Department of Education

National Capital Region

Schools Division of Parañaque City
Self-Learning Modules
Mathematics 8 Quarter 3 Week 1

GEOMETRY OF SHAPE AND SIZE

Undefined Terms

Learning Competencies
The learner illustrates the need for an axiomatic structure of a mathematical
system in general, and in Geometry in particular: a.) defined terms; (b)
undefined terms; (c) postulates; and (d) theorems. (M8GE-IIIa-c-1)

Objective
The learner illustrates and describes the ideas of points, lines and planes.
(Undefined terms)

Let’s Recall
Multiple Choice. Choose the letter of the correct answer.
1. It is a polygon with three sides.
a. quadrilateral b. pentagon c. triangle d. hexagon
2. It is an angle whose measure is exactly 90°.
a. right b. obtuse c. acute d. vertex
3. What is the supplement angle of 120°?
a. 50° b. 60° c. 80° d. 30°
4. _____ is used to measure angles.
a. compass b. ruler c. protractor d. meter stick
5. It is an angle whose measure is less than 90 degrees.
a. acute b. right c. obtuse d. vertex
6. It is a type of triangle with no two sides are congruent.
a. isosceles b. scalene c. equilateral d. right
7. Angles are measured by unit called _____.
a. meter b. pi c. degree d. inches
8. It is a polygon with five equal sides.
a. triangle b. pentagon c. hexagon d. heptagon
9. Which of the following does not belong in the group?
a. acute b. obtuse c. right d. pentagon
10. The point where the two sides of a polygon meet is called ______.
a. intersection b. vertex c. base d. degree
 MATHEMATICS8-QUARTER3-WEEK1

Let’s Understand

Geometry - is a branch of mathematics that studies the sizes, shapes, position

of angles and their relationship with each other.
The word geometry is derived from two Greek words:
Geo meaning “earth” and Metron meaning “to measure”.
Euclid – was a great mathematician and often called “the Father of Geometry”.

Undefined Terms - are terms that don’t require a formal definition.

Three basic undefined terms in Geometry:

1. Point – a location in space which has no dimension, no width, no length

and no thickness. It is represented by a dot.
A point is named using a capital letter.

2. Line – has no width, no thickness but it has length, and it extends

A indefinitely in opposite direction.
B It is named as ⃡𝐴𝐵 or 𝑚⃡.
m

3. Plane – has no thickness but it has length and width. It is a flat surface that
extends infinitely along with its length and width.
R C
It is named as plane R or plane ABC.
A B

Collinear Points are points that lie on the same line.

Points A and B
B are collinear.
A
m

Coplanar Points are points that lie on the same plane

S T Points R, S, and T
R are coplanar
P

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 MATHEMATICS8-QUARTER3-WEEK1

D, E, and F are coplanar

D, E , F , and G are noncoplanar

X , Y and Z are noncollinear

Examples that represent a point, line, and plane:

Point Line Plane

speck of chalk electric wire whiteboard
salt grain hair strand cover of a book

Let’s Apply

Activity No. 1: Draw Me!

Determine whether each of the following given represents the idea of a point, a line,
or a plane. Draw in the box if the answer represents a point, if it is a line
and if it is a plane.

1. the ceiling 6. the tip of an icepick

2. a flagpole 7. a ray of light

3. a cartolina 8. the screen of a tv

4. a mole 9. the top of a table

5. star in the sky 10.curtain rod

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 MATHEMATICS8-QUARTER3-WEEK1

Let’s Analyze

Activity No. 2: Challenge Yourself!

R M P

Figure 1
O Q A

I. Use the figure above to answer questions 1- 5.

1. Name the plane using 3 letters.
⃡ intersects the plane?
2. At what point does 𝑅𝑇
3. At what point does ⃡𝑃𝑄 and 𝑄𝑂
⃡ intersect?
4. Name 3 collinear points.
5. Name a point NOT on the plane.

II. Use the figure below to answer to answer questions 6 – 10.

l
X

D A

C
j

? are collinear.
6. Points A, C, and ____
? are coplanar.
7. Points A, D, C, and ____
⃡ ?
8. What is another name for 𝐵𝐸
?
9. Points C, D, B, and _____ are noncoplanar.
10.Points A, D, and ______
? are noncollinear.

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 MATHEMATICS8-QUARTER3-WEEK1

III. Give at least 5 examples each that suggest a point, a line and a plane.
Point Line Plane

Let’s Create!
Draw and label the figure being asked for.
1. A line containing points A and B
2. Three coplanar points: P, Q, and R
3. Three collinear points: L, M, and P
4. Plane R
5. Line m containing points P and R, but not point S.

Let’s Try
Assessment
(Critical Thinking)
I. A. Use the figure below to answer questions 1-4.

E F

C D

A B G

For 1-4, Name a point that is Collinear with the given points.
1. E and D
2. C and A
3. D and B
4. B and G

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 MATHEMATICS8-QUARTER3-WEEK1

For 5-10, Name a point that is coplanar with the given points.
A B
5. A, K and B
G
H
6. J, K, and A
7. J, K, and M
K
M
8. J, L, and G
J L
9. G, B, and H
10. G, L, and B

B. Using the figure at the right, tell whether the statements are True or False.

1. There are three lines intersect at point B.

l
2. Are ̅̅̅̅
𝐴𝐵 and ̅̅̅̅
𝐵𝐴 the same segments? k
m
⃡ and line n the same?
3. Are 𝐴𝐵
4. Points A, C, and D collinear? A B n
̅̅̅̅ the same?
5. Does line l and 𝐷𝐵
C

II. Use the figure to complete each sentence with the words: intersection, collinear,
noncollinear or coplanar.

A C

P
B k

1. P is the __________ of ⃡𝐶𝑃 and k.

2. Points A, B, C are ___________.
3. The _________ of 𝐴𝐵⃡ 𝑎𝑛𝑑 𝐴𝐶⃡ is A.
4. Points A, C, and P are _________ and ______________.
5. Points A, B, and C are __________.

6
 Department of Education
National Capital Region
Schools Division of Parañaque City
Self-Learning Modules
Mathematics 8 Quarter 3 Week 2

MATHEMATICAL SYSTEM

Learning Competencies
The learner…
a. describes a mathematical system.
b. illustrates the need for an axiomatic structure of a mathematical system
in general, and in Geometry in particular: a.) defined terms; (b) undefined
terms; (c) postulates; and (d) theorems. (M8GE-IIIa-c-1)

Objective
The learner…
a. defines a mathematical system and
b. enumerates the parts of an axiomatic system.

Let’s Recall
Identify whether the following represents a point, line, or a plane.
1. straight path
2. top of shoe rack
3. cover of a magazine
4. electric wire
5. mongo seeds
6. side of a table
7. yarn
8. meter stick
9. tip of a pen
10. curtain rod

Let’s Understand
Mathematical system is a system made up of undefined terms, defined terms,
axioms/postulates, and theorems which are used in proving logical
conclusions in Geometry.

