Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 1

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : Mathematical System
Learning Competency : The learner describes a mathematical system (M8GE-IIIa-1)
Learning Targets : 1. Describe each set of a mathematical system.
2. Identify the set where the given number belongs.
Reference : Geometry III (2009), p.1

Mathematical knowledge should consist of a deep understanding of the number system and
algebraic structures: the system of real numbers extended to the system of complex numbers. Covered as
part of the mathematical system are the properties and deductions in geometry, measurement and
statistics.

In the diagram below, we will see the basic subsets as they successively develop into the bigger set
which is the set of real numbers.

Exercises:

A. Describe each subset of the number system. Refer to the given examples.
1. Natural Numbers 5. Non-integers (Fractions and Decimals)
2. Whole Numbers 6. Rational Numbers
3. Negative Numbers 7. Irrational Numbers
4. Integers 8. Real Numbers
B. Name all the sets of the mathematical system where each of the given number belongs.
1.) 298 7.) - 100
2.) √6 8.) - 4.82
3
3.) 9.) 1
4
4.) 0.25 10.) 𝜋
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 2
Type of Activity : Concept Notes
Activity Title : Mathematical System in Geometry
Learning Competency: 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)
Learning Target : Identify the parts of a mathematical system in geometry.
References : Microsorf Student with Encarta Premium 2009/Geometry

Geometry is a branch of mathematics that deals with shapes and sizes. It is an axiomatic
system consists of some undefined terms (primitive terms) and a list of statements,
called axioms or postulates, concerning the undefined terms. One obtains a mathematical theory by
proving new statements, called theorems, using only the axioms (postulates), logic system, and previous
theorems. Definitions are made in the process in order to be more concise.

It has four parts, namely: undefined terms, defined terms, postulates, and theorems.

1. Undefined terms: Some concepts central to geometry are not defined in terms of simpler concepts
but they can be described. The most familiar of these terms are point, line and plane.

2. Defined terms: These terms are formed by combining undefined terms. A line segment, for example,
is the portion of a line that includes two particular points and all points that lie between them.
Defined terms can also be combined with each other together with undefined terms to form still
more terms. For example, a triangle is composed of three noncollinear points and the line segments
that lie between them.

3. Postulates or Axioms: These are unproven but universally accepted assumptions. These are taken as
bases for a theory, line of reasoning, or hypothesis.

4. Theorems: These are propositions or formulas that are provable from a set of axioms and basic
assumptions. They are deduced logically from postulate. This process of deduction is called a proof.
Each step of a proof must be justified by one of the postulates or by a theorem that has already been
proved.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 3

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : Undefined Terms in Geometry
Learning Competency: 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)
Learning Target : Identify and illustrate the points, lines and planes.
References : Geometry III (2009), pp. 3-4
http://www.emsisd.com/cms/lib/TX21000533/Centricity/Domain/4688/Topi
c%201.pdf

In Geometry, we have several undefined terms: point, line and plane. From these three
undefined terms, all other terms in Geometry can be defined.

Exercises:

A. Tell whether each of the following represents a point, a line or a plane.

1. top of a box 6. edge of a table
2. four corners of a room 7. cover of a book
3. side of a blackboard 8. tip of a pen
4. curtain rod 9. a clothesline
5. tip of a needle 10. star in the sky

B. Illustrate and label a diagram for each figure.

1. point H 5. A, B and C lie on plane L
2. line EI 6. A contains ⃡𝐶𝐷
3. ⃡𝐷𝐸 7. l and m intersects at E
4. plane GEO 8. B lies on M
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 4

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : Collinear and Coplanar Points
Learning Competency: 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)
Learning Target : Identify and illustrate collinear points and coplanar points/lines.
References : http://www.emsisd.com/cms/lib/TX21000533/Centricity/Domain/4688/Topic%201.pdf

Figures that intersect share a common set of points. In the first model above, FH intersect ⃡𝐹𝐺 at
point F. In the second model, ⃡𝑋𝑍 intersects plane WXY at point X.

Exercises:
A. Use the figure on the right to name each of the following:

1. three collinear points

2. three noncollinear points
3. four coplanar points
4. four noncoplanar points
5. ⃡
two lines that intersect 𝐶𝐷
6. ⃡ and plane R
the intersection of 𝐽𝐾

B. Illustrate each of the following and label the diagram.

1. Points A, B and C are collinear.
2. Points H, G and P are noncollinear.
3. Point D and 𝐴𝐹⃡ lie on plane L.
4. Line LO intersects plane V at point E.

