8

MATHEMATICS
THIRD QUARTER

LEARNING ACTIVITY SHEETS

 Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY

COPYRIGHT PAGE
Learning Activity Sheet in MATHEMATICS
(Grade 8)

Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
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This material has been developed for the implementation of K to 12 Curriculum through the
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Development Team
Writers :MARIFE B. MACARUBBO, ROWENA R. UANANG, JIMARIE VIC S.
ABRAHAM, MARIA CRISTINA M. CRUZ, JHUNE S. BAGGAYAN,
MARLYN T. LATTAO, IMELDA P. LANGCAY, NANETTE F. CUSIPAG,
CAGAYAN NATIONAL HIGH SCHOOL
Content Editor : JOAQUINA L. BIRUNG, MARLO T. MELAD, NOLI B. ABRIGO Jr., Ph.D
ENRIQUE GARCIA, JACKILYN ALAMBRA,
MAI RANI ZIPAGAN, ARNEL CASTILLO
Language Editor : JESSICA T. CASTANEDA, PhD
Focal Persons : NOLI B. ABRIGO, PhD
JESSICA T. CASTANEDA, PhD
ISAGANI DURUIN, PhD
RIZALINO G. CARONAN
Printed by: DepEd Regional Office No. 02
Regional Center, Carig Sur, Tuguegarao City
_____________________________________________
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i
 Table of Contents

Compentency Page
number
Describes a mathematical statement ..................... 1

Identifies the undefined terms represented by the ..................... 5

given objects and names line, rays, and line
segments

Describes the set of points as collinear or non- ..................... 9

collinear

Illustrates triangle congruence ..................... 15

Illustrates the SAS, ASA, SSS and AAS Congruence ..................... 24

Postulates

Solves corresponding parts of congruent triangles ..................... 31

Proves two triangles are congruent .................... 40

Proves statements on triangle congruence .................... 52

Applies the triangle congruence to construct .................... 63

perpendicular line and angle bisector

ii
 MATHEMATICS 8
Name of Learner:_____________________ Grade Level:__________________
Section:_____________________________ Score:_______________________

LEARNING ACTIVITY SHEET

DESCRIBING A MATHEMATICAL STATEMENT
Background Information for Learners

MATHEMATICAL STATEMENT
© Mathematical statement is a sentence which is either true or false. In
mathematics, language is used in a very precise way, which is sometimes
slightly different from what we normally do..
© It is a meaningful composition of words that can either be true or false. Simply,
they are known as a statement.
Example 1: Rewrite the following statements in conditional statement or in if-then form.
a. A quadrilateral is a polygon.
b. A prime number has 1 and itself as a factor.
c. A square is a rectangle.
Solution:
The given statements are implication that can be written as:
a. If a figure is quadrilateral, then it is a polygon.
b. If a number is prime, then its factors are 1 and itself.
c. If a figure is square, then it is a rectangle.
The Converse, Inverse, and Contrapositive of a Conditional Statement
Example 2:

a. Conditional Statement If a figure is a square,

TRUE Then it is a quadrilateral.
b. Converse: If a figure is a quadrilateral,
FALSE Then it is a square.
c. Inverse If a figure is not
FALSE a square, then it is not a
quadrilateral.
d. Contrapositive: If a figure is not a quadrilateral,
TRUE Then it is not a square.

1
Example 3:

a. Conditional Statement It is my dog,

TRUE Then it has fleas.
b. Converse: If it has fleas,
FALSE Then it is my dog.
c. Inverse If it is not my dog,
FALSE Then it does not have fleas.
d. Contrapositive: If it does not have fleas,
TRUE Then it is not my dog.

Statement Formed by Symbols Examples

Conditional Given hypothesis p-q If two angles have the same

and conclusion measure, then they are congruent.

Converse Exchanging the q-p If two angles are congruent, then

hypothesis and they have the same measure.
conclusion of the
conditional

Inverse Negating both the ~p - ~q If two angles do not have the same
hypothesis and measure, then they are not
conclusion of the congruent.
conditional

Contrapositive Negating both the ~p- ~q If two angles are not congruent,
hypothesis and then they do not have the same
conclusion of the measure.
converse
statement

2
Learning Competency with code
Describes a mathematical statement (Quarter 3, Week 1 to 3) M8GE-IIIg-1
Activities:
A. Rewrite each conditional statement in if-then form.
1. A rectangle is a parallelogram with four right angles.
2. 2x – 3x = 6 implies x= 6.
3. A rectangular prism is a polyhedron with two triangular bases that are congruent
and parallel.
4. An honest student does not cheat during examination.
5. Skew lines are non coplanar lines.
B. Write the converse, the inverse, and the contrapositive of the following conditional
statements.
1. If you are in Sampaloc, then you are in Manila.
2. If two line segments have equal length, then they are congruent.
3. If you are in Tuguegarao City, then you are in Cagayan Valley.
4. If two angles are congruent, then they have equal measure.
5. If a number ends in either 0 or 5, then it is divisible by 5.

REFLECTION:
1.Did you ever experience conditions with your parents? Write at least one experience.
___________________________________________________________________________
___________________________________________________________________________
______

2. What implication can you give about contrapositive and inverse statements?
___________________________________________________________________________
___________________________________________________________________________
______

References
Bernabe, Julieta, De Leon, Cecile and Dilao, Soledad. Geometry III Textbook for Third Year.
JTW Corporation, 2002.
Orines, Fernando, Diaz, Zenaida and Mojica, Maharlika. Next Century Mathematics 8. Phoenix
Publishing House, 2017.
https://www.tes.com/lessons/MgTKOttjLIixgQ/conditional-and-biconditional-statements

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ANSWER KEY
Activities:
A. Rewrite each conditional statement in if-then form.
1. If a rectangle is a parallelogram, then it has four right angles.
2. If 2x – 3x = 6, then x= 6.
3. If rectangle prism is a polyhedron, then it has two triangular bases that are
congruent and parallel.
4. If he is an honest student, then he does not cheat during examination.
5. If it is Skew lines then it isnoncoplanar lines.
B. Write the (A) converse, (B)inverse, and (C)contrapositive of the following
conditional statements.
1. If you are in Sampaloc, then you are in Manila.
A. If you are in Manila, then you are in Sampaloc.
B. If you are not in Sampaloc, then you are not in Manila.
C. If you are not in Manila, then you are not in Sampaloc.

2. If two line segments have equal length, then they are congruent.
A. If they are congruent, then two line segments have equal length
B. If two line segments do not have equal length, then they are not congruent.
C. If they are not congruent, then two lines segment does not have equal length.

3. If you are in Tuguegarao city, then you are in Cagayan Valley.

A. If you are in Cagayan Valley, then you are in Tuguegarao City.
B. If you are not in Tuguegarao city, then you are not in Cagayan valley
C. If you are not in Cagayan Valley, then you are not in Tuguegarao City
4. If two angles are congruent, then they have equal measure.
A. If they have equal measure, then two angles are congruent.
B. If two angles are not congruent, then they don’t have equal measure.
C. If they don’t have the same measure, then two angels are not congruent.

5. If a number ends in either 0 or 5, then it is divisible by 6.

A. If it is divisible by 6, then a number ends in either 0 or 5.
B. If a number does not end in either 0 or 5, then it is not divisible by 6.
C. If it is not divisible by 6, then its number does not end in either 0 or 5.

Prepared by:

MARIFE B. MACARUBBO
Writer

4
 MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

Learning Activity Sheet

Identifying Undefined Terms in Geometry

Background Information for Learners

A definition is a statement that gives a clear meaning of a term. Most terms in
Geometry are defined based on previously defined terms. However, some are left undefined
such as points, lines, and planes, but we can informally describe them. We use these terms to
define other terms.
The following figures will give us some idea about undefined terms.

Point
A point is an idea. It has no dimension at all. It cannot be seen nor touched, but has
position or location. The tip of a pencil, a bullet hole, a star in the sky, a grain of sand and a
corner of a room suggest the idea of a point. We draw a dot to represent a point and can be
named by an uppercase letter beside it. Points are in or on lines and planes.
●A is a point. The letter A is used to name this point.
Line
A line is an infinite set of points extending infinitely (without end) in opposite
directions. The arrows indicate that it extends indefinitely in both directions. A line is one-
dimensional, that is, it has only a length. It is straight but has no width. The points A and B, or
any other pair of points on the line, may be used to name the line. For example, we may refer
to figure 1.1 below as line AB or line BA. In symbols, this is written as AB or BA. A lower
case letter such as l, m, or t, may also be used to name a line. A string held taut/straight, the
edge of a meter stick, the intersection of the floor and the wall, suggest the idea of a line. Lines
are in or on planes.
t
● ●
AB AB or BA or t
(Fig. 1.1) read as “line AB” or line BA “or “line t”
Subsets of a Line
A line has its subsets like point, ray and segment.

Ray
A ray is a subset of a line that has a fixed starting point but no end point. It can extend
infinitely in one direction. In naming a ray, start from its endpoint and then to any point on
the ray. (for example, “ray AP” or in symbols,

AP
● ●
A P

Opposite Ray
The rays are opposite if both starts from a common point and go off in exactly opposite
direction.

5
For example: B
A Q

In line AB, ray QA and ray QB are called opposite rays.

In the figure, ray QB is opposite to QA.

Line Segment
A line segment is a portion or a subset of a line that starts from one point and ends at
another point. It has a definite length. The two points are called the endpoints. The line segment
in the figure below is named as “segment AB” or “segment BA”. In symbol, AB or BA.

A B
(Fig. 1)
Half-line
A half-line is a line extending indefinitely in one direction from a point.
(Fig. 1.2)

Plane
A plane is a flat, two- dimensional surface that extends infinitely in all four directions.
It can be named by using capital letters or by three non- collinear points on the plane or by a
Greek alphabet. A sheet of paper, plywood, the floor, etc., suggest an idea of a plane.

ß
(Fig. 1.3) A
C
B

plane ABC or plane ß

Learning Competency: Identifies the undefined terms represented by the given

objects and names lines, rays and line segments.

Example 1: Identify which of the three undefined terms – point, line or plane do each of the
following objects represent:
1. a dot on the board – point
2. a nail on the wall – point
3. the intersection between the ceiling and the wall - line
4. television screen – plane
5. the blackboard - plane

6
Activity 1 “What am I?”
Directions: Determine if which of the following suggests a point, a line or a plane. Write the
answer on the space provided.
1. the edge of a table _____________________________
2. speck of dust on a table _________________________
3. a whole sheet of paper___________________________
4. a crease on a paper _____________________________
5. the wall ______________________________________
6. train railways__________________________________
7. a bright star at night time_________________________
8. a pollen ______________________________________
9. the ceiling ____________________________________
10. the floor ______________________________________

Example 2:
1. Using the line at the right, the subsets of the line are as follows: ● ●
points A and B, point A, point B ●A, ●B A B
line segment AB or AB ● ●
A B
ray AB or AB ● ●
A B
ray BA or BA ●
A B

2. The line at the right can be named as ● ● ●

AB, AC, BC or BA, CA, CB A B C

Activity 2: “Count Me”

Directions: Using the given figures, answer the questions that follow:

R
A P
E O
E G
D
F D
P
S
B
M
C I
Figure 1 Figure 2
1. How many points can be seen in figure1?_______________
2. How many points can be seen in figure 2? _______________
3. Name the points in both figures.___________________________________________
4. How many line segments are there in figure 1? __________
5. How many line segments are there in figure 2?___________
6. Name all the line segments in figure 1._____________________________________

7
 7. Name the line segments in figure 2._______________________________________
8. How many planes can be found in figure 1?___________
9. How many planes can be found in figure 2?___________
10. Name the planes in both
figures.___________________________________________

Reflection
(Learner writes how he/she feels about the activity)

• I find difficulty in ________________________________________________________

•I enjoy __________________________________________________________________

Answer Key

ACTIVITY 1
1. point 5. plane
6. line
2. point 7. point
8. point
3. plane 9. plane
4. line 10. plane

ACTIVITY 2
1. 7
2. 8
3. points A, B, C, D (Fig.1), points P, R, O, E, S, D, M, I (Fig. 2)
4. 6
5. 12
6. AB, AD, AC, BD, BC, CD
7. PS, PE, SI, EI, PR, SD, EO, RO, RD, DM, OM, IM
8. 4
9. 6
10. (Fig. 1) planes ABC, ACD, ABD, BDC
(Fig. 2) planes PEIS, PROE, ROMD, DMIS, PRDS, EOMI

References
Geometry, pp. 4-7, by Melecio C. Deauna
New Mathematics, pp. 135-137 by Eunice Ato-Lopez and Virgilio L. Lopez

Fourth Year Triangle Trigonometry, Module 2 (LM) BEAM Fourth Year, Module 13
Prepared by:

ROWENA R. UANANG
Teacher

8
 MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

Learning Activity Sheet

The Undefined Terms in Geometry
Collinear and Coplanar Points

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for students’ mastery on how to define and give examples
of collinear points and coplanar points.

Space is the collection of all points. Two or more points that lie on the same line are
called collinear points. Points that lie in the same plane are called coplanar points.

X Y Z t A, B and C are
A coplanar
points. B C
X, Y, and Z are collinear points.
AB, BC and AC
XY, YZ and XZ are collinear segments. are coplanar segments.

Learning Competency: The learner describes the set of points as collinear or non-collinear.

Activity1 “If You Were A Set of Points...”