A typical mathematics system has the following four parts:

1. Undefined Terms - are terms that cannot be formally defined; they can only
be described or illustrated.
Examples: point, line, and plane
 MATHEMATICS8-QUARTER3-WEEK2

2. Defined Terms – are terms that have a formal definition and can be defined
using other geometrical terms.
Examples:
Ray – is a subset of a line, which has one endpoint.
Angle – is a figure formed by two non-collinear rays with a
common endpoint. The two rays that form an angle are
called the sides of the angle and the common endpoint is
called vertex.

P R Q

In the figure, 𝑅 is between 𝑃 and 𝑄. Point 𝑅 is the endpoint of ⃗⃗⃗⃗⃗⃗

𝑅𝑃
⃗⃗⃗⃗⃗ .
(Read as ray 𝑅𝑃) and 𝑅 is the endpoint of 𝑅𝑄
⃗⃗⃗⃗⃗
𝑅𝑃 and ⃗⃗⃗⃗⃗
𝑅𝑄 are opposite rays.

S B
The angle can be named as ∠𝐵𝐴𝐶 , ∠𝐴 𝑎𝑛𝑑 ∠1
Q Point S is in the exterior of the angle.
1
A Point Q is in the interior of the angle.
C

3. Postulate – is a statement that is accepted as true without any proof as

used in Geometry.
Axiom – is a statement accepted as true as the basis for argument or
inference. It is used in other branches of Mathematics.
Examples:
1. Two points are contained in exactly one line.
2. If two lines intersect, then they intersect at exactly one point.

4. Theorem – is a statement that has to be proved before being accepted.

Examples:
1. Vertical angles are equal in measure.
2. All right angles are congruent.

Let’s Apply
Determine whether the given terms or statements is undefined, defined, postulate, or
theorem.
_______1. Line segment
_______2. Triangle
_______3. If two perpendicular lines form one right angle, then they form four
right angles.
_______4. plane
_______5. The sum of the measures of the interior angles of a triangle is180°.

2
 MATHEMATICS8-QUARTER3-WEEK2

_______6. Ray
_______7. If a point, B, is drawn on a line segment AC, then AC is the sum of
AB and BC. That is, AB + BC = AC
_______8. If two distinct planes intersect, then their intersection is a line.
_______9. Angle
_______10. Circle

Let’s Analyze
I. Answer the following using the figure at the right.
O P
N
______1. Give another name for ∠5 .
______2. Give another name for ∠1 . 2 3 4
K 1
L 5 M

______3. Name the common side of ∠3 𝑎𝑛𝑑 ∠4 .

⃗⃗⃗⃗⃗ as a side.
______4. Name all angles with 𝐿𝑂
______5. Name the sides of ∠𝑀𝐿𝑃 Q
______6. Name the common side of ∠4 𝑎𝑛𝑑 ∠5 .
______7. Name the sides of ∠3 .
______8. Name the sides of ∠𝑁𝐿𝑂 .
______9. Name a point that lies on ∠2 .
______10. Give another name for ∠𝐾𝐿𝑁

Let’s Create!
Explore:
̅̅̅̅̅
1. There are 3 points, A, B, and C on line m. Three segments, 𝐴𝐵, ̅̅̅̅
𝐴𝐶 , and ̅̅̅̅ 𝐵𝐶
can be named. On the other hand, four rays can be named: ⃗⃗⃗⃗⃗
𝐴𝐶 ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗
, 𝐵𝐶 , 𝐶𝐴, and
⃗⃗⃗⃗⃗
𝐵𝐴.
A B C m

2. There are 4 points on line n and 6 segments can be named: ̅̅̅̅̅ 𝑀𝑁, ̅̅̅̅̅𝑀𝑂, ̅̅̅̅̅
𝑀𝑃 ,
̅̅̅̅ , 𝑁𝑃
𝑁𝑂 ̅̅̅̅ , and 𝑂𝑃
̅̅̅̅ while 6 rays can be named: 𝑀𝑃
⃗⃗⃗⃗⃗⃗ , 𝑁𝑃
⃗⃗⃗⃗⃗⃗ , 𝑂𝑃
⃗⃗⃗⃗⃗ , 𝑃𝑀
⃗⃗⃗⃗⃗⃗ , 𝑂𝑀
⃗⃗⃗⃗⃗⃗ , and 𝑁𝑀
⃗⃗⃗⃗⃗⃗⃗ .

M N O P n

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 MATHEMATICS8-QUARTER3-WEEK2

Study well the process used in naming segments and rays methodically. Discover
how many segments and rays can be named if there are 5, 6, …n-1, n points on a
line. Fill in the table for the number of segments/rays that can be named.

Number of points 3 4 5 6 7 8 9 10 n

Number of segments 3 6

Number of Rays 4 6

Let’s Try
A. Matching Type: Match Column B with Column A. Write only the letter on the
space provided.

Column A Column B

_____ 1. segment a. subset of a line with one endpoint

_____ 2. ray b. part of line between two points
_____ 3. postulate c. two points determine a line
_____ 4. collinear points d. Father of Geometry
_____ 5. coplanar points e. Greek Mathematician
_____ 6. plane f. points on the same plane
_____ 7. theorem g. points on the same line
_____ 8. Thales h. requires proof before acceptance
_____ 9. line postulate i. statement accepted without proof
j. undefined term
_____10. Euclid

B. Determine whether each of the following statement is TRUE or FALSE.

C
P
A

3 2 1
X Y B Z W

______.1 C is the end point of ⃗⃗⃗⃗⃗

𝐵𝐶 .

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 MATHEMATICS8-QUARTER3-WEEK2

______2. B is the common point of ⃗⃗⃗⃗⃗

𝐵𝑋 and ⃗⃗⃗⃗⃗⃗⃗
𝐵𝑊 .

⃗⃗⃗⃗⃗⃗⃗ .
______3. Y lies on 𝐵𝑊

______4. Z lies on ⃗⃗⃗⃗⃗⃗⃗

𝑋𝑊 .

⃗⃗⃗⃗⃗⃗⃗ and 𝑊𝑌
______5. 𝑌𝑊 ⃗⃗⃗⃗⃗⃗⃗ name the same ray.

______6. B is the vertex of ∠3.

______7. ∠𝐴𝐵𝑋 and ∠3 name the same angle.

______8. ∠2 𝑎𝑛𝑑 ∠𝐴𝐵𝐶 name the same angle.

______9. ⃗⃗⃗⃗⃗
𝐵𝑍 and ⃗⃗⃗⃗⃗
𝐵𝑋 have the same end point.

______10.∠𝑋𝐵𝐴 𝑎𝑛𝑑 ∠𝐴𝐵𝑋 name the same angle.

______11. ∠1 𝑎𝑛𝑑 ∠𝐴𝐵𝐶 name the same angle.

⃗⃗⃗⃗⃗⃗⃗ .
______12. Y lies on 𝐵𝑊

______13. Z lies on ⃗⃗⃗⃗⃗⃗⃗

𝑊𝑋.