C. (Refer to the figure used in Exercise A.)

“It can be named plane APB.” True or false? Explain your answer.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 5

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : Postulates on Points, Lines and Planes
Learning Competency: 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)
Learning Targets : Determine the postulates related to points, lines and planes.
References : http://www.emsisd.com/cms/lib/TX21000533/Centricity/Domain/4688/Topic%201.pdf

The following are the postulates related to points, lines and planes.

Exercises: Determine what postulate is to be used to justify each of the following statements.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 6

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : Defined Terms in Geometry
Learning Competency: 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)
Learning Target : Identify and illustrate the defined terms in geometry.
References : Geometry III (2009), pp. 3-4
: http://www.emsisd.com/cms/lib/TX21000533/Centricity/Domain/4688/Topic%201.pdf

In Geometry, we use undefined terms to define a term. Some of the common defined terms are
the following:

Exercises:
A. Use the figure on the right to answer each of the questions below.
1. Which rays are opposite rays?
2. What is another name for ∠2?
3. Which rays form ∠ 3?
4. Which angles have 𝑂𝐵 as a side?
5. Which is the common side of ∠3 and ∠4?

B. Illustrate the following and label the diagram.

1. ̅̅̅̅̅
𝑀𝑁
2. 𝐸𝐹
3. 𝑅𝑆 and 𝑅𝑇 are opposite rays
4. 𝑌𝑋 and 𝑌𝑍 form an angle Y.

C. Discussion.
1. How are a line and a line segment the same? How are they different?
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 8

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : Distance Between Two Points of a Line Segment
Learning Competency: 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)
Learning Target : Determine the distance between two points of the given line segment.
References : Geometry III (2009), pp. 60 -62

Term Definition Illustration Formula

AB = |𝑎 − 𝑏|
The length of the
• • where:
straight line segment
Distance a = coordinate of the first point
that links the two A B b = coordinate of the second
points
point

Postulate 1-5 (The Ruler Postulate)

On a number line, every point is paired with a number and every number is paired with a point.

Postulate 1-6 (Segment Addition Postulate)

If three points A, B, and C are collinear and B is between A and C, then AB + BC = AC.

Example: Given a number line

A B C M D E
●

Point A is paired with -9. The number -9 is the coordinate of A. Point B is paired with -2, so -2 is the
coordinate of B, etc.

a. Find the distance between A to B. ------ AB = |𝑎 − 𝑏| = |−9 − (−2)| = |− 7| = 7 units

b. What is the distance of ̅̅̅̅
𝐸𝐶 ?
EC = ED + DC = |𝑒 − 𝑑| + |𝑑 − 𝑐| = |7 − 4|+ |4 − 0| = |3| + |4|= 3 + 4 = 7 units
or simply,
EC = |𝑒 − 𝑐| = |7 − 0| = 7 = 7 units

In the given example, you noticed that the two segments have the same measure. They are called
̅̅̅̅ ≅ 𝐸𝐶
congruent segments. In symbols, 𝐴𝐵 ̅̅̅̅ .

Exercises: Refer to the figure given in the example above.

A. Find the following measures:
1. AB 4. CE
2. BC 5. DB
3. BE 6. CA
B. Answer the following and explain.
Is AD = AB + BC + CD? (Show the solution.)
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 8

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : Midpoint of a Segment
Learning Competency: 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)
Learning Target : Determine the midpoint between two points of the given line segment.
References : Geometry III (2009), p. 62

Term Definition Illustration Formula

A point on the segment
• • • 𝑎+𝑏
Midpoint that divides it into two Midpoint (O) = 2
congruent parts. A O B

Example: Find the midpoint between Q and R.