DIRECTIONS: a) Describe each set of points as collinear of non-collinear:
1. {T, A, X } T
2. {C, A, R, T }
3. {A, X, E, D } C A R
4. { C, A, R, E, D }
5. {M, I, X, E ,D }M I X E D

b) Using the three – dimensional figure at the right, determine whether each set of points is
collinear, coplanar or neither: A
1. { A, E, B }
2. { A, F, C } E G
3. { E, F, D }
4. { A, G, F, C, D } B f F D
5. { A, B, C, F }

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Reflection
(Learner writes how he/she feels about the activity)

• I find difficulty in ________________________________________________________

•I enjoy __________________________________________________________________

Answer Key
a) 1. collinear b) 1.collinear
2. non - collinear 2. collinear

3. non – collinear 3. neither

4. non-. collinear 4. neither
5. collinear 5. neither

References
New Mathematics, pp. 136-137, by Eunice Ato-Lopez and Virgilio L. Lopez
Geometry, p. 5, by: Melecio C. Deauna

Prepared by:

ROWENA R. UANANG
Teacher

10
 MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

Learning Activity Sheet

Axioms and Postulates in Geometry

Background Information for Learners

Summary Axioms and Postulates

Two of the most important building blocks of geometric proofs are axioms and
postulates. In the following lessons, we'll study some of the most basic ones so that they will
be available to you as you attempt geometric proofs. Axioms and postulates are essentially the
same thing: mathematical truths that are accepted without proof. Their role is very similar to
that of undefined terms: they lay a foundation for the study of more complicated geometry.
Axioms are generally statements made about real numbers. Sometimes they are called
algebraic postulates. Often what they say about real numbers holds true for geometric figures,
and since real numbers are an important part of geometry when it comes to measuring figures,
axioms are very useful.
Studying Geometry is like playing a game. Before playing a game, it is necessary to
accept some basic rules which are sufficient and consistent. This activity sheet serves as a self-
learning guide for the learners. It facilitates lesson comprehension as it specifically aims for
students’ mastery on postulates.
Postulates are basic rules in Geometry. These are statements, like the rules of a game,
are man-made, that is, formulated by mathematicians.
The following are some of the basic postulates of Geometry:
Postulate 1. The Line Postulate
For any two points, there is exactly one line that contains them.
A shorter way of stating postulate 1 is: Two points determine a line.
m
A P
(Fig. 2.1)
Through points A and B, only one line m can be drawn.
m (Fig. 2.2 )
A C D E B
(Fig. 2.2 )
In figure 2.2, points A, C, D, E, and B are collinear points.
Postulate 2. The Plane Postulate
For any three non-collinear points, there is exactly one plane that contains them.
A shorter way of stating postulate 2 is: Three non-collinear points determine
exactly one plane.
Points A, B, and C are in plane P.
P ●A

●B

●C

Figure 2.3

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 Postulate 3. A line contains at least two points.
This is a consequence of postulate 1. A minimum of two points determine a
line. A single point cannot determine a line. In fact, an infinite number of lines can
pass through a given point.
g h i

P j

k
Q

Figure 2.4
In figure 2.4, lines g, h, i, j, and k pass through a given point P; and many
more can. But there is only one line that contains the points P and Q, the line g.
Postulate 4. The Parallel Line Postulate
Through a point not on a given line, one and only one line parallel to the
given line can be drawn.
P m

l
Figure 2.5
Given a line l and a point P that is not on l, there is exactly one line, the line
m, passing through P and parallel to l.

Postulate 5. A plane contains at least three non-collinear points.

This is a consequence of postulate 2 that three non-collinear points determine a plane. Two
points cannot determine a plane. A minimum of three points is needed. But a plane can
contain more than three points.

●G
Figure 2.6
●H A

● F ●E

●C ●D ●B

Aside from points A, B, and C, plane P also contains points D, E, F, G, H, and so on.
References
New Mathematics, pp. 138-140, by Eunice Ato-Lopez and Virgilio L. Lopez
Geometry, pp. 35 - 38, by: Melecio C. Deauna

Prepared by:

ROWENA R. UANANG
Teacher

12
 MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________
Learning Activity Sheet
Theorems In Geometry
Background Information for Learners
In mathematics, a theorem is a non-self-evident statement that has been proven to be
true, either on the basis of generally accepted statements such as axioms or on the basis of
previously established statements such as other theorems.

Theorem 2.1. Vertical angles are congruent.

l
1 2
4 3 m

In the figure, 1 and 3are vertical angles formed by lines l and m.

Theorem 2.2. The angles formed by two perpendicular lines are congruent.

31
4 2 m

In the figure, lines l and m are perpendicular forming 1, 2, 3 and 4.

Theorem 2.3. Alternate Interior Angle Theorem

If two parallel lines are cut by a transversal, then alternate interior angles are congruent.
b

2 1 c
3 4
6 5 d
7 8

In the figure, c // d; b is a transversal of c and d, ∠3 ≅ ∠4, ∠4 ≅ ∠6

13
 Theorem 2.4. Alternate Exterior Angle Theorem
l
1 2 m
4 3
5 6 n
8 7

In the figure, m // n; l is a transversal of m and n; 1≌ 7 and 2 ≌ 8.

References
New Mathematics, pp. 145-151, by Eunice Ato-Lopez and Virgilio L. Lopez
Geometry, pp. 46 - 51, by: Melecio C. Deauna

Prepared by:

ROWENA R. UANANG
Teacher

14
 MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

Learning Activity Sheet

Illustrating Triangle Congruence

WHICH PARTS CORRESPOND TO EACH OTHER?

Background Information for Learners

Looking around, there are many structures that are on same figures and sizes. These are
very evident in the constructed buildings, bridges, houses, also in food like pastries, chips and
others. These actual pictures in the real world will help the learners concretely visualize the
concept on congruence on different geometric figures. Geometric figures like the triangles are
important topics to be discussed because of its many applications in real life.

This activity sheet is designed to facilitate lesson comprehension as it specifically aims

learners’ mastery on “illustrates triangle congruence”. Prior knowledge on the definition of
congruence, congruent angles and segments will be helpful for the learners in understanding
triangle congruence.

A QUICK RECALL!
In Geometry, two figures or objects are congruent if they have the same
shape and size, or if one has the same shape and size as the mirror image of the
other.
In elementary geometry the word congruent is often used as follows. The
word equal is often used in place of congruent for these objects.
• Two line segments are congruent if they have the same length.
• Two angles are congruent if they have the same measure.
• Two circles are congruent if they have the same diameter.
In this sense, two plane figures are congruent implies that their
corresponding characteristics are “congruent” or “equal” including not just their
corresponding sides and angles, but also their corresponding diagonals, perimeters
and areas. (en.m.wikipedia.org)

15
 Remember too, that naming angles can be in any of the
following:
A
1. By vertex: ∠A, ∠B, ∠C
2. By 3 letters: ∠ABC or ∠CBA,
1
∠BCA or ∠ACB,
∠BAC or ∠CAB
3. By the given number: ∠1, ∠2, ∠3 2 3
B C

So, when are triangles congruent?

Consider these triangles:

E
A F

C D
B

Given triangles ΔABC and ΔDEF. these triangles can be rotated to make their parts
coincide and form the same and one triangle. In doing so, which parts are the same?

Symbol and its meaning:

Δ – triangle ∠ - angle
↔ - corresponds to ≅ - congruent
,,,, - bar is read as “side” or
𝐴𝐵
“segment” AB

Let’s start with angles:

∠A ↔ ∠D, ∠B↔ ∠E, ∠C ↔ ∠F

16
 These are read as: “∠A corresponds to ∠D”, “∠B corresponds to ∠E”, and “∠C
corresponds to ∠F”. These mean that the paired angles coincide and are of the same measure.

Let’s look at the sides:

,,,, ↔ 𝐷𝐸
𝐴𝐵 ,,,, , ,,,, ↔ 𝐸𝐹
𝐵𝐶 ,,,, , ,,,, ↔ 𝐷𝐹
𝐴𝐶 ,,,,

,,,, corresponds to ,,,,

These are also read as: “𝐴𝐵 ,,,, corresponds to 𝐸𝐹
𝐷𝐸 ”, “𝐵𝐶 ,,,,
,,,, ”, and “𝐴𝐶
,,,,”.These mean that the paired sides from two different triangles coincide and
corresponds to 𝐷𝐹
are of the same length.

If the corresponding parts of ΔABC and ΔDEF are congruent, then the two triangles
are congruent. In symbols ΔABC≅ΔDEF. It is also important to note that in naming two
congruent triangles, the order of their vertices must also coincide. Such that in ΔABC≅ΔDEF,
A ↔ D, B↔E, and C ↔F.

KEY CONCEPTS:
1. Two triangles are congruent if and only if their vertices can be paired so that
corresponding sides and corresponding angles are congruent.
2. CPCTC – Corresponding Parts of Congruent Triangles are Congruent
3. Theorem: The congruence of triangles is an equivalence relation.
4. Properties of Congruence:
a. REFLEXIVE: ΔABC≅ΔABC
b. SYMMETRIC: If ΔABC≅ΔDEF, then ΔDEF ≅ΔABC
c. TRANSITIVE: If ΔABC≅ΔDEF, and ΔDEF ≅ΔGHI, then ΔABC≅ΔGHI

Let’s have some examples:

1. The two triangles in the given figure are congruent. List the pairs of angles and sides
that correspond and then name the two triangles that are congruent.

Answer: F

Corresponding angles Corresponding sides

∠GDE ↔ ∠ EFG ,,,,
𝐷𝐸 ↔ 𝐹𝐺,,,,
∠DEG ↔ ∠ FGE 𝐸𝐹 ,,,,
,,,, ↔ 𝐺𝐷
∠DGE ↔ ∠ FEG ,,,, ,,,,
𝐸𝐺 ↔ 𝐺𝐸 (by reflexive property)
Therefore, ΔGDE≅ΔEFG

17
 2. Consider ΔJIE≅ΔYAZ. List down the corresponding congruent parts of the two
triangles.

J
A Z

I E
` Y

Congruent angles Congruent sides

∠ 𝐽 ≅ ∠ Y 4 ≅ ,,,,
𝐽𝐼 𝑌𝐴
∠ 𝐼 ≅ ∠ A ,,, ≅ ,,,,
𝐽𝐸 𝑌𝑍
∠E ≅ ∠ Z ,,, ,,,,
𝐼𝐸 ≅ 𝐴𝑍

3. Listed below are the six pairs of corresponding parts of two congruent triangles. Name
the two congruent triangles.
Congruent angles Congruent sides
∠ O≅ ∠ N ,,,, ≅ ,,,,
𝑂𝐿 𝑁𝐸
∠ 𝐿 ≅ ∠ 𝐸 ,,,, ≅ 𝐸𝑊
𝐿𝐷 ,,,,,
∠𝐷 ≅ ∠ W ,,,,
𝐷𝑂 ≅ 𝑊𝑁 ,,,,,
Answer: ΔOLD≅ΔNEW

4. If ΔJAH≅ΔTON and are right triangles, illustrate and name the corresponding
congruent angles and sides.

Answers:

Sample illustration:

J T

A H O N

Congruent angles Congruent sides

∠ 𝐽 ≅ ∠ T ,,, ≅ 𝑇𝑂
𝐽𝐴 ,,,,
∠ 𝐴 ≅ ∠ 𝑂 ,𝐽𝐻
,,, ≅ ,,,,
𝑇𝑁
∠𝐻 ≅ ∠ N ,,,, ≅ 𝑂𝑁
𝐴𝐻 ,,,,

Learning Competency: Illustrates triangle congruence. (M8-GE-IIId)

18
Directions: Read and analyze the given problem in each item below. Write your answer on
the space provided for. Use a pencil and straight edge if illustrations are required.

ACTIVITY 1: IDENTIFY ME!

I. Identify the congruence statements based on the congruent triangles.
1) ΔHER≅ΔHIS; ,,,,
𝐻𝑅 ≅ ______ ∠ 𝑅 ≅______
2) ΔCOD≅ΔFUN; ,,,,
𝐶𝑂 ≅ ______ ∠ 𝑂 ≅______
3) ΔDEN≅ΔARC; ,,,, ≅ ______
𝐴𝐶 ∠ 𝐷 ≅______
4) ΔBUN≅ΔHAM; ,,,, ≅ ______
𝑈𝑁 ∠ 𝑈 ≅______
5) ΔURN≅ΔZIP; ,,,, ≅ ______
𝑅𝑁 ∠ 𝑁 ≅______
ACTIVITY 2: COMPLETE ME!
II. Complete the congruence statement based on the given illustration.

J
N

K M

Congruent angles Congruent sides

6) ∠ 𝐽 ≅ ∠ ___ 9) ,,,
𝐽𝐾 ≅ ______
7) ∠ ____ ≅ ∠ 𝑀 10) ______ ≅ ,,,,
𝐿𝑀
8) ∠𝐽𝐿𝐾 ≅ ∠ ___ 4 ≅ ______
11) 𝐽𝐿
12) ΔJKL≅Δ ___

ACTIVITY 3: ILLUSTRATE ME!

