NAMILLANGAN NATIONAL Grade

School: HIGH SCHOOL Level: 8A

Practice Learning
DETAILED Teacher: Area: MATHEMATICS
LESSON PLAN
Teaching Date
MARCH 12, 2020 (1:00 – 2:00) Quarter: 4th QUARTER
and Time:

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of axiomatic structure of
Standards geometry and triangle congruence.
B. Performance The learner thinks with coherence and clarity in formulating, investigating, analyzing
Standards and solving real-life problems involving congruent triangles using appropriate and
accurate representations.
C. Learning The learner illustrates the SSS Congruence Postulate.
Competency
D. Specific 1. The learner is able to illustrate SSS Congruence Postulate.
Objectives 2. The learner is able to construct congruent triangles using the SSS congruence
postulate.
3. The learner is able to recognize the applications of congruent triangles.
E. Learning Code M7SP-IVf-g-1
II. CONTENT GEOMETRY: SSS Congruence Postulate
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages pp. 398-391
2. Learner’s
Material Pages pp. 357-359
3. Textbook
Pages pp. 89-91
4. Additional
Materials from laptop, cartolina, LCD projector, marker, illustration board,
learning
Resources
B. Other Resources http://quora.com/What-are-some-real-life-applications-of-congruent-triangles
IV. PROCEDURES Teacher’s Activity Student’s Activity
A. Preparatory Prayer
activities Checking of attendance
Setting of standards
B. Review What is our lesson last meeting class?
previous Triangle congruence
lesson sir.

When do we say that two triangles are congruent? Two triangles are
congruent if the
corresponding sides and
the corresponding
angles are congruent.
Why do we study triangle congruence? How is it applied
in real life?
(The teacher will flash some of the applications of triangle
congruence.)
C. Presenting the Lecture and Discussion
lesson A. Unlocking of Difficulties
1. Triangle
– a plane figure with three straight sides and three
angles
2. Congruent (≅)
– equal in size and shape
3. Postulate
– fundamental statement which is accepted without
proof.
4. Side
– line segments bounding a geometric figure.
5. Corresponding Parts (↔)
–it refers to parts that match between two congruent
triangles.

B. Definition
SSS (Side-Side-Side) Congruence Postulate
If the three sides of one triangle are congruent to the
corresponding sides of another triangle, then the two
triangles are congruent.
C. Illustrative example
(The teacher illustrates/marks the congruent sides.)
B F

E D T A
D. Listing Congruent Sides
If BE ≅ FA ,
ED ≅ AT ,
DB ≅ TF ,
then ∆ BED ≅ ∆FAT.
Yes sir, property of
E. Questions to Ponder
congruence
1.If ∆ABC≅∆DEF and ∆DEF≅∆GHI, then is it true that
∆ABC≅∆GHI? Why or why not? Yes sir, the
corresponding parts of
a congruent triangles
2. If the sides of a triangle is congruent to the
are congruent.
corresponding sides of another triangle, does it mean
that the corresponding angles are also congruent?
D. Discussing the Pick and Stick
new concepts The students will choose and paste the triangle that is
and practicing congruent to the given triangle.
 new skills #1 1.
A

C B

2. O

F
B X
3.

E
T L
4.

U
P
5.
Y

E S

6.
R

C Y

Choices:

E. Discussing the Name It, Mark It

new concepts The students will give a name to the unnamed triangle in
and practicing the previous activity and mark the conguent sides.
new skills #2
F. Developing A, InPAIRness!
 mastery/leads This activity allows the student to analyze and think
to formative critically to come up with a correct answer.
assessment Give the side that is congruent to the given side based on
the previous activity.
1. AC≅_____
CB≅_____
BA≅_____
2. _____≅FO
_____≅OX
_____≅XF
3. TB≅_____
BE≅_____
ET≅_____
4. _____≅UP
_____≅PL
_____≅LU
5. ES≅_____
SY≅_____
YE ≅_____
6. _______≅CR
_______≅RY
_______≅YC
B. “TRI” to Draw
Draw the two congruent triangles based on the
following:
∆PAZ≅∆OLS
PA≅OL
AZ≅LS
ZP≅SO
G. Finding What I Saw I Draw!
practical This activity will test the creativity and imagination of
applications of the students on the application of congruent triangles. The
concepts and students will be grouped into 3 groups.
skills in daily
living Draw an application of two congruent triangles.
Rubrics
Criteria 5 4 1
Creativity Design is Design is No design
presentable somewhat at all
presentable
Oral Explanation Explanation Explanation
Presentation is clear and is clear but is not clear
logical not logical and
incomplete
Time Finished Finished Finished
Management before the exactly at after the
allotted time the allotted given time
time
H. Generalization What is SSS congruence postulate class?
The SSS congruence
postulate states that f
the three sides of one
triangle are congruent
to the corresponding
 sides of another
triangle, then the two
triangles are congruent.
Who will illustrate the SSS congruence postulate on the -Sir?
board? (The student illustrates
Yes Hermie? SSS congruence
postulate)
-Construction of
What are some applications of congruent triangles? buildings and bridges.
What else class? -Signages sir!
I. Evaluating I Can Do It!
Learning A. Complete the congruent marks of the following pairs
of triangles to illustrate that they are congruent through
SSS Congruence Postulate.
1.

2.

3.

B. List the pairs of congruent corresponding sides.

A B

C D
E F
J. Additional Construct 2 congruent triangles and name it as ∆FIN and
activities for ∆WAT. The measure of side FI is 5 centimeters, the
application or measure of side IN is 8 centimeters and the measure of
remediation side NF is 10 centimeters.
IV. REMARKS Done in one hour
V.REFLECTION
A. No. of learners who earned 80%
in the evaluation.

B. No. of learners who acquire

additional activities for remediation
who scored below 80%
 C. Did the remedial lessons 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:

___________________
Student Teacher

Checked by:

______________________
Cooperating Teacher