𝑎+𝑏 −3+4 𝟏
Solution: Midpt (M) = = = or 0.5
2 2 𝟐

Exercises:
A. Refer to the following number line in finding the midpoint of the given segment.
A B C D E

1. ̅̅̅̅
𝐴𝐵 6. ̅̅̅̅
𝐷𝐵
2. ̅̅̅̅
𝐵𝐶 7. ̅̅̅̅
𝐴𝐷
3. ̅̅̅̅
𝐶𝐷 8. ̅̅̅̅
𝐸𝐵
4. ̅̅̅̅
𝐷𝐸 9. ̅̅̅̅
𝐶𝐸
5. ̅̅̅̅
𝐴𝐶 10. ̅̅̅̅
𝐴𝐸

B. Given the line segment RT with midpoint S, if RT = 12, answer the following questions.
R S T

1. What is RS?
2. What is ST?
3. Is RS = ST? Why?
4. Is RS ≅ ST? Why?
5. Is RS + ST = RT? Why?
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 9

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : Applying the Segment Addition Postulate and the Midpoint Formula
Learning Competency: 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)
Learning Target : Solve for the unknown measure using the Segment Addition Postulate and
the midpoint formula for a line segment
References : http://www.emsisd.com/cms/lib/TX21000533/Centricity/Domain/4688/Topic%201.pdf

Algebra can be used to solve for unknown quantities in a given segment. The lengths of the
segments are given as algebraic expressions. We can make equations for these expressions applying the
Segment Addition Postulate and the definition of midpoint.

Examples:
1. If EG=59, what are EF and FG? ̅̅̅̅ . Find PQ, QR and PR.
2. Q is the midpoint of 𝑃𝑅

Solution:
Solution:

Exercises: Apply the Segment Addition Postulate and the definition of midpoint to write an equation and
solve for x.

1. If AB = 25, find AN and NB. 2. M is the midpoint of RT. Find RM, MT, and RT.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 10

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : Angles: Classification and Measures
Learning Competency: 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)
Learning Targets : 1. Identify the different classification of angles.
2. Find the measure of the given angles using a protractor.
References : Geometry III (2009), pp. 7-8

Angles are measured in units called degrees, using a measuring device called a protractor.
B
To use the protractor, place the center point of
the protractor on the vertex of the angle to be measured.
Line up the mark labeled 0 on either scale with one side
of the angle. Then read the scale where it falls on the
other side of the angle. The measure of the angle on the
right is 90o. In symbols, m∠ 𝐵𝐴𝐶 = 90o.

A C
Postulate1-7 ( Protractor Postulate)
For every angle A there corresponds a positive real number less than or equal to 180 o.
0 < 𝑚∠𝐴 ≤ 180

Classification of Angles

Angles are classified according to their measures.

All right angles are congruent because they have the same measure. It can also be defined as an
angle formed by two perpendicular lines.

Exercises:
A. Find the measure of each angle then label its classification.

1. 2.
3.
4.

B. Use the figure to answer each of the questions below. (Use your own protractor.)

1. What is the measure of each angle?

a. ∠1
b. ∠3
c. ∠𝐴𝑂𝐷
d. ∠𝐵𝑂𝐷

2. What kind of angle is each?

a. ∠2
b. ∠3 + ∠4
c. ∠𝐵𝑂𝐸
d. ∠𝐴𝑂𝐸
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 11

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : Bisector of an Angle and Angle Addition Postulate
Learning Competency: 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)
Learning Targets : 1.Name congruent angles.
2. Apply the Angle Addition Postulate in finding the measure of the given
angles.
References : Geometry III (2009), pp. 62-64

The bisector of an angle is a ray which separates the angle into two congruent angles.
Example:
1
Given: ∠𝐵𝐴𝐶 with ray 𝐴𝐷 such that m∠𝐵𝐴𝐷 = m∠𝐵𝐴𝐶.
2
If m∠𝐵𝐴𝐶 = 54, then m∠𝐵𝐴𝐷 = 27 and
m∠𝐷𝐴𝐶 = 27; and ∠𝐵𝐴𝐷 ≅ ∠𝐷𝐴𝐶.

𝐴𝐷 is the bisector of ∠𝐵𝐴𝐶.

Postulate 1-8 (Angle Addition Postulate)

If point D is in the interior of ∠𝐵𝐴𝐶, then m∠𝐵𝐴𝐷 + m∠𝐷𝐴𝐶 = m∠𝐵𝐴𝐶.

Example: Find m∠𝑌𝑊𝑍 of the figure below.