III. Illustrate that ΔNOP≅ΔTUVand state their corresponding congruent parts.
13) Draw and label ΔNOP 14) Draw and label ΔTUV

Angles: 15) __________, 16) __________, 17) __________

Sides: 18) __________, 19) __________, 20) __________

19
 ACTIVITY 4: NAME MY CONGRUENCE!
IV. Given the corresponding congruent sides or angles, name the two congruent triangles.
Corresponding Congruent Parts Congruent Triangles

21. ∠ H ≅ ∠P, ∠ E ≅ ∠ I, ∠ N ≅ ∠ T Δ _____ ≅ Δ _____

22. ∠ S ≅ ∠ K, ∠ Y ≅ ∠ F, ∠ R ≅ ∠ M Δ _____ ≅ Δ _____

,,,, ≅ ,,,,,
23. GP VW, ,,,, VZ, ,,,,
GA ≅ ,,,, ,,,,,
PA ≅ WZ Δ _____ ≅ Δ _____

,,,, ≅ ,,,,
24. 24. FB 4 ≅ YD
YT, FI ,,,,, BI
4 ≅ ,,,,
TD Δ ______ ≅ Δ _____

25. ∠ T ≅ ∠ C, ∠ A ≅ ∠ O, ∠ N≅ ∠ S Δ ______ ≅ Δ _____

Rubrics for Scoring the Reflection:

Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.)

Level 4 (3 pts.)
Amount of Work Learner shows Learner only Learner answers
Learner
no attempt to answered in one in a sentence
answered in
complete the sentence with no with clarity of
more than a
statement, no clarity of thought. sentence with
answer given. thought. clarity of
thought.
Understanding Learner shows Learner shows Learner shows Learner shows
no understanding limited partial thorough
of illustration of understanding of understanding of understanding
triangle illustration of illustration of of illustration of
congruence. triangle triangle triangle
congruence. congruence. congruence.

20
Reflection: Complete the statement.

In illustrating triangle congruence:

1. I learned that…
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. I am still confused about…

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. I appreciate …
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

References:

Dilao, Soledad J., et. Al (2009). Geometry:Textbook for Third Year. SD Publications,
Inc. Quezon City, Manila.

Galangue, Gilda C., et. Al (2000). Worktext in Mathematics II: Simplified Concepts
and Structures.Innovative Educational Materials, Inc. Sta. Ana, Manila. Year
Triangle

21
Answer Key:

I. Complete the congruence statement.

1) ΔHER≅ΔHIS; ,,,,
𝐻𝑅 ≅ 𝐻𝑆,,,, ∠ 𝑅 ≅ ∠S
2) ΔCOD≅ΔFUN; ,,,,
𝐶𝑂 ≅ 𝐹𝑈,,,, ∠ 𝑂 ≅ ∠U
3) ΔDEN≅ΔARC; ,,,, ≅ 𝐷𝑁
𝐴𝐶 ,,,, ∠ 𝐷 ≅ ∠A
4) ΔBUN≅ΔHAM; ,,,, ≅ ,,,,,
𝑈𝑁 𝐴𝑀 ∠ 𝑈 ≅ ∠A
5) ΔURN≅ΔZIP; ,,,, ≅ 𝐼𝑃
𝑅𝑁 ,,, ∠ 𝑁 ≅ ∠P

II. Complete the congruence statement based from the given illustration.
J N

K M
L
Congruent angles Congruent sides
6) ∠ J ≅ ∠N 4 ≅ ,,,,,
9) JK NM
7) ∠K≅ ∠ M 10) ,,,, ,,,,
LK ≅ LM
8) ∠JLK ≅ ∠NLM 4 ,,,,
11) JL ≅ NL
12) ΔJKL≅ΔNML

III. Use the two congruent triangles below to illustrate that ΔNOP≅ΔTUV showing
their corresponding congruent parts.
(Note: The illustration of triangles is just one of the many possible pairs of
congruent triangles that the learner may give using the given name of triangles.)

13) N 14) V
O

U
P T

Angles: 15) ∠N ≅ ∠ T, 16) ∠ O ≅ ∠ U, 17) ∠ P ≅ ∠ V

,,,, ≅ TU
Sides: 18) NO ,,,, ≅ ,,,,
,,,,, 19) OP ,,,, ≅ ,,,,
UV, 20) PN VT

Trigonometry, Module 2 (LM) BEAM

22
 ACTIVITY 4: NAME MY CONGRUENCE!
IV. Given the corresponding congruent sides or angles, name the two congruent triangles.
Corresponding Congruent Parts Congruent Triangles

21. ∠ H ≅ ∠P, ∠ E ≅ ∠ I, ∠ N ≅ ∠ T Δ HEN≅ Δ PIT

22. ∠ S ≅ ∠ K, ∠ Y ≅ ∠ F, ∠ R ≅ ∠ M Δ SYR ≅ Δ KFM

,,,, ≅ ,,,,,
23. GP VW, ,,,, VZ, ,,,,
GA ≅ ,,,, ,,,,,
PA ≅ WZ Δ GPA ≅ Δ VWZ

,,,, ≅ ,,,,
24. FB 4 ≅ YD
YT, FI ,,,,, BI
4 ≅ ,,,,
TD Δ FBI ≅ Δ YTD

25. ∠ T ≅ ∠ C, ∠ A ≅ ∠ O, ∠ N≅ ∠ S Δ TAN ≅ Δ COS

le 13), EASE Module

Fourth Year · Triangle Trigonometry, Mo, Module 2 (L

Prepared by:

JIMARIE VIC S. ABRAHAM

Teacher

23
 MATHEMATICS 8
Name of Learner:_____________________ Grade Level:__________________
Section:_____________________________ Score:_______________________
LEARNING ACTIVITY SHEET
Illustrating the SAS, ASA, SSS and AAS Congruence Postulates
Background Information for Learners
Many of us have seen twins, some of whom are identical and others are
not. What are the features that characterize them as “twins”? Is it necessary
to show that all their corresponding parts are the same or is it enough to see
only some of their features such as their faces and heights?
Given two triangles, it is necessary to show all six pairs of congruent
parts to say that they are congruent. In fact, we only need to identify three
pairs of congruent parts. What are these parts of the triangle and how are
they identified?
Here, were are going to consider postulates (statements accepted
without proof) and theorems on congruent triangles.
Example: A
Given:∠𝑭 ≅ ∠𝑹
𝐹A ≅ 𝑅A
AI bisects 𝐹𝑅

Conclusion:∆FAI ≅ ∆RAI
by SAS Congruence Postulate
F I R

Example: B
Given:∠A ≅ ∠C
AB ≅ 𝐵C
𝐵𝐷 𝑏𝑖𝑠𝑒𝑐𝑡𝑠 ∠𝐴𝐵𝐶
Conclusion:∆ABD ≅ ∆CBD
by ASA Congruence Postulate
A C
D

Example: M F NI R
Given:𝐌𝐍 ≅ 𝐆𝐊
MK ≅ GN
GM ≅ GM

Conclusion:∆MGK ≅ ∆GMN
by SSS Congruence Postulate K G

F I R
Example: N
Given:∠𝐇𝐊𝐉 ≅ ∠𝐇𝐌𝐍
∠JHK ≅ ∠MHN
HJ ≅ HN M H
K
Conclusion:∆HJK ≅ ∆HMN J
by AAS Congruence Postulate

F I R
24
 Learning Competency with code
Illustrates the SAS, ASA, SSS and AAS Congruence Postulates (Quarter 3,
Week 6)
M8GE-IIId-e-1

ACTIVITY 1
PICK ME!
Choose from among the pairs of congruent triangles the BEST answer to each given
illustration. Encircle the letter of your answer.

1. B
𝑖. ∆𝑅𝐼𝐵 ≅ ∆𝑇𝐼𝐵
𝑖𝑖. ∆𝐼𝐵𝑅 ≅ ∆𝐵𝐼𝑇
𝑖𝑖𝑖. ∆𝑅𝐵𝐼 ≅ ∆𝑇𝐼𝐵
𝑖𝑣. ∆𝐵𝑅𝐼 ≅ ∆𝐵𝐼𝑇

R I T

2. G A
𝑖. ∆𝐺𝐴𝐸 ≅ ∆𝐴𝑇𝐸
𝑖𝑖. ∆𝐺𝐸𝐴 ≅ ∆𝑇𝐸𝐴
𝑖𝑖𝑖. ∆𝐴𝐺𝐸 ≅ ∆𝐸𝑇𝐴
𝑖𝑣. ∆𝐸𝐺𝐴 ≅ ∆𝐸𝐴𝑇
E T

3. L
𝑖. ∆𝐿𝐴𝐺 ≅ ∆𝐵𝐺𝐸
𝑖𝑖. ∆𝐺𝐴𝐿 ≅ ∆𝐺𝐸𝐵
𝑖𝑖𝑖. ∆𝐴𝐿𝐺 ≅ ∆𝐸𝐺𝐵
A G E
𝑖𝑣. ∆𝐺𝐿𝐴 ≅ ∆𝐵𝐸𝐺

4. M A
𝑖. ∆𝐴𝑇𝑀 ≅ ∆𝐴𝐻𝑇
𝑖𝑖. ∆𝑀𝐴𝑇 ≅ ∆𝐻𝑇𝐴
𝑖𝑖𝑖. ∆𝑇𝐴𝑀 ≅ ∆𝐻𝐴𝑇
𝑖𝑣. ∆𝐴𝑀𝑇 ≅ ∆𝑇𝐻𝐴

T H

25
ACTIVITY 2 AAS ASA SSS
Let’s MATCH up!
Directions: Name the two congruent triangles based on the given postulates.
Write your answer on the space provided after the number.

SAS

SSS ASA

26
ACTIVITY 3

YOU COMPLETE ME!

Given the corresponding congruent parts of each pair of triangles, name
the triangle that is congruent to the given triangle. After which, write
the Triangle Congruence Postulate justifying the pair of triangles to be
congruent.

27
ACTIVITY 4
You are a-MAZE-ing!!!
Directions:
Complete the maze below by analyzing the postulate each pair of
triangles illustrate from the start to the end. Your answer will lead you to
the next figure. There is only one way to reach the END.

Reflection: How do you feel about the activity?

I find difficulty in answering ….
I love to answer activity ____ ….

References for learners:

https://www.analyzemath.com/Geometry/congruent-triangle-examples-
and-problems-with-
solutions.htmlhttps://www.ixl.com/math/geometry/sss-sas-asa-and-aas-
theorems

28
Answer Key:
ACTIVITY 1
1. 𝑖
2. 𝑖𝑖𝑖
3. 𝑖𝑖
4. 𝑖𝑣

ACTIVITY 2
1.∆𝐹𝐺𝐼 ≅ ∆𝐻𝐺𝐼 ∆𝐺𝐼𝐹 ≅ ∆𝐺𝐼𝐻 6. ∆𝑁𝑂𝑃 ≅ ∆𝑁𝑄𝑃 ∆𝑃𝑁𝑂 ≅ ∆𝑃𝑁𝑄
∆𝐹𝐼𝐺 ≅ ∆𝐻𝐼𝐺 ∆𝐼𝐹𝐺 ≅ ∆𝐼𝐻𝐺 ∆𝑁𝑃𝑂 ≅ ∆𝑁𝑃𝑄 ∆𝑃𝑂𝑁 ≅ ∆𝑃𝑄𝑁
∆𝐼𝐺𝐹 ≅ ∆𝐼𝐺𝐻 ∆𝐺𝐹𝐼 ≅ ∆𝐺𝐻𝐼 ∆𝑂𝑃𝑁 ≅ ∆𝑄𝑃𝑁 ∆𝑂𝑁𝑃 ≅ ∆𝑄𝑁𝑃