______14. P is in the interior of ∠𝐶𝐵𝑊.

______15. X is in the interior of ∠𝐴𝐵𝐶.

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 MATHEMATICS8-QUARTER3-WEEK2

C. Study the figure and answer the questions that follow. Write the answer on the
space provided.

B
A C

F E D

1. How many lines can be named from the figure?

_____________

2. How many rays can be named with B as initial point?

_____________

3. How many rays can be named with E as initial point?

______________

4. Name any four segments.

______________

5. Name any three pairs of opposite rays.

______________

6
 Department of Education
National Capital Region
Schools Division of Parañaque City
Self-Learning Modules
Mathematics 8 Quarter 3 Week 3

TRIANGLE CONGRUENCE

Learning Competencies
The learner illustrates triangle congruence. (M8GE-IIId – 1)

Objectives
The learner illustrates and identifies the corresponding parts of congruent
triangles.

Let’s Recall
Match Me!
Write the number of the jigsaw piece in the space where it fits.

2 3
4

1 5
6

A student searches for the jigsaw piece that is exactly similar to the space on the
board, or, that is congruent to it.
Congruence means having the same shape and size, and is denoted by ≅.

Let’s Understand
Congruent triangles are triangles that have the same size and shape. This means that
the corresponding sides are congruent and the corresponding angles are
congruent.
Two triangles are congruent if and only if their corresponding parts are
congruent.
𝐼𝑓 ∆𝑨𝑩𝑪 ↔ ∆𝑫𝑬𝑭 𝒕𝒉𝒆𝒏
 MATHEMATICS8-QUARTER3-WEEK3

𝑨 ↔ 𝑫 read as “A corresponds to D “. ∠𝐴 ↔ ∠𝐷 ̅̅̅̅ ↔ 𝐷𝐸

𝐴𝐵 ̅̅̅̅
∠𝐵 ↔ ∠𝐸 ̅̅̅̅ ̅̅̅̅
𝐴𝐶 ↔ 𝐷𝐹
∠𝐶 ↔ ∠𝐹 ̅̅̅̅
𝐵𝐶 ↔ ̅̅̅̅
𝐸𝐹

Such pairing is called a One-to-One Correspondence because exactly one

letter is paired to another letter.
𝐸𝑥𝑎𝑚𝑝𝑙𝑒 ∶ 𝐼𝑛 𝑡ℎ𝑒 𝑓𝑖𝑔𝑢𝑟𝑒 𝑎𝑏𝑜𝑣𝑒 , 𝐼𝑓 ∆𝑨𝑩𝑪 ≅ ∆𝑫𝑬𝑭 𝒕𝒉𝒆𝒏 ;

Corresponding sides are congruent and Corresponding angles are

congruent
̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅ 𝐷𝐸 ∠𝐴 ≅ ∠𝐷
̅̅̅̅̅̅̅̅̅̅̅̅̅
𝐴𝐶 ≅ 𝐷𝐹 ̅̅̅̅ ∠𝐵 ≅ ∠𝐸
̅̅̅̅ ≅ 𝐸𝐹
𝐵𝐶 ̅̅̅̅ ∠𝐶 ≅ ∠𝐹

Example 1: State the congruence statement in the figure below.

Answer:

∆𝐵𝐶𝐴 ≅ ∆𝐸𝐹𝐷
Note: Follow the number of tick marks
to state the congruence statement.

Example 2. If ∆𝐒𝐇𝐘 ≅ ∆𝐋𝐎𝐖, identify all pairs of congruent parts.

Corresponding sides Corresponding angles
̅̅̅̅
SH ≅ ̅̅̅̅
LO ∠S ≅ ∠L
̅̅̅̅
HY ≅ OW̅̅̅̅̅ ∠H ≅ ∠O
̅̅̅ ̅̅̅̅̅
SY ≅ LW ∠Y ≅ ∠W
Remember: Corresponding parts of congruent triangles are congruent.
(CPCTC)

Let’s Apply
Exercise I: Given the congruence statement between two triangles, identify all pairs
of congruent parts.
1. ∆BET ≅ ∆MAN 4. ∆FAT ≅ ∆DIE
2. ∆BOY ≅ ∆SIR 5. ∆SOY ≅ ∆KIT
3. ∆SKY ≅ ∆WIN

Exercise II. Suppose ∆ BAC ≅ ∆ EDF , name the corresponding parts of

each of the following angles and sides.

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 MATHEMATICS8-QUARTER3-WEEK3

1. ∠ 𝐴 ≅ _____ 5. ̅̅̅̅
𝐴𝐶 ≅ ______
2. ∠𝐸 ≅ ______ 6. ̅̅̅̅
𝐵𝐶 ≅ _______
3. ∠𝐶 ≅ ______ ̅̅̅̅ ≅ _______
7. 𝐹𝐸
4. ∠𝐹 ≅ ______ 8. ̅̅̅̅
𝐵𝐴 ≅ _______

III. Complete each congruent statement

5. ∆𝐶𝐴𝑇 ≅ ∆𝐷𝑂𝐺

∠𝐺 ≅ ________

Let’s Analyze
State the congruent statement for each pair of congruent triangles.
1. __________ 2. __________ 3. __________

This Photo by Unknown Author is

4. __________ 5. __________ 6. __________

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 MATHEMATICS8-QUARTER3-WEEK3

7. __________ 8. __________ 9. __________

10. __________

Let’s Create!
Answer the question.
1. Which triangles are congruent if ̅̅̅̅̅
𝑀𝐴 ≅ ̅̅̅̅
𝐾𝐹 , ̅̅̅̅
𝐴𝑋 ≅ ̅̅̅̅
𝐹𝐶 , ̅̅̅̅̅
𝑀𝑋 ≅ ̅̅̅̅
𝐾𝐶 ;
∠𝑀 ≅ ∠𝐾 , ∠𝐴 ≅ ∠𝐹 , ∠𝑋 ≅ ∠𝐶 . Draw the triangles.