Solution: m∠𝑋𝑊𝑌 + m∠𝑌𝑊𝑍 = m∠𝑋𝑊𝑍

25o + m∠𝑌𝑊𝑍 = 60o
m∠𝑌𝑊𝑍 = 60o – 25o
m∠𝑌𝑊𝑍 = 35o

Exercises:
A. Name: (Refer to the figure on the right.)
1. congruent acute angles
2. congruent right angles
3. congruent obtuse angles
B. Complete the statements:
1. m∠𝑀𝑂𝑁 + m∠𝑁𝑂𝐺 = _____
2. m∠𝐽𝑂𝐵 - m∠𝐺𝑂𝐵 = ______
3. m∠𝐴𝑂𝐺 = m∠𝐴𝑂𝐽 + ______

C. Find the value of x using the given information. Find also the measure of angles 1, 2 and 3.

m∠𝐴𝑂𝐷 = 96o
m∠1 = 3x + 5
m∠2 = 4x + 3
m∠3 = 6x + 10
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 12

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : Pairs of Angles
Learning Competency: 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)
Learning Targets : 1. Identify the different terms related to angle pairs.
2. Find the measure of the unknown quantities.
References : Geometry III (2009), pp. 65-71

Here are some important definitions that are used in the theorems on angles.

Supplementary angles are two angles whose Linear pair are two angles which are adjacent and
measures have a sum of 180o. whose noncommon sides are opposite
rays.
∠𝐴𝑂𝐷 and ∠𝐵𝑂𝐷 ∠𝐴𝑂𝐷 and ∠𝐵𝑂𝐷 are
are supplementary. linear pairs because 𝑂𝐴
and 𝑂𝐵 are opposite
O
rays.
Complementary angles are two angles whose Vertical angles are two nonadjacent angles formed
measures have the sum of 90o. by two intersecting lines. They are
congruent.
∠𝐹𝐼𝑇 and ∠𝐴𝐼𝐻 are
∠𝐻𝑂𝑃 and ∠𝑃𝑂𝐸 are vertical angles, so are
complementary. ∠𝐹𝐼𝐴 and ∠𝑇𝐼𝐻. Each
pair are nonadjacent.

Adjacent angles are angles which have a common Perpendicular lines are two lines that intersect to
side and a common vertex but no interior form right angles.
points in common.
⃡ ⊥ 𝐻𝑀
𝐶𝑃 ⃡ .
∠𝐿𝑂𝑉 and ∠𝑉𝑂𝐸 are Each angle forms 90O.
adjacent because they have
a common side 𝑂𝑉.

Exercises:
A. In the given figure on the right, name a pair of:
1. complementary angles
2. supplementary angles
3. vertically opposite angles
4. adjacent angles
5. perpendicular lines
6. linear pairs

B. Give the corresponding complements and supplements for the following measures.
1. 13O 3. 60O 5. 41O
2. 79 O 4. 83.5 O 6. 66.6O
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 13

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : Triangle Congruence
Learning Competency: The learner illustrates triangle congruence. (M8GE-IIId-1)
Learning Target : Define and illustrate triangle congruence.
Reference : Mathematics 8 Learner’s Module, pages 353

Two triangles are congruent if their vertices can be paired so that corresponding sides are
congruent and corresponding angles are congruent.

ΔABC ≅ ΔDEF Read as "triangle ABC is congruent to triangle DEF."

≅ symbol for congruency
Δ symbol for triangle.

Congruent Corresponding Parts of a Triangle:

 Corresponding Sides : ̅̅̅̅ ≅ 𝐸𝐹
𝐵𝐶 ̅̅̅̅
̅̅̅̅ ≅ 𝐷𝐹
𝐴𝐶 ̅̅̅̅
̅̅̅̅
𝐵𝐴 ≅ ̅̅̅̅
𝐸𝐷
 Corresponding Angles : ∠𝐴 ≅∠𝐷
∠𝐵 ≅∠𝐸
∠𝐶 ≅∠𝐹

Exercises:
1. Which triangles are congruent if ̅̅̅̅̅ 𝐾𝐹, ̅̅̅̅
𝑀𝐴 ≅ ̅̅̅̅̅̅ 𝐴𝑋 ≅ ̅̅̅̅
𝐹𝐶 , ̅̅̅̅̅ ̅̅̅̅ ; ∠M ≅ ∠K, ∠A ≅ ∠F, ∠X ≅ ∠C?
𝑀𝑋 ≅ 𝐾𝐶
Draw the triangles.