2. ∆𝑁𝑂𝑃 ≅ ∆𝑁𝑄𝑃 ∆𝑃𝑁𝑂 ≅ ∆𝑃𝑁𝑄 7. ∆𝐴𝐵𝐶 ≅ ∆𝐷𝐸𝐶 ∆𝐵𝐶𝐴 ≅ ∆𝐸𝐶𝐷

∆𝑁𝑃𝑂 ≅ ∆𝑁𝑃𝑄 ∆𝑃𝑂𝑁 ≅ ∆𝑃𝑄𝑁 ∆𝐴𝐶𝐵 ≅ ∆𝐷𝐶𝐸 ∆𝐶𝐴𝐵 ≅ ∆𝐶𝐷𝐸
∆𝑂𝑃𝑁 ≅ ∆𝑄𝑃𝑁 ∆𝑂𝑁𝑃 ≅ ∆𝑄𝑁𝑃 ∆𝐵𝐴𝐶 ≅ ∆𝐸𝐷𝐶 ∆𝐶𝐵𝐴 ≅ ∆𝐶𝐸𝐷

3. ∆𝐴𝐵𝐶 ≅ ∆𝐷𝐸𝐶 ∆𝐵𝐶𝐴 ≅ ∆𝐸𝐶𝐷 8. ∆𝐹𝐺𝐼 ≅ ∆𝐻𝐺𝐼 ∆𝐺𝐼𝐹 ≅ ∆𝐺𝐼𝐻

∆𝐴𝐶𝐵 ≅ ∆𝐷𝐶𝐸 ∆𝐶𝐴𝐵 ≅ ∆𝐶𝐷𝐸 ∆𝐹𝐼𝐺 ≅ ∆𝐻𝐼𝐺 ∆𝐼𝐹𝐺 ≅ ∆𝐼𝐻𝐺
∆𝐵𝐴𝐶 ≅ ∆𝐸𝐷𝐶 ∆𝐶𝐵𝐴 ≅ ∆𝐶𝐸𝐷 ∆𝐼𝐺𝐹 ≅ ∆𝐼𝐺𝐻 ∆𝐺𝐹𝐼 ≅ ∆𝐺𝐻𝐼

4.∆𝑅𝑆𝑈 ≅ ∆𝑇𝑆𝑈 ∆𝑆𝑅𝑈 ≅ ∆𝑆𝑇𝑈 9. ∆𝐽𝐾𝑀 ≅ ∆𝐿𝑀𝐾 ∆𝐾𝑀𝐽 ≅ ∆𝑀𝐾𝐿

∆𝑅𝑈𝑆 ≅ ∆𝑇𝑈𝑆 ∆𝑈𝑆𝑅 ≅ ∆𝑈𝑆𝑇 ∆𝐽𝑀𝐾 ≅ ∆𝐿𝐾𝑀 ∆𝑀𝐾𝐽 ≅ ∆𝐾𝑀𝐿

∆𝑆𝑈𝑅 ≅ ∆𝑆𝑈𝑇 ∆𝑈𝑅𝑆 ≅ ∆𝑈𝑇𝑆 ∆𝐾𝐽𝑀 ≅ ∆𝑀𝐿𝐾 ∆𝑀𝐽𝐾 ≅ ∆𝐾𝐿𝑀

5. ∆𝐽𝐾𝑀 ≅ ∆𝐿𝑀𝐾 ∆𝐾𝑀𝐽 ≅ ∆𝑀𝐾𝐿

∆𝐽𝑀𝐾 ≅ ∆𝐿𝐾𝑀 ∆𝑀𝐾𝐽 ≅ ∆𝐾𝑀𝐿
∆𝐾𝐽𝑀 ≅ ∆𝑀𝐿𝐾 ∆𝑀𝐽𝐾 ≅ ∆𝐾𝐿𝑀

ACTIVITY 3
1. ∆𝐴𝐵𝐶 ≅ ∆𝑊𝑅𝐼 by SAS 7. ∆𝐴𝐵𝐶 ≅ ∆𝐼𝐿𝐻 by SSS
2. ∆𝐴𝐵𝐶 ≅ ∆𝐸𝑆𝐻 by SAA 8. ∆𝐷𝐸𝐹 ≅ ∆𝐴𝑆𝑁 by SAA
3. ∆𝐴𝐵𝐶 ≅ ∆𝐺𝑁𝑇 by SSS 9. ∆𝐴𝐵𝐶 ≅ ∆𝑊𝑅𝐼 by SAS
` 4. ∆𝐺𝐻𝐽 ≅ ∆𝐴𝑅𝐸 by ASA 10. ∆𝐴𝐵𝐶 ≅ ∆𝐾𝑃𝐺 by SAA
5. ∆𝐴𝐵𝐶 ≅ ∆𝐷𝑆𝑇 by SAA 11. ∆𝐴𝐵𝐶 ≅ ∆𝑌𝐷𝐸 by ASA
6. ∆𝐴𝐵𝐶 ≅ ∆𝐻𝐸𝑌 by SAS 12. ∆𝑀𝑁𝑂 ≅ ∆𝑆𝐴𝐾 by SAA

29
ACTIVITY 4

Prepared by:

MARIA CRISTINA M. CRUZ

Name of Writer

30
 MATHEMATICS 8
Name of Learner: _________________________ Grade Level: _____________________
Section: _________________________________ Score: __________________________
LEARNING ACTIVITY SHEET
SOLVING CORRESPONDING PARTS OF CONGRUENT TRIANGLES
Background Information for Learners

Definition of Congruent Triangles

@ Two triangles are congruent if and only if their corresponding parts are
congruent.
What are corresponding parts? Here are some examples for you to understand.
Illustrative Example 1:
@ Use the symbol ↔
for correspondence.
@ Use the symbol ≅
for congruence.

Corresponding Parts Congruent Parts

∠𝐴 ⟷ ∠𝑌 ∠𝐴 ≅ ∠𝑌
∠𝐵 ⟷ ∠𝑋 ∠𝐵 ≅ ∠𝑋
∠𝐶 ⟷ ∠𝑍 ∠𝐶 ≅ ∠𝑍
,,,,
𝐴𝐵 ⟷ 𝑌𝑋,,,, ,,,,
𝐴𝐵 ≅ ,,,,
𝑌𝑋
,,,,
𝐵𝐶 ⟷ 𝑋𝑍,,,, ,,,, ≅ 𝑋𝑍
𝐵𝐶 ,,,,
,,,, ⟷ ,,,,
𝐴𝐶 𝑌𝑍 ,,,, ≅ ,,,,
𝐴𝐶 𝑌𝑍
We can say that if△ 𝐴𝐵𝐶 ↔ △ 𝑋𝑌𝑍, therefore △ 𝐴𝐵𝐶 ≅ △ 𝑋𝑌𝑍.
Illustrative Example 2:
Corresponding Parts Congruent Parts
∠𝐶𝐴𝐵 ⟷ ∠𝐴𝐶𝐷 ∠𝐶𝐴𝐵 ≅ ∠𝐴𝐶𝐷
∠𝐴𝐶𝐵 ⟷ ∠𝐶𝐴𝐷 ∠𝐴𝐶𝐵 ≅ ∠𝐶𝐴𝐷
∠𝐵 ⟷ ∠𝐷 ∠𝐵 ≅ ∠𝐷
,,,, ,,,,
𝐴𝐵 ⟷ 𝐶𝐷 ,,,,
𝐴𝐵 ≅ ,,,,
𝐶𝐷
,,,, ,,,,
𝐵𝐶 ⟷ 𝐷𝐴 ,,,,
𝐵𝐶 ≅ ,,,,
𝐷𝐴
,,,, ,,,,
𝐴𝐶 ⟷ 𝐶𝐴 ,,,, ,,,,
𝐴𝐶 ≅ 𝐶𝐴
Note: Two triangles are congruent Hence, if△ 𝐴𝐵𝐶 ↔ △ 𝐶𝐷𝐴, then △ 𝐴𝐵𝐶 ≅ △ 𝐶𝐷𝐴.
if and only if their vertices and sides can be paired so that the corresponding parts of the
triangles are congruent. Imagine the two congruent triangles in a way that they overlap each
other to form as one. The order of the vertices is very important.

31
 Remember:
@ Corresponding parts of congruent triangles are congruent. (CPCTC)

Solving Corresponding Parts of Congruent Triangles

Illustrative Example 3:
In the diagram, △ 𝐴𝐵𝐶 ≅ △ 𝑀𝑁𝑂. Find the values of x and y.

∠𝑀 ≅ ∠𝐴 ,,,,, ≅ ,,,,
𝑀𝑁 𝐴𝐵
(2𝑥 + 1)° = 75° 7𝑦 − 3 = 32
2𝑥 = 75 − 1 7𝑦 = 32 + 3
2𝑥 74 7𝑦 35
= =
2 2 7 7
𝑥 = 34 𝑦=5

Illustrative Example 4:
In the diagram, △ 𝑃𝑄𝑆 ≅ △
𝑅𝑆𝑄. Find the values of ∠𝑅
,,,,.
and 𝑅𝑆

∠𝑅 ≅ ∠𝑃 ,,,,
𝑅𝑆 ≅ 𝑃𝑄,,,, ,,,,
𝑅𝑆 = 3𝑥 − 10
∠𝑃 = 180° − (∠𝑄 + ∠𝑆) 3𝑥 − 10 = 𝑥 + 4 ,,,, = 3(7) − 10
𝑅𝑆
∠𝑃 = 180° − (90° + 78°) 3𝑥 − 𝑥 = 4 + 10 ,,,, = 21 − 10
𝑅𝑆
∠𝑃 = 180° − 168° 2𝑥 = 14 ,,,,
𝑅𝑆 = 11
2𝑥 14 ,,,, = ,,,,
∠𝑃 = 12° = 𝑅𝑆 𝑃𝑄 = 11
2 2
∠𝑅 = 12° 𝑥=7
,,,,.
Substitute this value to 𝑅𝑆
Learning Competency with code
Solves corresponding parts of congruent triangles. (Quarter 3 Week 5) M8GE-IIIf-1

32
Activity 1. COMPARE AND COMPLETE
Directions: Study each pair of congruent triangles, then complete the congruence statement
needed for each item.
1. a) ;;;;
𝐴𝑇 ≅ _____________ 2. a) ∠𝑇 ≅ ______________
b) ∠𝐴𝑇𝑀 ≅ _____________ b) ;;; ≅ ______________
𝐹𝐼
c) △ 𝑀𝑇𝐴 ≅ _____________ c) ;;; ≅ ______________
𝐼𝑇
d) △ 𝐼𝑇𝐹 ≅ ______________

3. a) ;;;; ≅ _____________
𝑆𝑂 4. a) ;;;; ≅ _____________
𝐹𝐴
b) ∠𝑆 ≅ _____________ b) ∠𝐻 ≅ _____________
c) ∠𝑆𝑇𝑂 ≅ _____________ c) ∠𝐻𝐴𝐹 ≅ _____________
d) △ 𝑆𝑂𝑇 ≅ _____________ d) △ 𝐹𝐴𝐻 ≅ _____________

33
Activity 2. STUDY AND SOLVE
Directions: Given the following congruent triangles, solve for their corresponding parts.
1. △ 𝐶𝐴𝑁 ≅ △ 𝑈𝐷𝐺 2. △ 𝑀𝑂𝑁 ≅ △ 𝑇𝑈𝐸

a) 𝑥 = ___________ a) 𝑥 = __________
b) 𝑦 = ___________ b) 𝑦 = __________
c) 𝑚∠𝐶 = ___________ c) 𝑚∠𝑁 = __________
d) ;;;; = ___________
𝐶𝐴 d) ;;;;
𝑈𝐸 = __________

3. △ 𝐿𝑂𝐸 ≅ △ 𝐸𝑉𝐿 4. △ 𝑂𝑃𝐻 ≅ △ 𝑃𝑂𝐸

a) 𝑎 = _________ a) 𝑣 = ____________
b) 𝑏 = _________ b) 𝑤 = ____________
c) 𝑚∠𝑂 = _________ c) ;;;;
𝑂𝐻 = ____________
d) ;;;; = _________
𝑉𝐸 d) ;;;; = ____________
𝑃𝐸

5. △ 𝐼𝐿𝑂 ≅ △ 𝐸𝐹𝑂
a) 𝑚 = ___________
b) 𝑛 = ___________
c) 𝑚∠𝐹𝑂𝐸 = ___________
d) ;;;;
𝐸𝐹 = ___________

34
Activity 3. DRAW AND SHOW
Directions: Draw and label the figure for each item. Then, solve for what is asked.
1. If△ 𝐶𝐴𝑇 ≅ △ 𝐷𝑂𝐺, and 𝑚∠𝐶 = 40°, 𝑚∠𝐺 = 60°, 𝑎𝑛𝑑 𝑚∠𝑂 = (9𝑥 + 8)°, find x and
𝑚∠𝑂.

2. If△ 𝑊𝐸𝐷 ≅ △ 𝑇𝐻𝑈, and ,,,,, ,,,,,, = 17, ,,,,

𝑊𝐸 = 20, 𝑊𝐷 𝐻𝑈 = 15 , ,,,, ,,,, = 5𝑦 −
𝐸𝐷 = 2𝑥 − 5 𝑎𝑛𝑑 𝑇𝑈
18, find x and 𝑦.

3. If△ 𝑀𝐴𝑆 ≅ △ 𝑁𝐼𝑃, and ,,,,, ,,,, = 21 − 2𝑥 ,

𝑀𝐴 = 3𝑥 − 4, 𝑚∠𝑀 = 50°, 𝑚∠𝑆 = (5𝑦 + 7)°, 𝑁𝐼
,,,,,
𝑎𝑛𝑑 ∠𝑃 = (4𝑦 + 15)°, find 𝑀𝐴and∠𝑃.

4. If△ 𝑀𝐴𝐻 ≅ △ 𝑇𝐻𝐴, and ,,,,, ,,,, = 3(𝑥 − 5),

𝑀𝐻 = 2(𝑥 + 5), 𝑚∠𝑀𝐴𝐻 = (10𝑦 + 1)°, 𝑇𝐴
𝑚 ∠𝑇𝐻𝐴 = (8𝑦 + 9)°, find 𝑚∠𝑀𝐴𝐻 and 𝑀𝐻,,,,, .

35
Activity 4.ALL – IN – ONE
Directions: Given △ 𝐴𝐵𝐶 ≅ △ 𝑋𝑌𝑍, solve for the missing parts. Show your solution.
1. 𝑚∠𝐴 = (50 − 2𝑥)° ,,,, = 𝑦 + 8
𝐵𝐶 2.𝑚∠𝐵 = (5𝑝 − 6)° ,,,,
𝐴𝐶 = 4(2𝑞 + 4)
𝑚∠𝑋 = (3𝑥 + 10)° ,,,, = 2𝑦 + 7
𝑌𝑍 ,,,, = 2(5𝑞 + 6)
𝑚∠𝑌 = (7𝑝 − 12)° 𝑋𝑍
,,,,.
Find 𝑚∠𝑋 and 𝑌𝑍
Find 𝑚∠𝑌 and ,,,,
𝐴𝐶 .