Draw the triangles here and label:

Answer: _____________________

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 MATHEMATICS8-QUARTER3-WEEK3

Let’s Try (Evaluation)

I. Mark the angles and the sides of each pair of triangles to indicate that they are
congruent.
1. ∆ABC ≅ ∆RCB 2. ∆ABC ≅ ∆CDA
A C B

A C
B R
D
3. ∆𝐽𝐼𝐾 ≅ ∆𝐽𝐶𝐷 4. ∆𝑀𝐾𝐿 ≅ ∆𝑆𝑇𝐿

5. ∆CDB ≅ ∆CDL 6. ∆GFE ≅ ∆LKM

7. ∆HIJ ≅ ∆JTS 8. ∆BDC ≅ ∆MLK

9. ∆TUV ≅ ∆GFE 10. ∆DEF ≅ ∆DSR

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 MATHEMATICS8-QUARTER3-WEEK3

II. Determine whether the sides or angles are Corresponding sides,

Corresponding angles or Neither.
S
1. ∠N and ∠Y ___________

2. ∠S and ∠U ___________

3. ∠O and ∠U ___________ N O

̅̅̅̅ and 𝐺𝑌
4. 𝑆𝑂 ̅̅̅̅ ___________
G
5. ̅̅̅̅
𝑆𝑁 and ̅̅̅̅
𝐺𝑌 ___________

6. ̅̅̅̅
𝑁𝑂 and ̅̅̅̅
𝑈𝑌 ____________
Y U

6
 Department of Education
National Capital Region
Schools Division of Parañaque City
Self-Learning Modules
Mathematics 8 Quarter 3 Week 4

TRIANGLE CONGRUENCE POSTULATE

Learning Competencies
The learner illustrates the SAS, ASA, and SSS congruence postulate.
(M8GE-IIId -e-1)

Objectives
The learner states and illustrates the SAS, ASA, and SSS postulate.

Let’s Recall
Two triangles are congruent if and only if their corresponding parts are
congruent.
By definition, you need six pairs of corresponding parts between two triangles
to establish their congruence.
Example ∶ If ∆ABC ≅ ∆DER, then the pairs of congruent parts are:
Congruent angles Congruent sides
∠A ≅ ∠𝐷 ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅
𝐷𝐸
∠𝐵 ≅ ∠𝐸 ̅̅̅̅ ̅̅̅̅
𝐵𝐶 ≅ 𝐸𝑅
∠𝐶 ≅ ∠𝑅 ̅̅̅̅
𝐴𝐶 ≅ ̅̅̅̅
𝐷𝑅

Let’s Understand
In a triangle, when the vertices of the two angles are the endpoints, then the
segment is said to be the included side of the two angles. When the sides of an angle
are the two sides of the triangle, then the angle is said to be the included angle of the
two sides.
Included Side of a triangle is the side between two given angles.
Included Angle is the angle formed by two sides with a common endpoint.
M The included side of ∠𝑀 𝑎𝑛𝑑 ∠𝐷 𝑖𝑠 ̅̅̅̅̅
𝑀𝐷 .
̅̅̅̅
The included side of ∠𝑈 𝑎𝑛𝑑 ∠𝐷 𝑖𝑠 𝑈𝐷
The included side of ∠𝑈 𝑎𝑛𝑑 ∠𝑀 𝑖𝑠 ̅̅̅̅̅
𝑈𝑀 .

̅̅̅̅̅ 𝑎𝑛𝑑 𝑀𝐷
The included angle of 𝑀𝑈 ̅̅̅̅̅ 𝑖𝑠 ∠𝑀.
U D ̅̅̅̅̅ ̅̅̅̅
The included angle of 𝑀𝐷 and 𝐷𝑈 is ∠𝐷
̅̅̅̅ and 𝑀𝑈
The included angle of 𝐷𝑈 ̅̅̅̅̅ is ∠𝑈
 MATHEMATICS8-QUARTER3-WEEK4

Triangle Congruence Postulate

1. The SSS (Side-Side-Side) Postulate
If three sides of one triangle are congruent to the corresponding three
sides of another triangle, then the two triangles are congruent.
C B
If ̅̅̅̅
𝐶𝑈 ≅ ̅̅̅̅
𝐵𝐴
̅̅̅̅ ≅ 𝐴𝑅
𝑈𝑇 ̅̅̅̅
̅̅̅̅ ≅ 𝐵𝑅
and 𝐶𝑇 ̅̅̅̅
then ∆𝐶𝑈𝑇 ≅ ∆𝐵𝐴𝑅

U T A R

2. The SAS (Side-Angle-Side) Postulate

If two sides and the included angle of one triangle are congruent to the
corresponding two sides and the included angle of another triangle, then the
two triangles are congruent. B
F
If ̅̅̅̅ ≅ 𝐵𝐼
𝐹𝐿 ̅̅̅
∠𝐿 ≅ ∠𝐼
and ̅̅̅̅
𝑌𝐿 ≅ ̅̅̅̅
𝑀𝐼

then ∆𝐹𝐿𝑌 ≅ ∆𝐵𝐼𝑀

L Y I M
3. The ASA (Angle-Side-Angle) Postulate
If two angles and the included side of one triangle are congruent to the
corresponding two angles and the included side of another triangle, then the
two triangles are congruent. D
P
If ∠𝑅 ≅ ∠𝐴
̅̅̅̅
𝑅𝑌 ≅ ̅̅̅̅̅
𝐴𝑀
and ∠ 𝑌 ≅ ∠𝑀
M
R
then ∆𝑃𝑅𝑌 ≅ ∆𝐷𝐴𝑀 Y

Example:
1. State the congruence postulate to be used to prove that ∆𝐴𝐵𝐶 ≅ ∆𝐷𝐵𝐸.
Since ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅
𝐷𝐵 , ∠𝐴𝐵𝐶 ≅ ∠𝐷𝐵𝐹
A F
̅̅̅̅ ≅ 𝐹𝐵
and 𝐶𝐵 ̅̅̅̅ ,
B
therefore, ∆𝐴𝐵𝐶 ≅ ∆𝐷𝐵𝐹 by SAS Postulate

C D
2. State the third congruence that must be given to prove that ∆𝐴𝐵𝐶 ≅ ∆𝐷𝐵𝐹
by ASA Postulate.
A
E ̅̅̅̅ ≅ 𝐸𝐹
Since, ∠𝐵 ≅ ∠𝐸, 𝐵𝐶 ̅̅̅̅ ,
therefore ∠𝐶 ≅ ∠𝐹 by ASA
F
Postulate
C D
B
2
 MATHEMATICS8-QUARTER3-WEEK4

Let’s Apply
Triangle Congruence Madness
Based on tick markings, state the postulate that can be used to conclude that the
triangles are congruent.
1. __________ 2. __________ 3. __________

This Photo by Unknown

4. __________ 5. __________ 6. __________

3
 MATHEMATICS8-QUARTER3-WEEK4

Let’s Analyze
Triangle Congruence Poster
Identify the additional information needed to prove that the pair of triangles are
congruent by the given postulate.

1. SSS 2. SAS 3. ASA

A N L
M B S
A
B

P R
T K
C N

4. SAS 5. SSS 6. SAS

B T

R
F S
C T

7. ASA 8. AAS 9. SAS

M P
W C B
X

A P O Y R
Y Z Q N

4
 MATHEMATICS8-QUARTER3-WEEK4

Let’s Create: Picture Analysis

Answer the following questions based on the pictures below.
1. What can you say about the pictures?
2. How will you relate the picture to your
ambition?
3. If you were an architect or an engineer,
what is your dream project?
4. Why are there triangles in the structure?
Are the triangles congruent?
When are two triangles congruent?