2. Which of the following shows the correct congruence statement for the figures below?

a. ΔPQR ≅ ΔKJL
b. ΔPQR ≅ ΔLJK
c. ΔPQR ≅ ΔLKJ
d. ΔPQR ≅ ΔJLK
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 14

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : Properties of Congruence
Learning Competency: The learner illustrates triangle congruence. (M8GE-IIId-1)
Learning Target : Identify the properties of congruence.
Reference : Geometry III (2009), p.94

Recall that for two triangles to be congruent, their corresponding angles must be congruent.

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

Reflexive Property: ̅̅̅̅

𝐴𝐵 ≅ ̅̅̅̅
𝐴𝐵 ; ∠𝐶 ≅ ∠𝐶

Symmetric Property: If ̅̅̅̅

𝐴𝐵 ≅ ̅̅̅̅ 𝐷𝐸 ≅ ̅̅̅̅
𝐷𝐸 , then ̅̅̅̅ 𝐴𝐵
If ∠𝐴 ≅ ∠𝐵, then ∠𝐵 ≅ ∠𝐴.

Transitive Property: If ̅̅̅̅

𝐴𝐵 ≅ ̅̅̅̅ 𝐷𝐸 ≅ ̅̅̅̅
𝐷𝐸 and ̅̅̅̅ 𝐺𝐻 , then ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅
𝐺𝐻 .
If ∠𝐴 ≅ ∠𝐵 and ∠𝐵 ≅ ∠𝐶, then ∠𝐴 ≅ ∠𝐶.

Exercises:
A. Use the property stated to complete each statement.
1. Reflexive Property: ̅̅̅ ≅ _______
𝐽𝐾
2. Symmetric Property: If ∠𝑃 ≅ ∠𝑄, then ______________.
3. Transitive Property: 𝐻𝑇 ≅ ̅̅̅̅
If ̅̅̅̅ 𝐺𝑃 and ̅̅̅̅
𝐺𝑃 ≅ ̅̅̅̅
𝐴𝐷, then __________________.
4. Reflexive Property: _______ ≅ ∠𝑋𝑌𝑍
5. Symmetric Property: If _______________, then ∠𝑀 ≅ ∠𝑁.
6. Transitive Property: ̅̅̅̅ ≅ ̅̅̅̅
If 𝑅𝑇 ̅̅̅̅ ≅ ̅̅̅̅
𝑂𝑃 and __________, then 𝑅𝑇 𝑆𝐷.

B. State the property that each statement illustrates.

1. If AB = CD, then CD = AB.
2. If m ∠ C = 90° and m ∠D ≅ m ∠ C, then m ∠D = 90O.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 15

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : Triangle Congruence Postulate
Learning Competency: Illustrate the SAS, ASA, and SSS congruence postulates (M8GE-IIId-e-1)
Learning Target : Identify included side/ included angle of a triangle.
Reference : Mathematics 8 Learner’s Module, pages 353

Before we study the postulates that give some ways to show that the two triangles are congruent
given less number of corresponding congruent parts, let us first identify the parts of a triangle in terms of
their relative positions.

Included angle is the angle between two sides of a triangle.

Included side is the side common to two angles of a triangle.

In ΔSON,

̅̅̅̅ and 𝑆𝑂
∠S is included between 𝑆𝑁 ̅̅̅̅ . S
∠O is included between 𝑂𝑆 and ̅̅̅̅
̅̅̅̅ 𝑂𝑁.
∠N is included between 𝑁𝑆 and ̅̅̅̅
̅̅̅̅ 𝑁𝑂.
̅̅̅̅ is included between ∠S and ∠O.
𝑆𝑂
̅̅̅̅ is included between ∠O and ∠N.
𝑂𝑁
̅̅̅̅
𝑆𝑁 is included between ∠S and ∠N. O N

Exercise

Given ΔFOR, answer the following questions by drawing the triangle.

