K to School San Sebastian Integrated School Grade Level Grade 8

12
Teacher Bryan B. Baltazar Learning area Math

Teaching Dates March ___, 2023 Quarter 3rd Quarter

& Time

I. OBJECTIVES
Illustrate the solving corresponding parts of congruent triangles and, illustrate inductive
A. Content Standard skills to prove congruence between triangles.

The learner is able to formulate an organized plan to handle a real-life situation. The
learner is able to communicate mathematical thinking with coherence and clarity in
B. Performance Standard formulating, investigating, analyzing, and solving real-life problems involving triangle
congruence postulates.

C. Learning Competencies/
1. Determine the corresponding angles and sides of two congruent triangles; and
Objectives
2. Solve problems involving corresponding parts of congruent triangles.
(Write the LC Code for each)
II. CONTENT SOLVING CORRESPONDING PARTS OF CONGRUENT TRIANGLES
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials from • PowerPoint Presentation
Learning Resource (LR) • MELCS Quarter 3
Portal
B. Other Learning Resources
Laptop/Tablet PC, Internet Connectivity
IV. PROCEDURES
Activity: Vice Versa

This time, your task is to complete the table below by providing the missing triangle
congruence statement or the missing congruent corresponding parts. The first one has
been done for you.

Congruence Corresponding Angles Corresponding Sides

Statement

A. Reviewing previous lesson or

∆CAT ≅ ∆NEL ∠C ≅ ∠A ≅ ∠T ≅ AT ≅ EL
presenting the new lesson
∠N ∠E ∠L CA ≅ NE CT ≅ NL

∆DSL ≅ ∆FMR

∠L ≅ ∠O ≅ ∠W ≅
∠B ∠A ∠T

KR ≅ PC RB ≅ CM KB ≅ PM
 Let us now begin by exploring the world of congruent triangles and the important role they
play in construction. Read and do the tasks that follow.

The figure at the right is a truss. It is a triangulated system where straight structural
elements such as beams, bars or rods are interconnected. It is a strong frame that
supports a building or a bridge.

Suppose we are going to assign points on the truss as shown below.

B. Establishing a purpose for

the lesson

1. List down all possible pairs of triangles that appear to be congruent. What was your
basis in choosing those pairs of triangles?

2. Consider the two triangles ∆NIM and ∆ZER to be congruent. We have the following 6
pairs of corresponding parts:

∠N ≅ ∠Z If ∠N = 28o, then ∠Z = _______.

∠I ≅ ∠E If ∠I = 92o, then ∠E = _______.
∠M ≅ ∠R If ∠M = 60o, then ∠R = _______.
NI ≅ ZE If NI = 4 ft, then ZE = _______.
IM ≅ER If IM = 3 ft, then ER = _______.
MN ≅ RZ If MN = 5 ft, then RZ = _______.

EXAMPLE 1

a.) Given that ∆AIM ≅ ∆SET, list down the corresponding parts.
Answer:
Corresponding Angles Corresponding Sides

∠A ↔ ∠S AI ↔ SE
∠I ↔ ∠E IM ↔ ET
∠M ↔ ∠T AM ↔ ST

b.) Name the congruent triangles with the following congruent corresponding parts:
∠M ≅ ∠C, ∠A ≅ ∠P, ∠T ≅ ∠U and MA ≅ CP, AT ≅ PU, MT ≅ CU
C. Presenting examples/
Answer: ∆MAT and ∆CPU
instances
of the new lesson
EXAMPLE 2
𝑎. ) 𝐺𝑖𝑣𝑒𝑛: ∆IEF ≅ ∆HGF
Find: ∠H

Answer: ∠H = 40o
Reason: ∠H ≅ ∠I
 b.) Given: ∆ABC ≅ ∆ADC
Find: y

Answer: y = 6
Solution: Since AB ≅ AD,
3y = 18 Definition of Congruent Segments

Multiply ; Multiplication Property of Equality

Result y = 6

EXAMPLE 3

Given that ∆MYX ≅ ∆JAN, ∠M = 40o and ∠A = 70o, find ∠X.