Let’s Try (Assessment)

Name to Gain It!!!
A. Name the included angle between the given pair of sides.
A B
1. ̅̅̅̅
𝐴𝐸 𝑎𝑛𝑑 ̅̅̅̅
𝐸𝐷 _________
2. ̅̅̅̅
𝐴𝐵 𝑎𝑛𝑑 ̅̅̅̅
𝐴𝐸 ______
̅̅̅̅ ̅̅̅̅ E
3. 𝐷𝐸 𝑎𝑛𝑑 𝐶𝐸 ______
4. ̅̅̅̅
𝐴𝐷 𝑎𝑛𝑑 ̅̅̅̅
𝐷𝐸 ______ C
̅̅̅̅ 𝑎𝑛𝑑 𝐶𝐸
̅̅̅̅ D
5. 𝐵𝐸 ______

B. Name the included side between the given pair of angles.

1. ∠𝐴 𝑎𝑛𝑑 ∠𝐷 _______ 6. ∠𝐸𝐵𝐶 𝑎𝑛𝑑 ∠𝐵𝐸𝐶 ________

2. ∠𝐵 𝑎𝑛𝑑 ∠𝐶 _______ 7. ∠𝐵𝐴𝐸 𝑎𝑛𝑑 ∠𝐵𝐸𝐴 ________
3. ∠𝐴 𝑎𝑛𝑑 ∠𝐵 _______ 8. ∠𝐶𝐷𝐸 𝑎𝑛𝑑 ∠𝐶𝐸𝐷 ________
4. ∠𝐶 𝑎𝑛𝑑 ∠𝐷 _______ 9. ∠𝐴𝐷𝐶 𝑎𝑛𝑑 ∠𝐵𝐶𝐷 ________
5. ∠𝐴𝐷𝐸 ∠𝐴𝐸𝐷 ________ 10. ∠𝐴𝐵𝐶 𝑎𝑛𝑑 ∠𝐷𝐶𝐵 __________

5
 MATHEMATICS8-QUARTER3-WEEK4

C. Use the information at the right to determine whether the tringles are congruent
by SSS, SAS, or ASA.
D G
F
_______ 1. ∠𝐶 ≅ ∠𝐹 , ̅̅̅̅̅
𝐶𝑂 ≅ ̅̅̅̅
𝐹𝐺 , ∠𝑂 ≅ ∠𝐺

_______ 2. ̅̅̅̅
𝐶𝑂 ≅ ̅̅̅̅
𝐹𝐺 , ̅̅̅̅
𝑂𝐷 ≅ ̅̅̅̅
𝐺𝐸 , ̅̅̅̅
𝐷𝐶 ≅ ̅̅̅̅
𝐸𝐹

_______ 3. ̅̅̅̅
𝐶𝑂 ≅ ̅̅̅̅
𝐹𝐺 , ∠𝑂 ≅ ∠𝐺 , ̅̅̅̅
𝑂𝐷 ≅ ̅̅̅̅
𝐺𝐸 C O
E
_______ 4. ̅̅̅̅
𝐺𝐸 ≅ ̅̅̅̅
𝐷𝐶 , ̅̅̅̅
𝑂𝐷 ≅ ̅̅̅̅
𝐺𝐹 , ∠𝐷 ≅ ∠𝐺

_______ 5. ̅̅̅̅
𝑂𝐷 ≅ ̅̅̅̅
𝐹𝐸 , ̅̅̅̅
𝑂𝐶 ≅ ̅̅̅̅
𝐺𝐸 , ∠𝑂 ≅ ∠𝐸

D. List the third pair of congruent corresponding parts needed to show that the given
pair of triangles are congruent by the given postulate.

______ 1. ∆𝐴𝐸𝐶 𝑎𝑛𝑑 ∆𝐴𝐷𝐵 ; 𝐵𝑦 𝑆𝑆𝑆 A

̅̅̅̅
𝐴𝐸 ≅ ̅̅̅̅
𝐴𝐷 , ̅̅̅̅
𝐸𝐶 ≅ ̅̅̅̅
𝐷𝐵

______ 2. ∆𝐷𝐹𝐶 𝑎𝑛𝑑 ∆𝐸𝐹𝐵 ; 𝐵𝑦 𝑆𝐴𝑆

̅̅̅̅
𝐷𝐹 ≅ ̅̅̅̅
𝐸𝐹 , ∠𝐷𝐹𝐶 ≅ ∠𝐸𝐹𝐵

______ 3. ∆𝐷𝐸𝐶 𝑎𝑛𝑑 ∆𝐸𝐷𝐵 ; 𝐵𝑦 𝐴𝑆𝐴

∠𝐶𝐸𝐷 ≅ ∠𝐵𝐷𝐸 , ∠𝐶𝐷𝐸 ≅ ∠𝐵𝐸𝐷 D E

______ 4. ∆𝐶𝐷𝐵 𝑎𝑛𝑑 ∆𝐵𝐸𝐶 ; 𝐵𝑦 𝑆𝐴𝑆

F
̅̅̅̅
𝐵𝐶 ≅ ̅̅̅̅
𝐶𝐵 , ̅̅̅̅
𝐶𝐷 ≅ ̅̅̅̅
𝐵𝐸

______ 5. ∆𝐴𝐸𝐶 𝑎𝑛𝑑 ∆𝐴𝐷𝐵 ; 𝐵𝑦 𝐴𝑆𝐴

∠𝐸𝐴𝐶 ≅ ∠𝐷𝐴𝐵 , ∠𝐴𝐸𝐶 ≅ ∠𝐴𝐷𝐵

C B

6
 Department of Education
National Capital Region
Schools Division of Parañaque City
Self-Learning Modules
Mathematics 8 Quarter 3 Week 5

CORRESPONDING PARTS OF CONGRUENT TRIANGLES

Learning Competencies
The learner solves corresponding parts of congruent triangle. (M8GE-IIIf-1)

Objectives
The learner solves corresponding parts of congruent triangles.

Let’s Recall
I. Given the congruence statement between the two triangles, identify all pairs of
congruent parts.

∆ 𝐶𝐴𝑇 ≅ ∆𝑃𝐼𝑁 Congruent angles Congruent Sides

∠𝐶 ≅ ∠𝑃 ̅̅̅̅
𝐶𝐴 ≅ ̅̅̅
𝑃𝐼
∠𝐴 ≅ ∠𝐼 ̅̅̅̅ ≅ 𝐼𝑁
𝐴𝑇 ̅̅̅̅
∠𝑇 ≅ ∠𝑁 ̅̅̅̅ ≅ 𝑃𝑁
𝐶𝑇 ̅̅̅̅

II. Which pairs of figures are congruent by inspection?

a. b. c. d. e.

f. g. h. i. j.

k. l. m. n.

o. p.
 MATHEMATICS8-QUARTER3-WEEK5

Let’s Understand
Two triangles are congruent if their corresponding sides are equal in length and their
corresponding angles are equal in degree measure.

