical Angle
Theorem
8. ∆KHI ≅ ∆JLI H-AA Congruence
Postulate

C. Additional Activities for Application

or Remediation

Have an advance study regarding H-Leg

(Hypotenuse-Leg) Congruence Theorem

V. REMARKS:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

VI. REFLECTION:
A. No. of learners who earned 80% in the formative assessment: ________
B. No. of learners who require additional activities for remediation: _______
C. Did the remedial lesson work? _______ No. of learners who have caught up with the lesson.
________
D. No. of learners who continue to require remediation: _________
E. Which of my teaching strategies worked well? Why did this work?
____________________________________________________________________________
____________________________________________________________________________
_________________________
___________________________________________________________
F. What difficulties did I encounter which my principal or supervisor can help me solve?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________
G. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
____________________________________________________________________________
____________________________________________________________________________
________________________

Prepared by:

MARLON B. HERNANDEZ JR.

Pre- Service Teacher

Approved by:

WILMA N. CAMBA
Cooperating Teacher