3. 𝑚∠𝐵 = (7𝑢 − 11)° 𝑚∠𝑌 = (5𝑢 + 13)° 4. ,,,, = 6𝑚 − 7

𝐴𝐵 ,,,, = 2𝑚 + 9
𝑋𝑌
𝑚∠𝐶 = (9𝑣 + 6)° 𝑚∠𝑍 = (10𝑣 − 8)° ,,,, = −𝑛 − 3
𝐵𝐶 ,,,,
𝑌𝑍 = −4𝑛 − 18
Find 𝑚∠𝐵 and 𝑚∠𝑍. ,,,, and 𝑌𝑍
Find 𝐴𝐵 ,,,,.

36
Activity 5. REALITY CHECK
Directions: Read and solve the problem below.

Joey inherited a lot from her father. The picture of

the lot is shown at the left. He wants to know the
dimension of the lot in order for him to put a fence
around it. What are the dimensions of the lot?
What is its perimeter?
Note: △ 𝐿𝐴𝐷 ≅ △ 𝑁𝐴𝐷

Write your solution here:

Reflection
What have I learned in these activities?
I learned that ______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I find difficulty in ___________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I enjoyed most on ____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

37
References:
Orines Fernando B., Diaz, Zenaida B., et.al. Next Century Mathematics 8. Phoenix Publishing
House, Inc. 2017.
Abuzo, Emmanuel P., Bryant, Merden L., et.al. Mathematics 8 Learner’s Module. FEP
Printing Corporation. 2013.
Carter, Cuevas, et.al. Geometry. The McGraw-Hill Companies Inc. 2012.
Jose-Dilao, Soledad, Bernabe, Julieta G., Orines, Fernando B. Geometry. SD Publications,
Inc. 2009
Oronce, Orlando A., Mendoza, Marilyn O. E-Math III Geometry. Rex Printing Company, Inc.
2007

Answer Key
Activity 1. COMPARE AND COMPLETE
1. a) ;;;;
𝑆𝑇 3. a) ;;;;
𝐹𝑇
b) ∠𝑆𝑇𝐻 b) ∠𝐹
c) △ 𝐻𝑇𝑆 c) ∠𝐹𝑂𝑇
2. a) ∠𝐴 d) △ 𝐹𝑇𝑂
b) ;;;;;
𝑀𝑅 ;;;
4. a) 𝐼𝐴
c) ;;;;
𝑅𝐴 b) ∠𝑇
d) △ 𝑅𝐴𝑀 c) ∠𝑇𝐴𝐼
d) △ 𝐼𝐴𝑇
Activity 2. STUDY AND SOLVE
1. a) 20 3. a) 39 5. a) 12
b) 50 b) 22 b) 2
c) 60° c) 148° c) 69°
d) 51 d) 162 d) 11

2. a) 14 4. a) 6
b) 9 b) 1
c) 14° c) 13
d) 21 d) 13
Activity 3. DRAW AND SHOW
1 a) 𝐹𝑖𝑔𝑢𝑟𝑒 𝑚𝑎𝑦 𝑣𝑎𝑟𝑦 3. a) 𝐹𝑖𝑔𝑢𝑟𝑒 𝑚𝑎𝑦 𝑣𝑎𝑟𝑦
b) 𝑚∠𝑂 = 80° b) ;;;;; = 11
𝑀𝐴
c) 𝑥=8 c) 𝑚∠𝐴 = 47°
2. a) 𝐹𝑖𝑔𝑢𝑟𝑒 𝑚𝑎𝑦 𝑣𝑎𝑟𝑦 4. a) 𝐹𝑖𝑔𝑢𝑟𝑒 𝑚𝑎𝑦 𝑣𝑎𝑟𝑦
b) 𝑥 = 10 b) ;;;;; = 60
𝑀𝐻
c) 𝑦=7 c) 𝑚∠𝑀𝐴𝐻 = 41°

38
Activity 4. ALL – IN – ONE
;;;; = 9
1. a) 𝑌𝑍 3. a) 𝑚∠𝐵 = 73°
b) 𝑚∠𝑋 = 34° b) 𝑚∠𝑍 = 62°

;;;; = 32
2. a) 𝐴𝐶 4. a) ;;;;
𝐴𝐵 = 17
b) 𝑚∠𝑌 = 9° ;;;; = 2
b) 𝑌𝑍

Activity 5. REALITY CHECK

1. a) ;;;; = 16 𝑑𝑎𝑚
𝐿𝐴
b) ;;;; = 16 𝑑𝑎𝑚
𝑁𝐴
c) ;;;; = 6 𝑑𝑎𝑚
𝐿𝐷
d) ;;;; = 6 𝑑𝑎𝑚
𝑁𝐷
e) 𝑃 = 44 𝑑𝑎𝑚

Prepared by:

JHUNE S. BAGGAYAN
Writer

39
 MATHEMATICS 8
Name of Learner:_____________________ Grade Level:__________________
Section:_____________________________ Score:_______________________

LEARNING ACTIVITY SHEET

PROVING TWO TRIANGLES ARE CONGRUENT
Background Information for Learners
CONGRUENT TRIANGLES
© Two triangles are congruent if and only if their vertices can be paired so that
corresponding sides and angles are congruent.

Methods to Prove Triangle Congruence

Two triangles are congruent if and only if...
the three sides of one triangle are congruent to the three sides of
SSS
another triangle respectively.
the two sides and the included angle of one triangle must be
SAS
congruent to two sides and the included angle of another triangle.
the two angles and the included side of one triangle must be
ASA
congruent to two angles and the included side of another triangle.
the two angles and the non-included side of one triangle must be
SAA congruent to two angles and the non-included side of another
triangle.

Properties of Triangle Congruence

Properties of Congruence for triangles are similar to the Properties of Equality for real numbers.

Reflexive SYMMETRIC
,,,,
𝐴𝐵 ≅ ,,,,
𝐴𝐵 If ,,,,
𝐴𝐵 ≅ ,,,, 𝐷𝐸 ≅ ,,,,
𝐷𝐸 , then ,,,, 𝐴𝐵
∠𝐶 ≅ ∠𝐶 If ∠𝐴 ≅ ∠𝐵, then ∠𝐵 ≅ ∠𝐴
∆𝐴𝐵𝐶 ≅ ∆𝐴𝐵𝐶 If ∆𝐴𝐵𝐶 ≅ ∆𝐷𝐸𝐹, then ∆𝐷𝐸𝐹 ≅ ∆𝐴𝐵𝐶

TRANSITIVE
,,,, ≅ 𝐷𝐸
If 𝐴𝐵 ,,,, ≅ ,,,,
,,,, and 𝐷𝐸 ,,,, ≅ ,,,,
𝐺𝐻 , then 𝐴𝐵 𝐺𝐻
If ∠𝐴 ≅ ∠𝐵 and ∠𝐵 ≅ ∠𝐶, then ∠𝐴 ≅ ∠𝐶
If ∆𝐴𝐵𝐶 ≅ ∆𝐷𝐸𝐹 and ∆𝐷𝐸𝐹 ≅ ∆𝐹𝐺𝐻, then ∆𝐴𝐵𝐶 ≅ ∆𝐹𝐺𝐻

40
 Most common definitions & theorems for triangles

1. Vertical Angles are Congruent 2. Right Angles are Congruent

Segment BE intersects segment AD. Segment CB and DE are perpendicular
B D
to segment BE.
C D
C
1 2

A E
B E
∠1 ≅∠2 or A
∠𝐴𝐵𝐶 ≅ ∠𝐴𝐸𝐷 or
∠𝐵𝐶𝐴 ≅ ∠𝐷𝐶𝐸 or ∠𝐶𝐵𝐴 ≅ ∠𝐷𝐸𝐴
∠𝐴𝐶𝐵 ≅ ∠𝐸𝐶𝐷 ∠𝐵 ≅ ∠𝐸

3. Perpendicular Bisector 4.Segment Bisector

Segment XZ bisects segment WY. Segment NS and TR bisect each other
at Q. R
X
t
N
Q S

W Y
Z
T
,,,,, ,,,,
𝑊𝑍 ≅ 𝑌𝑍 ,,,, ≅ 𝑆𝑄
𝑁𝑄 ,,,,
∠𝑊𝑍𝑋 ≅ ∠𝑌𝑍 ,,,, ≅ 𝑅𝑄
𝑇𝑄 ,,,,

5. Midpoint 6. Angle Bisector

Point J is the midpoint of segment KI. Segment BD bisects angle ABC.
H B

K I A C
J D

,,, ≅ 𝐼𝐽
𝐾𝐽 4 ∠𝐴𝐵𝐷 ≅ ∠𝐶𝐵𝐷

41
 7.Alternate Interior Angles of Parallel Lines
cut by a transversal line are congruent
Segment GJ is a transversal.
F G

J H

∠𝐹𝐺𝐽 ≅ ∠𝐻𝐽𝐺 or
∠𝐵 ≅ ∠𝐽

NOTE: Do not ASSUME unless otherwise stated.

Triangle Proof Helpful Tips:

v Write down the given information.

v Use the given information to conclude 2 pieces are congruent (Definitions, theorems,
postulates, etc.)
v Write a two-column proof to prove that the two triangles are congruent.

How to set up a proof?

Statement Reason

Intro: List the given

Body: Properties &

Theorems

Conclusion (SSS,
SAS, ASA, SAA,
etc.)

42
ILLUSTRATIVE EXAMPLES
A B
1.
,,,, and 𝐵𝐷
a.) Given: O is the midpoint of 𝐴𝐶 ,,,,.
,,,, ,,,, . O
𝐴𝐵 ≅ 𝐷𝐶
Prove: ∆𝐴𝑂𝐵 ≅ ∆𝐶𝑂𝐷

Proof: D C

Statement Reason
1. ,,,, ,,,,
𝐴𝐵 ≅ 𝐷𝐶 1. Given
2. ,,,, ,,,,
𝐵𝑂 ≅ 𝐷𝑂 2. O is the midpoint of ,,,,
𝐵𝐷
,,,, ≅ ,,,,
3.𝐴𝑂 𝐶𝑂 3. O is the midpoint of ,,,,
𝐴𝐶
4. ∆𝐴𝑂𝐵 ≅ ∆𝐶𝑂𝐷 4. SSS Congruence

,,,, and ,,,,

b.) Given: O is the midpoint of 𝐴𝐶 𝐵𝐷
Prove: ∆𝐴𝑂𝐵 ≅ ∆𝐶𝑂𝐷

Proof:

Statement Reason
1. ,,,, ,,,,; ,,,,
𝐴𝑂 ≅ 𝐶𝑂 𝐵𝑂 ≅ ,,,,
𝐷𝑂 1. Given
2. ∠𝐴𝑂𝐵 ≅ ∠𝐶𝑂𝐷 2. Vertical angles are ≅
3. ∆𝐴𝑂𝐵 ≅ ∆𝐶𝑂𝐷 4. SAS Congruence

,,,, bisects ∠MRN

2. Given: 𝑅𝑂 1 2
,,,,, ≅ ,,,,
𝑅𝑀 𝑅𝑁
Prove: ∆𝑀𝑂𝑅 ≅ ∆𝑁𝑂𝑅
M O N
Proof:

Statement Reason
1. ,,,,, ,,,,
𝑅𝑀 ≅ 𝑅𝑁 1. Given
2. ,,,,
𝑅𝑂 ≅ ,,,,
𝑅𝑂 2. Reflexivity
3.∠1 ≅ ∠2 3. ,,,,
𝑅𝑂 bisects ∠MRN
4. ∆𝐴𝑂𝐵 ≅ ∆𝐶𝑂𝐷 4. SAS Congruence

43
 B
,,,, bisects ∠𝐶𝐵𝐷 and ∠𝐶𝐴𝐷.
3. Given: 𝐴𝐵
Prove:∆𝐴𝐵𝐶 ≅ ∆𝐴𝐵𝐷

Proof: C
D
Statement Reason A
1. ,,,,
𝐴𝐵 bisects ∠𝐶𝐵𝐷 and ∠𝐶𝐴𝐷 1. Given
2. ∠𝐴𝐵𝐶 ≅ ∠𝐴𝐵𝐷; ∠𝐶𝐴𝐵 ≅ ∠𝐷𝐴𝐵 2. Definition of Bisector
,,,, ≅ ,,,,
3.𝐴𝐵 𝐴𝐵 3. Reflexivity
4. ∆𝐴𝐵𝐶 ≅ ∆𝐴𝐵𝐷 4. ASA Congruence

Learning Competency with code

Proves two triangles are congruent (Quarter 3, Week 6)M8GE-IIIg-1

Activity 1. Remember Me
Directions: For each pair of triangles, answer the following:
(a) Are the pairs of triangles congruent?
(b) Write the triangle congruency statement.
(c) Give the postulate that makes them congruent (SSS, SAS, ASA or SAA). Write your
answer as indicated below each item.

1. F A 2. O

I
L E V

H T a. ___________________
a. ___________________ b. ∆______ ≅ ∆______
b. ∆______ ≅ ∆______ c. _______ Postulate
c. _______ Postulate

3. I 4. Y E I
L

F E O U L
a. ___________________ a. ___________________
b. ∆______ ≅ ∆______ b. ∆______ ≅ ∆______
c. _______ Postulate c. _______ Postulate
44
 5. H
A 6.
V
I

E O
S
R O
P Q
a. ___________________
a. ___________________
b. ∆______ ≅ ∆______
b. ∆______ ≅ ∆______
c. _______ Postulate
c. _______ Postulate

Activity 2. Just Give me a Reason

Directions: Prove the following pairs of triangles. Use the two-column proof and choose the
appropriate reasons in the box provided below. The reason can be used more than
once.