Example 1: 𝐼𝑓 ∆𝐵𝐸𝐷 ≅ ∆𝐺𝐿𝑈, complete the congruence statement or find the indicated
measures.
1. ∠𝐸 ≅ ___ 5. m∠𝐸 = ___

2. ̅̅̅̅
𝑈𝐿 ≅ __ 6. 𝑈𝐿 = ____
L
B
47° 40° 3. ∠𝐺 ≅ ___ 7. 𝑚∠𝐺 = ____
93° D
12 U 93° 4. ̅̅̅̅
𝐵𝐷 ≅ ___ 8. 𝐵𝐷 = ____
10
40° 6 47° Answer:
Remember: The sum of the measure of
E G the interior angles in a triangle is 180°
1. ∠𝐸 ≅ ∠𝐿 5. m∠𝐸 = 40
̅̅̅̅
2. 𝑈𝐿 ≅ 𝐷𝐸̅̅̅̅ 6. 𝑈𝐿 = 10
3. ∠𝐺 ≅ ∠𝐵 7. 𝑚∠𝐺 = 47
̅̅̅̅ ≅ 𝐺𝑈
4. 𝐵𝐷 ̅̅̅̅ 8. 𝐵𝐷 = 6

Example 2 . 𝑅𝑒𝑓𝑒𝑟 𝑡𝑜 𝑡ℎ𝑒 𝑔𝑖𝑣𝑒𝑛 𝑓𝑖𝑔𝑢𝑟𝑒. 𝐼𝑓 ∆𝐽𝐾𝐿 ≅ ∆𝑁𝑂𝑀 , 𝑓𝑖𝑛𝑑:

1. value of x 3. 𝑁𝑀
2. 𝐽𝐿

̅ ≅ 𝑁𝑀
Answer: 1. Since 𝐽𝐿 ̅̅̅̅̅ , then
M
L
3x - 7 = 2x 2x
3x-7
3x - 2x = 7
N
x=7 J O
K
2. 𝐽𝐿 = 3x - 7

= 3(7) – 7; Substitute the value of x

= 21 - 7
JL = 14

3. 𝑁𝑀 = 2x
= 2(7)
NM = 14

2
 MATHEMATICS8-QUARTER3-WEEK5

Let’s Apply
Exercise I. If ∆𝑀𝑁𝑂 ≅ ∆𝑃𝑄𝑅 , complete each statement.

N Q

92°
14

M O P 40° R
18

1. 𝑚∠𝑀 = _______

2. 𝑚∠𝑁 = _______

3. 𝑃𝑅 = _____

4. 𝑄𝑅 = _____

5. 𝑚∠𝑂 = _______

Exercise 2. 𝐼𝑓 ∆𝑀𝑁𝑃 ≅ ∆𝑂𝑅𝑆, 𝑚∠𝑃 = 36, 𝑎𝑛𝑑 𝑚∠𝑂 = 120

𝑂𝑅 = 16 𝑎𝑛𝑑 𝑁𝑃 = 15, 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑖𝑛𝑑𝑖𝑐𝑎𝑡𝑒𝑑 𝑚𝑒𝑎𝑠𝑢𝑟𝑒𝑠.

1. 𝑚∠𝑆 = _____

2. 𝑅𝑆 = _____

3. 𝑚∠𝑀 = _____

4. 𝑀𝑁 = ______

5. 𝑚∠𝑅 = _____

3
 MATHEMATICS8-QUARTER3-WEEK5

Let’s Analyze
Activity. Use the given information in figure A to answer the following.

Given: ∆𝑅𝑇𝑆 ≅ ∆𝐶𝐷𝐵

1. 𝑚∠ 𝑇 = _________

2. 𝑚∠𝐶 = _________
3. 𝑚∠𝑆 = _________

4. 𝑚∠𝐵 = _________

5. 𝑇𝑅 = __________

Let’s Create
There are four congruent triangular faces in the
square pyramid in figure B. Write a congruence B
statement involving the four triangles.

Write your answer inside the box.

Figure B A D

Let’s Try (Assessment)

Use the given figure to answer the following.

A. If ∆𝐷𝐸𝐹 ≅ ∆𝐼𝐺𝐻 , find the indicated measures.

1. 𝑚∠𝐸 = ________ E H I

2. 𝑚∠𝐹 = ________
8
6
3. 𝐷𝐸 = _____
80°
55°
4. 𝑚∠𝐼 = ________ D 9 F G
5. 𝐸𝐹 = _______

4
 MATHEMATICS8-QUARTER3-WEEK5

B. If ∆𝑆𝐾𝑌 ≅ ∆𝐵𝐿𝑈, find

S
1. value of x = ______
Solution:

K Y
4x - 3

B
2. 𝐾𝑌 = ______
Solution:
U

3. 𝐿𝑈 = ______
Solution:

C. Refer to the figure below. Answer the following.

The two triangles are congruent. State whether the statement is True
or False. A I

_______1. ∆𝐿𝐴𝐷 ≅ ∆𝐾𝐼𝑀

L M K
LD
_____2. ∠𝐴𝐷𝐿 ≅ ∠𝐼𝑀𝐾
_____3. ∆𝐷𝐴𝐿 ≅ ∆𝑀𝐾𝐼
_____4. ∠𝐿 ↔ ∠𝑀
_____5. ̅̅̅̅
𝐴𝐿 ↔ ̅̅̅
𝐼𝐾
_____6. The included angle of ̅̅̅̅
𝐿𝐴 and ̅̅̅̅
𝐴𝐷 is ∠𝐴.
̅̅̅̅̅̅
_____7. The included side of ∠𝐼 𝑎𝑛𝑑 ∠𝐾 𝑖𝑠 𝑀𝐾.
_____8. Corresponding sides of congruent triangles are congruent.
̅̅̅̅̅
_____9. The included side of ∠𝐷 𝑎𝑛𝑑 ∠𝐴 𝑖𝑠 𝐴𝐷.

_____10. The included side of ∠𝐿 𝑎𝑛𝑑 ∠𝐴 𝑖𝑠 ̅̅̅̅

𝐷𝐿.

