Republic of the Philippines

Department of Education
REGION I
SCHOOLS DIVISION OFFICE OF ALAMINOS CITY
ALAMINOS CITY NATIONAL HIGH SCHOOL
POBLACION, ALAMINOS CITY ,2404 PANGASINAN, PHILIPPINES

LESSON PLAN in MATHEMATICS 8

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 communicate mathematical thinking with coherence and
clarity in formulating, investigating, analyzing, and solving real-life problems involving congruent triangles using
appropriate and accurate representations.

C. Learning Competency/ies: The learner proves two triangles are congruent. (M8GE-IIIg-1)

D. Lesson Objectives: At the end of the period, the students should be able to achieve proficiency in the
following:
1. State conditions in proving triangle congruence.
2. Identify conditions in proving triangle congruence.
3. Use triangle congruence postulates and theorem to prove that two triangles are congruent.

II. CONTENT Quarter 3

Topic: Proving Triangle Congruence
Sub-Topics:
1. Proving two triangles are congruent using the triangle congruence postulates.

III. LEARNING RESOURCES

A. References: Teacher’s Guide
Learner’s Module: Grade 8 Math Quarter 3 Module 3
Textbooks:
B. Other Learning Resources – online resources
C. Materials: Laptop, PPT/slide decks, chalkboard

IV. PROCEDURE PRE-DEVELOPMENTAL ACTIVITY

A. Reviewing Review the past lesson on Solving corresponding parts of congruent triangles.
previous lesson

The teacher will ask the following question:

1. What is the total sum of all the interior angles of a triangle?
2. By observing the triangles, is it possible to know what is the measurement of an
unknown angle if the measurement of the other two angles is already given?
How?
3. When involving congruent triangles, what is the first thing to do to find the
measurement of an unknown angle?
After the students answer the questions, the teacher will repeat and emphasize the
important things to remember about solving corresponding parts of congruent triangles.
DEVELOPMENTAL ACTIVITY

B. Establishing a The teacher shows a series of paired triangles, and the students will identify if the
purpose for the triangles are congruent by SAS, ASA, SSS, AAS or not.
lesson

The teacher asks the students how they identified if the triangles are congruent or not.

Using the triangles the teacher will recall to the students the SAS, ASA, SSS and AAS
congruence postulates and theorem by asking them what parts are corresponding in
each postulate and theorem.

After which, the teacher will ask how items number 1 and number 2 became the
postulate that is illustrated.

After getting the idea of the students, the teacher will explain that aside from having
markings, there are concepts in mathematics that can prove that two triangles are
 congruent and prove that triangles are congruent by a postulate or theorem.

C. Presenting The teacher shows figures of congruent triangles and asks what they have observed.
examples/
instances
of the lesson

Vertical Angles- SAS

Shared side- SSS

Alternate interior angle and

Share side- SAS

The teacher will introduce the first

three built-in information present in the figures.

1. Shared Side- Reflexive property

2. Vertical angles
3. Alternate Interior angles

After identifying the built- in information, the teacher will ask what postulate is illustrated.

1. Definition of Terms
D. Discussing new
concepts and The teacher will define and illustrate other terms and concepts that are related
practicing new skill
and can be used as built-in information in proving triangle congruence.
#1
Angle Bisector- An angle bisector is a ray that divides an angle into two congruent
angles.

Midpoint- A midpoint of a segment is the point that divides the segment into two
congruent segments.

Vertical Angles- are a pair of non-adjacent angles formed by the

 intersection of two straight lines. Vertical Angles are congruent.

Perpendicular bisector- is a line that divides a given line segment exactly into two
halves forming 90 degrees angle at the intersection point.

Alternate Interior Angles Theorem- Alternate interior angles are congruent,

meaning they have equal measure.

As the teacher presents the definition, examples of each will be illustrated.

E. Discussing new The teacher will show example of two triangles that will be proven using the triangle
concepts and congruence postulates, wherein the students will apply the previously discussed
practicing new skill mathematical concepts.
#2
Example 1:

The teacher shows set of triangles and let the students identify the built-in information
and what postulate is illustrated.

Vertical Angles
Share side/ Reflexive Property SAS
SAS
For the fourth image, the teacher will ask the students what should be used instead of
shared side to prove that the triangles are congruent.

Example 2:

The teacher shows figure of triangles with given corresponding parts and the students
will identify which corresponding part is to be added for the triangles to be proven as
congruent using, ASA, SAS, and AAS.

Reflexive property
Vertical Angles SSA
SAS

Example 3:

The teacher will first let the students identify what the given corresponding parts, and
what
are
the
built-in

For ASA: B  D
information present in the figure. After which, the teacher will
ask what possible postulates can be used to prove that the
SAS: AC  FE
triangles are congruent.

AAS: A  F
 VERTICAL ANGLES

ΔGIH  ΔJIK by AAS

Example 4:

MIDPOINT

ΔABC  ΔEDC by ASA

F. Developing The teacher will provide exercises for the students to practice proving that two triangles
Mastery are congruent.

DIRECTIONS: Given the triangles identify the built in information, name the
triangles and state the postulate that proves that the two triangles are congruent.

VERTICAL ANGLES
ΔACB  ΔECD by SAS
G. Finding practical The trusses of houses form
applications of congruent triangles
concepts and skills similar to the picture below.
in daily living

Using the figure identify the built in parts, name the corresponding parts and state the
postulate the proves that the triangles are congruent.

POST DEVELOPMENTAL ACTIVITY

H. Generalizing and Learners will give a summary of the lesson.

abstractions about Summing Up!
the lesson
The teacher asks questions that will serve as the generalization of the lesson.

1. What are the triangle postulates and theorem used to prove that two triangles
are congruent?
2. What are some concepts we can use or look for when proving triangle
congruence?

I. Given the triangles below, name identify two postulates that can prove that the
I. Assessment triangles are congruent. List the built in information in each postulate and identify
the corresponding parts.

Remarks

Reflection

Prepared by:
Angeline G. Ramos
Teaching Intern