Def. of Right Triangles Def. of Perpendicular Bisector ASA

Def. of Vertical Angles Def. of Segment Bisector Def. of Angle Bisector
Given Def. of Angle Bisector Reflexivity SAS
Transitivity Def. of Midpoint SSS

L
a. Given: X is the midpoint of ,,, 4 ≅ 𝐾𝐿
𝐽𝐾 ; 𝐽𝐿 ,,,,.
Prove:∆𝐽𝑋𝐿 ≅ ∆𝐾𝑋𝐿

J K
Proof: X

Statement Reason
1. X is the midpoint of ,,,
𝐽𝐾 1. ___________________
4 ≅ 𝐾𝐿
2. 𝐽𝐿 ,,,, 2. ___________________
,,, ≅ ,,,,
3.𝐽𝑋 𝐾𝑋 3. ___________________
,,,, ≅ 𝐿𝑋
4. 𝐿𝑋 ,,,, 4. ___________________
5. ∆𝐽𝑋𝐿 ≅ ∆𝐾𝑋𝐿 5. ___________________

45
 ,,,, ≅ ,,,,
b. Given: 𝑃𝑄 𝑆𝑅; ,,,, ,,,,
𝑃𝑄 ∥ 𝑆𝑅 P Q
Prove:∆𝑃𝑄𝑆 ≅ ∆𝑅𝑆𝑄

Proof:
S R

Statement Reason
1. ,,,,
𝑃𝑄 ≅ ,,,,
𝑆𝑅
,,,, ,,,, 1. ___________________
𝑃𝑄 ∥ 𝑆𝑅
2. ∠𝑃𝑄𝑆 ≅ ∠𝑅𝑆𝑄 2. ___________________
,,,, ≅ 𝑄𝑆
3.𝑄𝑆 ,,,, 3. ___________________
,,,, ≅ 𝑃𝑅
4. 𝑃𝑅 ,,,, 4. ___________________

,,,, ≅ 𝐽𝐿
c. Given: 𝐺𝐾 4 ; ,,,, 4.
𝐺𝐾 ∥ 𝐽𝐿 L
G
Prove:∆𝐺𝐾𝐻 ≅ ∆𝐽𝐿𝐻
H
K J
Proof:

Statement Reason
1. ,,,, 4 ; ,,,,
𝐺𝐾 ≅ 𝐽𝐿 4
𝐺𝐾 ∥ 𝐽𝐿 1. ___________________
2. ∠𝐾 ≅ ∠𝐿 2. ___________________
3.∠𝐺𝐻𝐾 ≅ ∠𝐽𝐻𝐿 3. ___________________
4. ∆𝐺𝐾𝐻 ≅ ∆𝐽𝐿𝐻 4. ___________________

d. Given: M is the midpoint of ,,,, ,,,, .

𝑃𝑄 and 𝑅𝑆
P Q
Prove:∆𝑆𝑀𝑃 ≅ ∆𝑅𝑀𝑄 M

Proof: S

Statement Reason
,,,, and ,,,,
1. M is the midpoint of 𝑃𝑄 𝑅𝑆 1. ___________________
2. ,,,,, ,,,,,
𝑃𝑀 ≅ 𝑄𝑀 2. ___________________
,,,,, ≅ ,,,,
3.𝑅𝑀 𝑆𝑀 3. ___________________
4. ∠𝑆𝑀𝑃 ≅ ∠𝑅𝑀𝑄 4. ___________________
5. ∆𝑆𝑀𝑃 ≅ ∆𝑅𝑀𝑄 5. ___________________

46
 ,,,, bisects ∠𝐴𝐵𝐷 ≅ ∠𝐴𝐶𝐷.
e. Given: 𝐶𝐵 A B
Prove:∆𝐴𝐵𝐶 ≅ ∆𝐷𝐵𝐶

Proof: C D

Statement Reason
1. ,,,,,
𝑃𝑀 bisects ∠𝐴𝐵𝐷 ≅ ∠𝐴𝐶𝐷 1. ___________________
2. ∠𝐴𝐶𝐵 ≅ ∠𝐷𝐶𝐵 2. ___________________
,,,, ≅ ,,,,
3.𝐵𝐶 𝐵𝐶 3. ___________________
4. ∠𝐴𝐵𝐶 ≅ ∠𝐷𝐵𝐶 4. ___________________
5. ∆𝐴𝐵𝐶 ≅ ∆𝐷𝐵𝐶 5. ___________________

Activity 3. Fill the missing Part of Me

Directions: Fill in the missing statements and reasons to prove two triangles are congruent.
,,,, ⊥ ,,,,
a. Given:𝐴𝑆 𝑆𝐷 Statement Reason
,,,,
𝑉𝐸 ⊥ 𝐸𝐷,,,,
,,,, 1. ,,,,
𝐴𝑆 ⊥ ,,,, ,,,, ⊥ ,,,,
𝑆𝐷, 𝑉𝐸 𝐸𝐷 1. ________________
D is the midpoint of 𝑆𝐸
∠3 ≅ ∠4 2. ∠1 𝑎𝑛𝑑 ∠2 are right ∆s 2. ________________
Prove: ∆𝐴𝑆𝐷 ≅ ∆𝑉𝐸𝐷 3.∠1 ≅ ∠2 3. ________________
A V ,,,,
4. D is the midpoint of 𝑆𝐸 4. ________________
5. __________________ Def. of Midpoint
6. __________________ Given

1 3 4 2 7. ∆𝐴𝑆𝐷 ≅ ∆𝑉𝐸𝐷 7. ________________

S D E
,,,, bisects 𝑃𝑄
b. Given: 𝑅𝑆 ,,,, at T Statement Reason
,,,,
𝑃𝑄 bisects ,,,,
𝑅𝑆 at T.
,,,, bisects ,,,,
1. 𝑅𝑆 𝑃𝑄 at T 1. ________________
Prove: ∆𝑃𝑇𝑆 ≅ ∆𝑄𝑇𝑅
,,,,
2. T is the midpoint of 𝑃𝑄 2. ________________
R
Q 3.𝑃𝑇 ,,,,
,,,, ≅ 𝑄𝑇 3. ________________
4. __________________ Given
1
5. T is the midpoint of ,,,,
𝑅𝑆 5. ________________
T
2 6. 𝑅𝑇 ,,,,
,,,, ≅ 𝑆𝑇 6. ________________
7. __________________ Def. of Vertical Angles
P S 8. ∆𝑃𝑇𝑆 ≅ ∆𝑄𝑇𝑅 8. ________________

47
Activity 4. Arrange Me
Directions: Prove that the following pairs of triangles are congruent by arranging the jumbled
statements provided below the item, then, write the reason for each.
a. Given:∠𝐶 and ∠𝑇 are right triangles C U
1
∠1 ≅ ∠3 2
Prove: ∆𝐶𝑈𝑇 ≅ ∆𝑇𝐸𝐶
4
3
E T

Statements:
∆𝐶𝑈𝑇 ≅ ∆𝑇𝐸𝐶 ∠𝐸 ≅ ∠𝑈 ∠𝐶 and ∠𝑇 are right triangles
,,,, ≅ 𝐶𝑇
𝐶𝑇 ,,,,∠1 ≅ ∠3

Proof:

Statement Reason
1. __________________________ 1. ___________________
2. __________________________ 2. ___________________
3. __________________________ 3. ___________________
4. __________________________ 4. ___________________
5. __________________________ 5. ___________________

b. Given:Y is the midpoint of ,,,

𝐽𝑈 O F
,,, bisects ∠𝑂𝑌𝐿
𝑌𝐽
∠𝐽 ≅ ∠𝑈.
Prove: ∆𝐽𝑂𝑌 ≅ ∆𝑈𝐹𝑌
J 1 2 U
3 Y

Statements:
∠1 ≅ ∠2 ∠2 ≅ ∠3 ∠𝐽 ≅ ∠𝑈
,,, ≅ 𝑈𝑌
𝐽𝑌 ,,,,∠1 ≅ ∠3 ∆𝐽𝑂𝑌 ≅ ∆𝑈𝐹𝑌

48
 Proof:

Statement Reason
1. __________________________ 1. ___________________
2. __________________________ 2. ___________________
3. __________________________ 3. ___________________
4. __________________________ 4. ___________________
5. __________________________ 5. ___________________
6. __________________________ 6. ___________________

c. Given: E is the midpoint of ,,,, ,,, ⊥ 𝐿𝐹

𝐿𝐹 ; 𝐼𝐸 ,,,, . F E L
Prove: ∆𝐼𝐸𝐹 ≅ ∆𝐼𝐸𝐿

Statements:
,,, ⊥ ,,,,
𝐼𝐸 𝐿𝐹 ,,, ≅ ,,,
𝐼𝐸 𝐼𝐸 ,,,, ≅ 𝐹𝐸
𝐿𝐸 ,,,, ∆𝐿𝐸𝐼 ≅ ∆𝐹𝐸𝐼
,,,,
E is the midpoint of 𝐿𝐹 ∠𝐿𝐸𝐼 and ∠𝐹𝐸𝐼 are right angles ∆𝐼𝐸𝐹 ≅ ∆𝐼𝐸𝐿

Proof:

Statement Reason
1. __________________________ 1. ___________________
2. __________________________ 2. ___________________
3. __________________________ 3. ___________________
4. __________________________ 4. ___________________
5. __________________________ 5. ___________________
6. __________________________ 6. ___________________
7. __________________________ 7. ___________________

49
REFLECTION:
1. Did you ever try to prove your point to someone you disagree with? Is it necessary?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

2. Which do you prefer, proving you are right against someone or shutting your mouth just to
save your relationship with this person? Why?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

References
Bernabe, Julieta, De Leon, Cecile and Dilao, Soledad. Geometry III Textbook for Third Year.
JTW Corporation, 2002.
Orines, Fernando, Diaz, Zenaida and Mojica, Maharlika. Next Century Mathematics 8. Phoenix
Publishing House, 2017.
https://www.nthurston.k12.wa.us/cms/lib/WA01001371/Centricity/Domain/2540/GeoInClass
12-08-14TriangleCongruencePacket.pdf
Answer Key
Activity 1. Remember Me

Item a b c
1 Yes ∆𝐹𝐴𝐼 ≅ ∆𝑇𝐻𝐼 ASA
2 Yes ∆𝐿𝑂𝐸 ≅ ∆𝑉𝑂𝐸 SSS
3 Yes ∆𝐼𝐿𝐸 ≅ ∆𝐸𝐹𝐼 ASA
4 Yes ∆𝑌𝑂𝑈 ≅ ∆𝐿𝐼𝐸 SAS
5 Yes ∆𝑆𝐴𝑉 ≅ ∆𝐼𝑂𝑅 ASA
6 Yes ∆𝐸𝐻𝑃 ≅ ∆𝑂𝐻𝑃 SSS

Activity 2.Just Give me a Reason

a. 1. Given b. 1. Given c. 1. Given

2. Given 2. Alternate Interior 2. Alternate Interior
3. Def. of Midpoint angles are ≅ angles are ≅
4. Reflexivity 3. Reflexivity 3. Def. of Vertical ∠s
5. SSS 4. SAS 4. SAA

d. 1. Given e. 1. Given
2. Def. of Midpoint 2. Def. of Angle Bisector
3. Def. of Midpoint 3. Reflexivity
4. Def. of Vertical ∠s 4. Def. of Angle Bisector
5. SAS 5. ASA

50
Activity 3. Fill the missing Part of M
a. 1. Given b. 1. Given
2. Def. of Perpendicular lines 2. Def. of Segment Bisector
3. Def. of Right Angles 3. Def. of Midpoint
4. Given 4. ,,,,
𝑃𝑄 bisects ,,,,
𝑅𝑆 at T
5. ,,,,
𝑆𝐷 ≅ ,,,,
𝐸𝐷 5. Def. of Segment Bisector
6. ∠3 ≅ ∠4 6. Def. of Midpoint
7. ASA 7. ∠1 ≅ ∠2
8. SAS
Activity 4. Arrange Me
a.
Statement Reason
1. ∠𝐶 and ∠𝑇 are right triangles 1. Given
2. ∠𝐸 ≅ ∠𝑈 2. Def. of Right angles
3. ∠1 ≅ ∠3 3. Given
4. ,,,, ,,,,
𝐶𝑇 ≅ 𝐶𝑇 4. Reflexivity
5. ∆𝐶𝑈𝑇 ≅ ∆𝑇𝐸𝐶 5. SAA
b.
Statement Reason
1. ∠𝐽 ≅ ∠𝑈 1. Given
2. ∠1 ≅ ∠3 2. Def. of Angle Bisector
3. ∠2 ≅ ∠3 3. Def. of Vertical Angles
4. ∠1 ≅ ∠2 4. Transitivity
5. ,,, ,,,,
𝐽𝑌 ≅ 𝑈𝑌 5. Def. of Midpoint
6. ∆𝐽𝑂𝑌 ≅ ∆𝑈𝐹𝑌 6. ASA
c.
Statement Reason
1. E is the midpoint of ,,,,
𝐿𝐹 1. Given
2. ,,,, ,,,,
𝐿𝐸 ≅ 𝐹𝐸 2. Def. of Midpoint
3. ,,,
𝐼𝐸 ≅ ,,,
𝐼𝐸 3. Reflexivity
4. ,,,
𝐼𝐸 ⊥ ,,,,
𝐿𝐹 4. Given
5. ∠𝐿𝐸𝐼 and ∠𝐹𝐸𝐼 are right angles 5. Def. of Perpendicular Lines
6. ∆𝐿𝐸𝐼 ≅ ∆𝐹𝐸𝐼 6. Def. of Right Triangles
7. ∆𝐼𝐸𝐹 ≅ ∆𝐼𝐸𝐿 7. SAS