5
 MATHEMATICS8-QUARTER3-WEEK5

D. Given: ∆𝐴𝐷𝐹 ≅ ∆𝐵𝐸𝐶.Find the measure of each of the following given.

A B
60°
14

12
50°
F
E D C
7 15

1. 𝑚∠𝐸𝐵𝐶 = ______________

2. EC = _________

3. 𝑚∠𝐴𝐷𝐹 = ______________

4. 𝑚∠𝐵𝐶𝐸 = ______________

5. AD = __________

6. 𝑚∠𝐴𝐹𝐷 = ______________

6
 Department of Education
National Capital Region
Schools Division of Parañaque City
Self-Learning Modules
Mathematics 8 Quarter 3 Week 6

PROVING TRIANGLE CONGRUENCE

Learning Competencies
The learner proves two triangles are congruent. (M8GE-IIIg-1)

Objectives
The learner proves two triangles are congruent by using the SSS, ASA, and
SAS Postulate.

Let’s Recall
Two triangles are congruent if and only if their corresponding parts are
congruent. (CPCTC).
Triangle Congruence Postulate:
1. SSS Postulate
2. SAS Postulate
3. ASA Postulate

Let’s Understand
The triangle congruence postulates enable us to prove two triangles congruent
by comparing only three specially chosen pairs of corresponding parts.
Properties of Congruence:
1. Reflexive property: ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅𝐴𝐵 ;∠𝐸 ≅ ∠𝐸
2. Symmetric property: If 𝐴𝐵 ≅ ̅̅̅̅
̅̅̅̅ 𝐶𝐷 then ̅̅̅̅
𝐶𝐷 ≅ ̅̅̅̅
𝐴𝐵;
If ∠𝐴 ≅ ∠𝐵 𝑡ℎ𝑒𝑛 ∠𝐵 ≅ ∠𝐴
3. Transitive property: If 𝐴𝐵 ≅ ̅̅̅̅
̅̅̅̅ 𝐷𝐸 and ̅̅̅̅
𝐷𝐸 ≅ ̅̅̅̅
𝐹𝐺 then ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅
𝐹𝐺
4. Substitution property: If ∠𝐴 ≅ ∠𝐵 then
∠𝐴 𝑐𝑎𝑛 𝑏𝑒 𝑠𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑒𝑑 𝑓𝑜𝑟 ∠𝐵 𝑖𝑛 𝑎𝑛𝑦 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛.
5. Addition Property: If 𝑚∠𝐴 = 𝑚∠𝐵 , 𝑡ℎ𝑒𝑛 𝑚∠𝐴 + 𝑚∠𝐶 = 𝑚∠𝐵 + 𝑚∠𝐶
6. Subtraction Property: If 𝑚∠𝐴 = 𝑚∠𝐵 , 𝑡ℎ𝑒𝑛 𝑚∠𝐴 − 𝑚∠𝐶 = 𝑚∠𝐵 − 𝑚∠𝐶
7. Multiplication Property: If 𝑚∠𝐴 = 𝑚∠𝐵 , 𝑡ℎ𝑒𝑛 (𝑚∠𝐴)(𝑚∠𝐶 ) = (𝑚∠𝐵)(𝑚∠𝐶)
8. Division Property: If 𝑚∠𝐴 = 𝑚∠𝐵 𝑎𝑛𝑑 𝑚∠𝐶 ≠ 0 , 𝑡ℎ𝑒𝑛
𝑚∠𝐴 ÷ 𝑚∠𝐶 = 𝑚∠𝐵 ÷ 𝑚∠𝐶
 MATHEMATICS8-QUARTER3-WEEK6

Proof – is a sequence of true facts (statements) placed in a logical order.

How to set up a proof :
Statements Reasons
Intro: List the givens
Body: Properties & theorems
Conclusion: What you are proving

To prove segments congruent or angle congruent using congruent triangles.

1. Identify the pair of triangles that contain the parts that need to be proved
congruent.
2. Prove that the triangles are congruent using congruence postulate.
3. The corresponding parts of congruent triangles are congruent(CPCTC)
H

Illustrative Examples:
̅ ≅ 𝐿𝐽
1. Given: 𝐼𝐿 ̅ ; ̅̅̅̅
𝐻𝐿 ≅ ̅̅̅̅
𝐿𝐾 ; L J
I
∠𝐻𝐿𝐼 𝑎𝑛𝑑 ∠𝐽𝐿𝐾 are vertical angles
Prove: ∆𝐻𝐿𝐼 ≅ ∆𝐾𝐿𝐽

K
Proof:
Statements Reasons
̅ ≅ 𝐿𝐽
1. 𝐼𝐿 ̅ 1. Given
2. ∠𝐻𝐿𝐼 𝑎𝑛𝑑 ∠𝐽𝐿𝐾 𝑎𝑟𝑒 𝑣𝑒𝑟𝑡𝑖𝑐𝑎𝑙 𝑎𝑛𝑔𝑙𝑒𝑠 2. Given
3. ∠𝐻𝐿𝐼 ≅ ∠𝐽𝐿𝐾 3. Vertical angles are congruent
4. ̅̅̅̅
𝐻𝐿 ≅ ̅̅̅̅
𝐿𝐾 4. Given
5. ∆𝐻𝐿𝐼 ≅ ∆𝐾𝐿𝐽 5. SAS Postulate
L O
2. Given: LOVE and its diagonal ̅̅̅̅
𝐿𝑉
Prove: ∆𝐿𝐸𝑉 ≅ ∆𝐿𝑂𝑉
E V
Proof:
Statements Reasons
1. Square LOVE, ̅̅̅̅
𝐿𝑉 𝑖𝑠 𝑎 𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙 1. Given
2. ̅̅̅̅ ̅̅̅̅ ; 𝐿𝑂
𝐿𝐸 ≅ 𝑂𝑉 ̅̅̅̅ ≅ 𝐸𝑉
̅̅̅̅ 2. Definition of square
3. ̅̅̅̅
𝐿𝑉 ≅ ̅̅̅̅
𝑉𝐿 3. Reflexive property
4. ∆𝐿𝐸𝑉 ≅ ∆𝐿𝑂𝑉 4. SSS Postulate

3. Given: ∠𝐶𝐷𝐵 ≅ ∠𝐴𝐷𝐵

∠𝐴𝐵𝐷 ≅ ∠𝐶𝐵𝐷
Prove: ̅̅̅̅ ̅̅̅̅
𝐴𝐵 ≅ 𝐶𝐵

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 MATHEMATICS8-QUARTER3-WEEK6

Proof:
Statements Reasons
1. ∠𝐶𝐷𝐵 ≅ ∠𝐴𝐷𝐵 1. Given
̅̅̅̅ ≅ 𝐷𝐵
2. 𝐷𝐵 ̅̅̅̅ 2. Reflexive
3. ∠𝐴𝐵𝐷 ≅ ∠𝐶𝐵𝐷 3. Given
4. ∆𝐴𝐵𝐷 ≅ ∆𝐶𝐵𝐷 4. ASA Postulate
5. ̅̅̅̅ ̅̅̅̅
𝐴𝐵 ≅ 𝐶𝐵 5. CPCTC