1. What is the included angle between ̅̅̅̅

𝐹𝑂 and 𝑂𝑅̅̅̅̅?
̅̅̅̅?
̅̅̅̅ and 𝐹𝑂
2. What is the included angle between 𝐹𝑅
̅̅̅̅?
̅̅̅̅ and 𝑅𝑂
3. What is the included angle between 𝐹𝑅
4. What is the included side between ∠F and ∠R?
5. What is the included side between ∠O and ∠R?
6. What is the included side between ∠F and ∠O?
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 16

Type of Activity : Skills: Exercise

Activity Title : SAS Postulate
Learning Competency: Illustrate the SAS, ASA, and SSS congruence postulates (M8GE-IIId-e-1)
Learning Target : State and illustrate the SAS Postulate.
Reference : Mathematics 8 Learner’s Module, pages 354

SAS (Side-Angle-Side) Congruence Postulate

If the two sides and an included angle of one triangle are
congruent to the corresponding two sides and the included
angle of another triangle, then the triangles are congruent.

Activity:

1. Prepare a ruler, a protractor, a pencil and a bond paper.

2. Work in group of four.
a. Draw a 7- inch segment.
b. Name it BE.
o
c. Using your protractor make angle B equal to 70 degrees.
d. From the vertex B, draw BL measuring 8 inches long.
e. How many triangles can be formed?
f. Draw ΔBEL
g. Compare your triangle with the triangles of the other members of the group. Do you have
congruent triangles?
h. Cut the triangle and lay one triangle on top of the others. Are all the corresponding sides
congruent? How about the corresponding angles?
i. What can you say about any pair of congruent triangles?

Exercise 1
Draw the triangles described below then mark the congruent parts.

If MA ≅ TI, ∠M ≅ ∠T, MR ≅ TN, then ΔMAR ≅ ΔTIN by SAS Congruence Postulate.

Exercise 2
Complete the congruence statement using the SAS congruence postulate.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 17

Type of Activity : Skills: Exercise

Activity Title : ASA Postulate
Learning Competency: Illustrate the SAS, ASA, and SSS congruence postulates (M8GE-IIId-e-1)
Learning Target : State and illustrate the ASA Postulate.
Reference : Mathematics 8 Learner’s Module, pages 355

ASA (Angle-Side-Angle) Congruence Postulate

If the two angles and the included side of one triangle

are congruent to the corresponding two angles and an
included side of another triangle, then the triangles are
congruent.

Activity:

Prepare the following materials; pencil, ruler, protractor, and a pair of scissors. Working
independently, use a ruler and a protractor to draw ΔBOY with two angles and the included side having
the following measures: m∠B = 50,
m∠O = 70 and BO =18 cm

1. Draw BO measuring 18 cm
2. With B as vertex draw angle B measuring 50,
3. With O as vertex draw angle O measuring 70,
4. Name the intersection as Y.
5. Cut out the triangle and compare it with four of your classmates.
6. Describe the triangles.
7. Put identical marks on the congruent corresponding sides and angles.
8. Identify the parts of the triangles which are given congruent.

Exercise: Draw the triangles and mark the congruent parts.

If ∠A ≅ ∠E, JA ≅ ME, ∠J ≅ ∠M, then ΔJAY ≅ ΔMEL

 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 18

Type of Activity : Skills: Exercise

Activity Title : SSS Postulate
Learning Competency: Illustrate the SAS, ASA, and SSS congruence postulates (M8GE-IIId-e-1)
Learning Target : State and illustrate the SSS Postulate.
Reference : Mathematics 8 Learner’s Module, pages 356

SSS (Side-Side-Side) Congruence Postulate

If the three sides of one triangle are

congruent to the three sides of another
triangle, then the triangles are congruent.

Activity:

You need patty papers, pencil, and a pair of scissors. (Refer to the illustrations on your textbook.)

1. Draw a large scalene triangle on your patty paper.

2. Copy the three sides separately onto another patty paper and mark a dot at each endpoint. Cut the
patty paper into three strips with one side on each strip.

3. Arrange the three segments into a triangle by placing one endpoint on top of the other.

4. With a third patty paper, trace the triangle formed. Compare the new triangle with the original triangle.
Are they congruent?

5. Try rearranging the three segments into another triangle. Can you make a triangle not congruent to the
original triangle? Compare your results with the results of your classmates.