Prepared by:
MARLYN T. LATTAO
Writer

51
 MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

Learning Activity Sheet

Proving Statements on Triangle Congruence

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for students’ mastery on proving statements on triangle
congruence.
In the previous lessons, you learned about the properties of congruence, congruence postulates
(SAS, ASA, AAS, SSS), angle bisector, median, altitude, midpoint and diagonals of a triangle.
Proving statements on triangle congruence can be done by identifying the properties
and definitions of terms that can justify each statement.
Therefore we recall:

PROPERTIES OF CONGRUENCE:
1. Reflexive property of congruence
∠𝐴 ≅ ∠𝐴 ; AB ≅ AB ; ∆𝐴𝐵𝐶 ≅ ∆𝐴𝐵𝐶
2. Symmetric property of congruence
If ∠𝐴 ≅ ∠𝐵, 𝑡ℎ𝑒𝑛 ∠𝐵 ≅ ∠𝐴
If AB ≅ 𝐶𝐷, 𝑡ℎ𝑒𝑛 𝐶𝐷 ≅ 𝐴𝐵
If ∆𝐴𝐵𝐶 ≅ ∆𝐷𝐸𝐹, 𝑡ℎ𝑒𝑛 ∆𝐷𝐸𝐹 ≅ ∆𝐴𝐵𝐶
3. Transitive property of congruence
If ∠𝐴 ≅ ∠𝐵 𝑎𝑛𝑑 ∠𝐵 ≅ ∠𝐶, 𝑡ℎ𝑒𝑛 ∠𝐴 ≅ ∠𝐶
If 𝐴𝐵 ≅ 𝐶𝐷 𝑎𝑛𝑑 𝐶𝐷 ≅ 𝐸𝐹, 𝑡ℎ𝑒𝑛 𝐴𝐵 ≅ 𝐸𝐹

CONGRUENCE POSTULATES:
1. Side-Angle-Side (SAS) congruence postulate
If two sides of the included angle of one triangle are congruent to two sides and
the included angle of another triangle, then the two triangles are congruent.
2. Angle-Side-Angle(ASA) congruence postulates
If two angles and the included side of one triangle are congruent to two angles
and the included side of another triangle, then the two triangles are congruent.
3. Side-Side-Side (SSS) congruence postulate
If three sides of a triangle are congruent to the three sides of another triangle,
then the two triangles are congruent.
4. Side-Angle-Angle (SAA) congruence postulate
If two angles and non-included side of one triangle are congruent to two
angles and a non-included side of another triangle, then the two triangles are
congruent.
MEDIAN of a triangle → a line segment whose endpoints are the vertex of the angle and
the midpoint of its opposite side.
MIDPOINT → a point that divides a segment into two congruent segments.
ALTITUDE →perpendicular segment from the vertex of a triangle to its opposite side.

52
DIAGONAL →a line segment joining two nonconsecutive vertices of a polygon.
ANGLE BISECTOR → divides the angle into two congruent angles.
PERPENDICULAR BISECTOR→ a line, segment, ray, or plane that is perpendicular to a
segment and its midpoint.
ISOSCELES TRIANGLE THEOREM:
If two sides of a triangle are congruent then the angles opposite those sides are
congruent.
CONVERSE OF THE ISOSCELES TRIANGLE THEOREM:
If two angles of a triangle are congruent, then the sides opposite those angles
are congruent.

Illustrative Examples:

1. Prove that “An equiangular triangle YES is also equilateral “.

Given: ∆𝑌𝐸𝑆 is equiangular.
Prove: ∆𝑌𝐸𝑆 is also equilateral.
Figure:
E

Y S
Proof:

Statements Reasons
1. ∠𝑌 ≅ ∠𝑆 1.The three angles of an equiangular triangle
are congruent.
2. YE ≅ ES 2. Converse of the Isosceles Triangle Theorem
3. ∠𝑌 ≅ ∠𝐸 3. Definition of equiangular triangle
4. YS ≅ ES 4 Converse of the Isosceles Triangle Theorem
5. YE ≅ ES ≅ YS 5. Transitive Property
6. ∆𝑌𝐸𝑆 is equilateral 6. Definition of an equilateral triangle

2. Prove that “The angle bisector from the vertex angle of an isosceles triangle
separates the triangle into two congruent triangles “.
Given: ∆𝐿𝐼𝑉is an isosceles triangle with base LV and angle bisector IE.
Prove: Angle bisector IE separates∆𝐿𝐼𝑉into two congruent triangles.
Figure:
L

I V

53
Proof:
Statements Reasons
1. ∆𝐿𝐼𝑉is an isosceles triangle with 1. Given
base LV and an angle bisector IE
2. LI ≅ VI 2. Legs of an isosceles triangle are
congruent
3. ∠𝐿𝐼𝐸 ≅ ∠𝑉𝐼𝐸 3. Definition of angle bisector
4. IE ≅IE 4. Reflexive property
5. ∆𝐿𝐼𝐸 ≅ ∆𝑉𝐼𝐸 5. SAS congruence postulate

3. Prove that “The diagonals of an isosceles trapezoid are congruent “.

Given: Quadrilateral POST is an isosceles trapezoid with PT and OS as the legs.
Prove: PS ≅ OT
Figure:
P O

T S

Proof:
Statements Reasons
1. Quadrilateral POST is an isosceles 1. Given
Trapezoid
2. PT ≅ OS 2. Legs of isosceles trapezoid are congruent
3.Draw diagonals PS and OT 3. By construction
4.∠𝑃𝑇𝑆 ≅ ∠𝑂𝑆𝑇 4. Base angles of an isosceles trapezoid are
congruent
5. TS ≅ ST 5. Reflexive property
6. ∆𝑃𝑇𝑆 ≅ ∆𝑂𝑆𝑇 6. SAS congruence postulate
7. PS ≅ OT 7. CPCTC

4. Prove that “The median from the vertex angle of an isosceles triangle separates the
triangle into two congruent triangles “.
Given: ∆𝑁𝑂𝑇is an isosceles triangle with vertex T.
TS is a median
Prove: ∆𝑁𝑆𝑇 ≅ ∆𝑂𝑆𝑇
Figure:
N S O

54
 Proof:
Statements Reasons
1. ∆𝑁𝑂𝑇 is an isosceles triangle with 1. Given
vertex T.
2. NT≅ OT 2. Legs of an isosceles triangle are congruent.
3. TS is a median 3. Given
4. NS≅ OS 4. Definition of median
5. ST ≅ ST 5. Reflexive property
6. ∆𝑁𝑆𝑇 ≅ ∆𝑂𝑆𝑇 6. SSS congruence postulate

Learning Competency: The learner proves statements on triangle congruence.

Activity I: NAME ME THE REASON
Direction: Determine the reasons to complete the proofs of the statements.
A. Prove that “In a parallelogram, a diagonal separates the quadrilateral into two
congruent triangles “.
Given: VO is a diagonal of a parallelogram LOVE.
Prove:∆𝑉𝐿𝑂 ≅ ∆𝑂𝐸𝑉

Figure: L O

V E

Proof:
Statements Reasons
1. VO is a diagonal of parallelogram
LOVE
2. VO ≅ VO
3. VL ≅ OE
LO ≅ EV
4. ∆𝐿𝑂𝑉 ≅ ∆𝐸𝑉𝑂

B . Prove that “The angle bisector from the vertex of an isosceles triangle separates the
given triangle into two congruent triangles “
Given: ∆𝑃𝑅𝑂 is an isosceles triangle with vertex angle PRO.
Prove: ∆𝑃𝑅𝑀 ≅ ∆𝑂𝑅𝑀
Figure: R

P
M
O

55
Proof:
Statements Reasons
1. ∆𝑃𝑅𝑂 is an isosceles triangle with
vertex angle PRO
2. ∠𝑃𝑅𝑀 ≅ ∠𝑂𝑅𝑀
3. PR≅ OR
4. RM ≅ RM
5. ∆𝑃𝑅𝑀 ≅ ∆𝑂𝑅𝑀
6. ∠𝑃 ≅ ∠𝑂

C. Prove that “An equilateral triangle is also equiangular “.

Given: ∆𝑂𝑊𝑁 is an equilateral triangle.
OW ≅ ON , ON ≅ WN
Prove: Triangle OWN is an equiangular triangle
Figure:
O

W N
Proof:
Statements Reasons
1. WO ≅ ON
2. ∠𝑊 ≅ ∠𝑁
3. WO ≅ WN
4. ∠𝑂 ≅ ∠𝑁
5. ∠𝑊 ≅ ∠𝑂 ≅ ∠𝑁
6. ∆𝑂𝑊𝑁 is equiangular

Activity II: FILL ME

Direction: Find the missing statements and reasons to come up with a complete proof.
A. Prove that “In a square, a diagonal separates a quadrilateral into two congruent
triangles”.
Given: Square MORE and its diagonal MR
Prove: ∆𝑀𝐸𝑅 ≅ ∆𝑅𝑂𝑀
Figure:
M O

E R

56
 Proof:
Statements Reasons
1. 1. Given
2. ME ≅ RO 2.
M0 ≅ RE
3. 3. Reflexive property of congruence
4. ∆𝑀𝐸𝑅 ≅ ∆𝑅𝑂𝑀 4.

B. Prove that “The perpendicular bisector from the vertex of an isosceles triangle separates
the given triangle into two congruent triangles “.
Given: ∆𝑅𝑂𝑀 is an isosceles triangle.
OE is perpendicular to RM. O
Prove: ∆𝑅𝑂𝐸 ≅ ∆𝑀𝑂𝐸
Figure:

R E M
Proof:
Statements Reasons
1. ∆𝑅𝑂𝑀 is an isosceles triangle 1.
2. 2. Definition of isosceles triangle
3. ∠𝑅 ≅ ∠𝑀 3.
4. OE is perpendicular to RM 4.
5. 5. Definition of perpendicularity
6. ∠𝑅𝐸𝑂 ≅ ∠𝑀𝐸𝑂 6.
7. ∆𝑅𝑂𝐸 ≅ ∆𝑀𝑂𝐸 7.

C. Prove that “The diagonal of a rhombus separates the given into two congruent triangles
‘.
Given: Rhombus FROM and its diagonal FO
Prove: ∆𝐹𝑀𝑂 ≅ ∆𝐹𝑅𝑂
Figure: F

M R

O
Proof:
Statements Reasons
1. 1. Given
2. FM ≅ OR 2.
FR ≅OM
3. 3. Reflexive property of congruence
4. ∆𝐹𝑀𝑂 ≅ ∆𝐹𝑅𝑂 4.

57
Activity III: FIX ME
Directions: Rearrange the given statements correctly and give the corresponding
reasons
of each statement to complete the proof.
A. Prove that “The angle bisector from the vertex of an isosceles triangle separates the
given triangle into two congruent triangles “.
Given: ∆𝐺𝐿𝑂 is an isosceles triangle with vertex angle GLO
WL bisects ∠𝐺𝐿𝑂
Prove: GLW OLW
G

W L

O
Proof:
Statements Reasons
∆𝐺𝐿𝑂 is an isosceles triangle with vertex 1.
angle GLO
GL ≅ OL 2.
∆𝐺𝐿𝑊 ≅ ∆𝑂𝐿𝑊 3.
∠𝐺𝐿𝑊 ≅ ∠𝑂𝐿𝑊 4.
LW≅ LW 5.
LG ≅ LO 6.

B. Prove that “The diagonals of a parallelogram bisect each other “.

Given: Parallelogram BEST with diagonals BS and ET
Prove: BO ≅ SO ; EO ≅ TO

Figure: B E
1 2
O

3 4
T S

Proof:
Statements Reasons
BE ║ TS 1.
∆𝐵𝐸𝑂 ≅ ∆𝑆𝑇𝑂 2.
Parallelogram BEST with diagonals BS 3.
and ET
BO ≅ SO; EO ≅ TO 4.
∠1 ≅ ∠4 ; ∠2 ≅ ∠3 5.
BE ≅ TS 6.

58
C. Prove that “If two angles of a triangle are congruent, then the sides opposite them are
congruent “.
Given: ∠𝐵 ≅ ∠𝐶
Prove: AB ≅ AC
Figure: A A

B C B D C

Statements Reasons
AD ≅ AD 1.
Draw the bisector of ∠𝐴, intersecting BC 2.
AB ≅ AC 3.
∠𝐵𝐴𝐷 ≅ ∠𝐶𝐴𝐷 4.
∠𝐵 ≅ ∠𝐶 5.
∆𝐴𝐵𝐷 ≅ ∆𝐴𝐶𝐷 6.

Rubrics for Scoring:(Activity I-III)

Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (3 pts.) Level 4 (5 pts.)
Amount of Learner shows no Learner only Learner only Learner
Work effort to prove shows a part of shows a part of completed each
statements on the reasons in the reasons in reason in
triangle proving proving proving
congruence. statements on statements on statements on
triangle triangle triangle
congruence. congruence with congruence with
the correct the correct
answer. answer.
Interest Learner shows no Learner shows Learner shows Learner shows
interest in proving slight interest partial interest in full interest in
statements on in proving proving proving
triangle statements on statements on statements on
congruence. triangle triangle triangle
congruence. congruence. congruence.