Let’s Apply
Exercise: Based on the given figure, complete each proof by writing down the
corresponding statements and reasons.
R
1. Given: ∠𝑍 𝑎𝑛𝑑 ∠𝑁 𝑎𝑟𝑒 𝑟𝑖𝑔ℎ𝑡 𝑎𝑛𝑔𝑙𝑒𝑠 N
̅̅̅̅̅
𝑍𝑀 ≅ 𝑁𝑀̅̅̅̅̅ M
Prove : ∆𝑅𝑀𝑍 ≅ ∆𝐺𝑀𝑁

Proof: Z G
Statements Reasons
1. ∠𝑍 𝑎𝑛𝑑 ∠𝑁 𝑎𝑟𝑒 𝑟𝑖𝑔ℎ𝑡 𝑎𝑛𝑔𝑙𝑒𝑠 1. __________
2. If two angles are right angles, then
2. ∠𝑍 ≅ ∠𝑁
they are congruent.
3. __________ 3. Given
4. If two angles are vertical, then they
4. __________
are congruent.
5. ∆𝑅𝑀𝑍 ≅ ∆𝐺𝑀𝑁 5. __________
A
2. Given: ̅̅̅̅ ̅̅̅̅
𝐴𝐵 ∥ 𝐷𝐸 E
C
̅̅̅̅ ≅ 𝐶𝐸
𝐶𝐵 ̅̅̅̅
Prove: ∆𝐴𝐶𝐵 ≅ ∆𝐷𝐶𝐸
B

Proof: D
Statements Reasons
1. __________ 1. Given
2. __________ 2. Given
3. ∠𝐴𝐵𝐶 ≅ ∠𝐷𝐸𝐶 3. __________
4. ∠𝐴𝐶𝐵 ≅ ∠𝐷𝐶𝐸 4. __________
5. ∆𝐴𝐶𝐵 ≅ ∆𝐷𝐶𝐸 5. __________

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B
Let’s Analyze

Activity:
1. Given: ̅̅̅̅
𝐴𝐵 ≅ 𝐶𝐵̅̅̅̅
̅̅̅̅
D is the midpoint of 𝐴𝐶 A C
D

Prove: ∆𝐴𝐷𝐵 ≅ ∆𝐶𝐷𝐵

Proof:
Statements Reasons
1. ̅̅̅̅ ̅̅̅̅
𝐴𝐵 ≅ 𝐶𝐵 1. __________
2. __________ 2. Given
3. The midpoint of a segment divides
3. __________ the segment into two congruent
parts.
4. __________ 4. __________
5. ∆𝐴𝐷𝐵 ≅ ∆𝐶𝐷𝐵 5. __________

̅̅̅̅ 𝑏𝑖𝑠𝑒𝑐𝑡𝑠 ∠𝐷𝐸𝐹

2. Given: 𝐺𝐸
̅̅̅̅
𝐷𝐸 ≅ ̅̅̅̅
𝐸𝐹 G E
Prove: ∆𝐷𝐸𝐺 ≅ ∆𝐸𝐹𝐺

F
Proof:
Statements Reasons
1. __________ 1. Given
̅̅̅̅ 𝑏𝑖𝑠𝑒𝑐𝑡𝑠 ∠𝐷𝐸𝐹
2. 𝐺𝐸 2. Given
3. __________ 3. __________
4. __________ 4. __________
5. ∆𝐷𝐸𝐺 ≅ ∆𝐸𝐹𝐺 5. __________

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Let’s Create:
In the given figure, write a two-column proof to prove that ∆𝐴𝐵𝐶 ≅ ∆𝐸𝐷𝐶.
1. Given: C is the midpoint of ̅̅̅̅
𝐵𝐷 and ̅̅̅̅
𝐴𝐸
Prove: ∆𝐴𝐵𝐶 ≅ ∆𝐸𝐷𝐶

2. Given: ̅̅̅̅
𝑆𝑅 ≅ ̅̅̅̅
𝑆𝐶
̅̅̅̅ ̅̅̅̅
𝑅𝑂 ∥ 𝐶𝐾 S

Prove: ∆𝑅𝑂𝑆 ≅ ∆𝐶𝐾𝑆

K C

Let’s Try (Assessment)

Write a two-column proof for the following. B
̅̅̅̅ ≅ 𝐷𝐴
1. Given: 𝐵𝐶 ̅̅̅̅
C
̅̅̅̅
𝐴𝐶 𝑏𝑖𝑠𝑒𝑐𝑡𝑠 ∠𝐵𝐶𝐷
A
Prove: ∆𝐴𝐵𝐶 ≅ ∆𝐴𝐷𝐶
D
Proof:
Statements Reasons
̅̅̅̅ ≅ 𝐷𝐴
1. 𝐵𝐶 ̅̅̅̅
2. ̅̅̅̅
𝐴𝐶 bisects ∠𝐵𝐶𝐷
3. ∠𝐵𝐶𝐴 ≅ ∠𝐷𝐶𝐴
̅̅̅̅ ≅ 𝐴𝐶
4. 𝐴𝐶 ̅̅̅̅
5. ∆ABC ≅∆ADC

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2. Given: ̅̅̅̅
𝐸𝑆 ≅ ̅̅̅̅
𝐸𝑉
̅̅̅̅ ̅̅̅̅
𝐴𝐸 ⊥ 𝑆𝑉

Prove: ∆𝑆𝐸𝐴 ≅ ∆𝑉𝐸𝐴

Proof:
Statements Reasons
1. ̅̅̅̅
𝐸𝑆 ≅ ̅̅̅̅
𝐸𝑉
2. ̅̅̅̅ ̅̅̅̅
𝐴𝐸 ⊥ 𝑆𝑉
3. ∠𝐴𝐸𝑆 𝑎𝑛𝑑 ∠𝐴𝐸𝑉 are right angles
4. ∠𝐴𝐸𝑆 ≅ ∠𝐴𝐸𝑉
5. ̅̅̅̅
𝐴𝐸 ≅ ̅̅̅̅
𝐴𝐸
6.∆𝑆𝐸𝐴 ≅ ∆𝑉𝐸𝐴

̅̅̅ and 𝑅𝑁
3. Given: 𝐵𝐼 ̅̅̅̅ 𝑏𝑖𝑠𝑒𝑐𝑡 𝑒𝑎𝑐ℎ 𝑜𝑡ℎ𝑒𝑟 𝑎𝑡 𝐴
B N
Prove: ∆𝐵𝐴𝑅 ≅ ∆𝐼𝐴𝑁

R I

Proof:
Statements Reasons
1. 1. Given
2. ̅̅̅̅
𝐵𝐴 ≅ ̅̅̅
𝐼𝐴 2.
3. 3. Definition of segment bisector
4. 4. Vertical angles are congruent
5. 5.