Solution
Since ∆MYX ≅ ∆JAN, the corresponding parts, particularly, the
angles are congruent. By CPCTC, we can say that ∠M ≅ ∠J, ∠Y ≅
∠A and ∠X ≅ ∠N. To find ∠X, we need to focus on ∆MYX. We
know that ∠M = 40o and since ∠Y ≅ ∠A, we can say that ∠Y =
70o.
∠M + ∠Y + ∠X = 180º Angle Sum Theorem

40º + 70º + ∠X = 180º Substitute ∠M = 40º and ∠Y = 70º

110º + ∠X = 180º Simplify

110º – 110º + ∠X = 180º – 110º Add (-110º); Addition Property of Equality

∠X = 70º. Result

D. Discussing new concepts

and practicing new skills #1
Given the figures, find the value of the indicated variable.
 Figuring It Out
Directions: Given the figures, find the value of the indicated variable.

Given: ∆ABC ≅ ∆ADC.

Find h

E. Discussing new concepts

and practicing new skills #2

F. Developing mastery (leads to

Formative Assessment)
 Watch a video entitled “Triangles in Daily Life” by Al Aladwaa.

(YOUTUBE Link: https://youtu.be/1K3A8aJfGX0)

G. Finding practical
applications of concepts and
skills in daily living

 Based from the video, how important congruent triangles in real life?
 What I Have Learned
BLANK SPACES BETWEEN US

Directions: Complete the flowchart below on a separate sheet of paper to summarize what
you have learned about solving corresponding parts of congruent triangles.

SOLVING CORRESPONDING PARTS OF CONGRUENT TRIANGLES

H. Making generalizations and

abstractions about the
lesson

I. Evaluating Learning
Assessment
Directions: Read the questions carefully and choose the letter of the correct answer. Write
your answer on a separate sheet of paper.

1. If ∆ACT ≅ ∆NIV, which of the following are corresponding

segments?
I. T̅A and VN II. CA and NI III. TC and IV
A. I only C. I and III
B. II only D. I, II and III

2. If ∆LOC ≅ ∆KER, which of the following congruent

statements is/are NOT true?
I. ∆CLO ≅ ∆REK II. ∆COL ≅ ∆KRE III. ∆LCO ≅ ∆KER
A. I only C. I and III
B. II only D. I, II and III

3. Figure 3 shows that ∆BEN is congruent to ∆IVR. Find the

value of x.
 A. 5
C. 13
B. 6
D. 30

4. You are making party hats for your best friend’s birthday. The
measurements are shown in Figure 4. Find
the value of x.

A. 3 C. 7
B. 5 D. 9

5. Cielo is tasked to complete the labels for an output in Math

shown in Figure 5. She must see to it that each triangle should
have a perimeter of 46 cm. What possible algebraic expressions
should she choose to represent the
dimensions of the given figure?

A. HL = (2x+6) cm, LM = (2x+14)

cm, KM = (x+7) cm
B. HL = (4x+6) cm, LM = (3x+3)
cm, KM = (2x+10) cm
C. HL = (5x+9) cm, LM = (x+14)
cm, KM = (7x+1) cm
D. HL = (3x+9) cm, LM = (8x-3) cm, KM = (7x+1) cm

J. Additional activities for

application or remediation The following activity will help you enrich your knowledge on the concepts that you have
just learned.
Directions: Create your own word problem in real life about solving corresponding parts
of congruent triangles. Use the given objects as your bases in creating
the word problem. Show the process in solving in a separate sheet of
paper.
REAL LIFE OWN WORD PROBLEM SOLUTION PROCESS
APPLICATION

UMBRELLA

BRIDGE
 HOOD BRACES

V. REMARKS
VI. REFLECTION

A. No. of learners who earned

80% In the evaluation
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 these work?

Prepared by: Bryan B. Baltazar

Checked by: Ma’am Analiza V. Dispo