Reflection
I find difficulty in ___________________________________________________
___________________________________________________
___________________________________________________
.

59
 I appreciate ___________________________________________________
___________________________________________________
___________________________________________________
.

Answer Key

Activity I: NAME ME THE REASON

A. Reasons
1. Given
2. Reflexive property of congruence
3.Opposite sides of a parallelogram are congruent
4. SSS congruence postulate
B. Reasons:
1.Given
2. Definition of angle bisector
3. Legs of an isosceles triangle are congruent
4.Reflexive property of congruence
5. SAS congruence postulate
6. CPCTC
C. Reasons:
1. Definition of equilateral triangle
2. Isosceles triangle theorem
3. Definition of equilateral triangle
4. Isosceles triangle theorem
5. Transitive property of congruence
6. Definition of equiangular triangle

Activity II: FILL ME

A .Proof:

Statements Reasons
1.Square MORE and its diagonal MR
2.Definition of square
3. MR ≅MR
4.SSS congruence postulate

B. Proof:
Statements Reasons
1.Given
2. RO ≅MO

60
 3.Base angles of isosceles triangle are
congruent
4.Given
5.∠𝑅𝐸𝑂 𝑎𝑛𝑑 ∠𝑀𝐸𝑂 are right angles
6.Right angles are congruent
7.SAA congruence postulate

C. Proof:

Statements Reasons
1.Rhombus FROM and its diagonal
2.Definition of square
3. FO ≅ FO
4.SSS congruence postulate
Activity III: FIX ME
A. Proof:
Statements Reasons
1. ∆𝐺𝐿𝑂 is an isosceles triangle with 1.Given
vertex angle GLO
2.∠𝐺𝐿𝑊 ≅ ∠𝑂𝐿𝑊 2.Definition of angle bisector
3. GL ≅ OL 3.Legs of an isosceles triangle are congruent
4. LW ≅ LW 4.Reflexive property of congruence
5. ∆𝐺𝐿𝑊 ≅ ∆𝑂𝐿𝑊 5.SAS congruence postulate
6. ∠𝐺 ≅ ∠𝑂 6.CPCTC

B. Proof:

Statements Reasons
1. Parallelogram BEST with diagonals 1. Given
BS and ET
2. BE ≅ TS 2. Opposite sides of a parallelogram are
Congruent
3. BE ║ TS 3. Definition of a parallelogram
4. ∠1 ≅ ∠4 ; ∠2 ≅ ∠3 4. If two parallel line are cut by a transversal,
then the alternate interior angles are
congruent.
5. ∆𝐵𝐸𝑂 ≅ ∆𝑆𝑇𝑂 5. ASA congruence postulate
6. BO ≅ SO ; EO ≅ TO 6. CPCTC

61
C. Proof:

Statements Reasons
1. ∠𝐵 ≅ ∠𝐶 1. Given
2. Draw the bisector of ∠𝐴, 2. An angle has exactly one bisector
intersecting
BC
3. ∠𝐵𝐴𝐷 ≅ ∠𝐶𝐴𝐷 3. Definition of angle bisector
4. AD ≅ AD 4. Reflexive property
5. ∆𝐴𝐵𝐷 ≅ ∆𝐴𝐶𝐷 5. SAA Congruence Postulate
6. AB ≅ AC 6. CPCTC

References
Mathematics Grade – 8, Patternsand Practicalities pp 352-359, by:
Gladys C. Nivera Ph.D.
Geometry pp. 89-96, by : Soledad Jose –Dilao, Ed. D.
Julieta G. Bernabeourth Year Triangle Trigonometry,
Module 2 (LM) BEAM Fourth Year, Module 13 (TG), EASE Module Fourth Year
· Triangle Trigonometry, Mo, Module 2 (L
Prepared by:

IMELDA P. LANGCAY
Teacher

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 MATHEMATICS 8

Name of Learner:___________________________ Grade Level:____________________

Section:___________________________________ Score:__________________________

LEARNING ACTIVITY SHEET

APPLYING TRIANGLE CONGRUENCE TO CONSTRUCT PERPENDICULAR
LINE AND ANGLE BISECTOR
Background Information for Learners
Perpendicular lines are lines that intersect and
form four right angles.

Angle Bisector is a line segment that divides the vertex

angles or a segment into two congruent parts.

ISOSCELES TRIANGLE
A triangle is isosceles if and only if two of its sides are congruent. The congruent sides are
its legs, the third side is the base, the angles opposite the congruent sides are the base angles,
and the angle included by the legs is the vertex angle.

vertex angle

leg leg

base angle base angle

SSS Congruence Postulate

If three sides of a triangle are congruent respectively to three sides of another triangle, then
the two triangles are congruent.

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SAS Congruence Postulate
If two sides and the included angle of one triangle are congruent respectively to two sides and
an the included angle of another triangle, then the two triangles are congruent.

ASA Congruence Postulate

If two angles and the included side of one triangle are congruent respectively to two angles
and the included side of another triangle, then the two triangles are congruent.

Isosceles Triangle Theorem

If two sides of a triangle are congruent, then the angles opposite these sides are congruent.

C D
B

CAD is an isosceles triangle, with CA and DA as the legs, ∠C and ∠D as the base angles, and
CD as the base.B is the midpoint of the base CD.
AB is an angle bisector
m∠CAB ≅ m∠DAB
∆CAB ≅ ∆DAB

Angle Bisector Theorem

If a point is on the bisector of an angle then it is equidistant from the sides of the angle.

Converse of Angle Bisector Theorem

If a point is equidistant from the sides of an angle, then it is on the angle bisector.

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Going back to the same figure of an isosceles triangle above,
A

E
F G

C B D
E is a point on the angle bisector AB.
By Angle Bisector Theorem:
FE ≅ GE
m∠CAB ≅ m∠CAD

Perpendicular Bisector Theorem

If a point is on the perpendicular bisector of a segment, then it is equidistant from
the endpoint of the segment.

Converse of a Perpendicular Bisector Theorem

If a point is equidistant from the endpoint of a segment, then it is the perpendicular
bisector of the segment.

Theorem:
The bisector of the vertex angle of an isosceles triangle is perpendicular to the base
at its midpoint.

Note:
The bisector of the vertex angle of an isosceles triangle is also the perpendicular
bisector of the base and in order to draw this segment, one must find first the midpoint
of the base then draw the segment from the vertex to the midpoint of the base.

AB bisects ∠BAC, then

AD ⊥ BC
A and
AD bisects BC.
Thus,
AB is the perpendicular bisector of BC.

B C
D

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Example 1:
∆BAG is an isosceles triangle. B G
∠B and ∠G are the base angles.
Draw the line segment perpendicular to the base.

Since ∠B and ∠G are the base angles, then BG is the base.

Let S (any letter can do) be the midpoint of the base.
Draw the line segment passing through vertex A and the midpoint S.

B S G

What is the angle bisector of ∠BAG?

How about the perpendicular bisector of the base BG?
AB is the bisector of vertex A.
AB is the perpendicular bisector of BG.
Therefore, SA ⊥ BG by the theorem, “The bisector of the vertex angle of an isosceles triangle
is perpendicular to the base at its midpoint.”

Example 2
∆WIN is an isosceles triangle.
∠I is the vertex angle.
Draw the angle bisector of the vertex angle. Identify the congruent triangles.
W

Given that ∠I is the vertex angle, then WN is the base.

Let O (any letter can do) be the midpoint of the base.

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Draw the line segment passing through the vertex and the midpoint.
W

I O

N
Thus, IO is the angle bisector of WN.
Moreover,
∠WIO ≅∠NIO by definition of angle bisector.
IW ≅ IN because legs of an isosceles triangle are congruent.
IO ≅ IO by Reflexive Property.
Hence, ∆WIO ≅ ∆NIO.

Example 3:
∆TRY is an isosceles triangle.
TY is the base.
Let O be the midpoint of the base.
Which of the following is NOT a condition of the angle bisector of ∠TRY?

T O Y

A. ∠TRO ≅∠YRO
B. TO ≅ YO
C. ∠R measures 60°
D. ∠TOR and ∠YOR are right angles.
R

Answer: C

Learning Competency with Code

The learner applies the triangle congruence to construct perpendicular line and angle bisector.
[Quarter 3, Week 8 to 9] (M8GE-IIIi-j-1).

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Activity 1: DRAW ME
Directions: Given each of the isosceles triangle, draw the line segment perpendicular to the
base. You may use pencil to draw the line segment and let X as the midpoint of
the base segment of each isosceles triangle. Identify the pair of perpendicular
lines. Write your answer inside the box provided.

1. AB and CB are the legs. 2. EF is the base.

EE
B E

A C
3. ∠H and ∠I are the base angles. 4. L is the vertex angle.

H I K

5. OP is the base.
N

O P

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Activity 2 IDENTIFY ME
Directions: Draw the angle bisector of the vertex of each of the isosceles triangle below. You
may use pencil to draw the bisector and use W as the midpoint of the base
segment of each isosceles triangle. Identify the congruent triangles and write
your answer inside the box provided.
1. ∠A is the vertex angle. 2. KX is the base.
M I

P K X

3. YE and SE are the legs. 4. ∠M and ∠D are the base

angles.

E U

S M D

5. ∠O is the vertex angle.

O P

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Activity 3 I’M “OUT-OF-PLACE”

Directions: Find the condition that doesn’t guarantee the angle bisector of the vertex angle of
each of the given isosceles triangle. Write the letter of your choice before each
item number.

_____1. ∠B is the vertex angle.

Let S is the midpoint of the base.
O

B S

Y
A. ∠OBS ≅∠YBS
B. OS ≅ YS
C. ∠O and ∠Y measures 30° and 40°, respectively.
D. ∠BSO measures 90°.

_____2. ∠C and ∠R are the base angles. A

Let Y be the midpoint of the base.

C Y R
A. Lengths of AC and AR are shorter than CR.
B. ∠RAY ≅∠CAY
C. ∠AYC is a right angle.
D. YC ≅ YR

_____3. BI is the base. B O I

Let O be the midpoint of the base.

A. ∠IOG and ∠BOG are right angles.

B. ∠G measures 30°. G
C. BO ≅ IO
D. ∠BGO ≅∠IGO

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_____4. MY and XY are the legs. M
Let P be the midpoint of the base.

P Y

X
A. ∆MPY ≅ ∆XPY
B. PY ⊥ MX
C. ∠MYP measures half of ∠M.
D. MP ≅ XP

______5. O is the vertex angle. O

Let S be the midpoint of the base.

T S Y
A. ∠TOY ≅∠YOS
B. TY ⊥ OS
C.∠TSY ≅∠OSY
D. OY measures longer than TY

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Activity 4 PROVE ME
Directions: Complete the two-column proof by filling in the blanks.
O

N M T

Given:∆NOT is an isosceles triangle.

M is the midpoint of NT.
Prove: ∆NOM ≅ ∆TOM

Proof:
Statement Reason

1. ∆NOT is an isosceles triangle. 1. __________________________________

M is the midpoint of NT.

2. 2. Two points determine a line.

__________________________________
3.
3. OM is a perpendicular bisector. ___________________________________

___________________________________
4.
__________________________________ 4. Legs of an isosceles triangle are
congruent.
5. NM ≅ TM
5. _________________________________
6.
__________________________________ 6. Reflexive Property

7. ∆NOM ≅ ∆TOM 7. __________________________________

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Reflection:
Complete the statements:
What have I learned in these activities?

I learned that
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________.

I find difficulty in
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________________.

I enjoyed most on
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________________.

References:
Jose-Dilao, Soledad and Bernabe, Julieta. Geometry. SD Publications, Inc. 2009

Marasigan, Maria Mahas and Uy, Angelo. Next Generation Math Geometry. Learning
Systems. Inc. 2008

https://slideshare.net/smiller5/256-perpendicular-and-angle-bisectors

Answer Key
Activity 1 Draw Me
1. 2.
B E

D X

F
EF ⊥ DX
A X C
AC ⊥ BX

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3. 4.
H X I K

X L

M
J
HI ⊥ JX KM ⊥ XL
5.
N

O X P
OP ⊥ NX
Activity 2 Identify Me
1. 2.
M I

W A

P K W X

∆MWA ≅ ∆PWA ∆KIW≅ ∆XIW

3. E

Y ∆YEW≅ ∆SEW

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4. U

M W D

∆MUW≅ ∆DUW

5.
T

O P

∆TOW≅ ∆POW

Activity 3 I’m Out-of-Place

1. C
2. A
3. B
4. C
5. D

Activity 4 Prove Me
O

N M T
Given: ∆NOT is an isosceles triangle.
M is the midpoint of NT.

Prove: ∆NOM ≅ ∆TOM

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Proof:
Statement Reason

1. ∆NOT is an isosceles triangle. 1. Given.

M is the midpoint of NT.

2. Draw OM. 2. Two points determine a line.

3. OM is a perpendicular bisector. 3. The bisector of the vertex angle of an

isosceles triangle is perpendicular to the
base at its midpoint.

4. NO ≅ TO 4. Legs of an isosceles triangle are

congruent.

5. NM ≅ TM 5. Definiton of Midpoint

6. OM ≅ OM 6. Reflexive Property

7. ∆NOM ≅ ∆TOM 7. SSS Congruence Postulate

Prepared by:

NANETTE F. CUSIPAG
Writer

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Note: Practice Personal Hygiene protocols at all times