Exercise:

If ̅̅̅̅ 𝑩𝑷, ̅̅̅̅

𝑬𝑪 ≅ ̅̅̅̅ 𝑬𝑺 ≅ ̅̅̅ ̅̅̅̅ ≅ ̅𝑷𝑱
𝑩𝑱̅, 𝑪𝑺 ̅̅̅, then ΔESC ≅ ΔBJP, draw the triangles and mark the congruent parts.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 19

Type of Activity : Drill

Activity Title : Solving Triangle Congruence
Learning Competency : The learner solves corresponding parts of congruent triangles
(M8GE-IIIf-1)
Learning Target : Identify the postulates on corresponding parts of congruent triangles.
Reference : https://www.ixl.com/math/grade-8/congruent-triangles-sss-sas-and-asa

Drill:

a) Determine whether the following triangles are congruent.

b) If they are, name the triangle congruence (pay attention to proper correspondence when naming the
triangles) and then identify the Postulate (SSS, SAS, or ASA) that supports your conclusion.
c) Be sure to show any additional congruence markings you used in your reasoning.
d) If the triangles cannot be proven congruent, state “not possible.” Then given the reason it is not
possible.

1. 2. 3.

4.
5.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 20

Type of Activity : Concept Notes/Exercise

Activity Title : Solving Triangle Congruence
Learning Competency : The learner solves corresponding parts of congruent triangles
(M8GE-IIIf-1)
Learning Target : Solve problems on corresponding parts of congruent triangles.
Reference : http://www.sparknotes.com/math/geometry2/congruence/section2.rhtml

Congruent triangles ABC and DEF

When two triangles are written this way, ABC and DEF, it means that vertex A corresponds with
vertex D, vertex B with vertex E, and so on. This means that side CA, for example, corresponds to side FD;
it also means that angle B corresponds to angle E, and so on. These relationships aren't especially
important when triangles aren't congruent or similar. But when they are congruent, the one-to-one
correspondence of triangles determines which angles and sides are congruent.

Example

Problem : If triangles JGS and RPC are congruent, to which segment is segment SJ congruent? Draw the
triangles and label the congruent segments.

Segment SJ is congruent to segment CR.

Exercises:

Solve each problem on corresponding parts of congruent triangles.

1. If triangles JHF and TLG are congruent, which angle is congruent to angle L? Draw the triangles and
label the corresponding parts being asked for.
2. Can you prove triangle ABC is congruent to triangle DEF? If so, by which method can you show that
they are congruent?
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 21
-
Type of Activity : Concept Notes/ Skills: Exercise
Activity Title : Proving Congruent Triangles
Learning Competency : The learner proves two triangles are congruent.( M8GE-IIIg-1)
Learning Target : Apply the postulates and theorems on triangle congruence to prove
statements on congruence.
Reference : Mathematics 8 Learner’s Module, pages 358

Concept Notes:

Let’s find out how we can apply the Congruence Postulates to prove two triangles congruent. Study
the following examples and answer the exercise that follows.

B E
Given: AB ≅ DE
∠B ≅ ∠E
BC ≅ EF A D

Prove: ΔABC ≅ ΔDEF

C F

Statements Reasons
1 1. AB ≅ DE 1 1. Given
2 2. ∠B ≅ ∠E 2 2. Given
3 3. BC ≅ EF 3 3. Given
4 4. ΔABC ≅ ΔDEF 4 4. SAS Postulate

Exercise
B E

Given: BE ≅ LO, BO ≅ LE
Prove: ΔBEL≅ ΔLOB

O L

Statements Reasons
1 1. 1 1. Given
2 2. BO ≅ LE 2 2.
3 3. 3 3.
4 4. ΔBEL ≅ ΔLOB . 4.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 22

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : AAS Congruence Theorem
Learning Competency : The learner proves two triangles are congruent.( M8GE-IIIg-1)
Learning Target : State and apply AAS Congruence Theorem
Reference : Mathematics 8 Learner’s Module, page 360

AAS (Angle-Angle-Side) Congruence Theorem

If two angles and a non-included side of one triangle are congruent to the corresponding two angles and a
non-included side of another triangle, then the triangles are congruent.

Example:

Given: ∠NER ≅ ∠NVR

RN bisects ∠ERV

Prove: ΔENR ≅ ΔVNR

Statements Reasons
1. ∠NER ≅ ∠NVR 1. Given
2. RN bisects ∠ERV 2. Given
3. ∠NER ≅ ∠NVR 3. Definition of angle bisector
4. RN ≅ RN 4. Reflexive Property
5. ΔENR ≅ ΔVNR 5. AAS Postulate

Exercise: Complete the congruence statement by AAS congruence.

Figure Congruence Statement

ΔBOX ≅ ________

ΔGAS ≅ _________

ΔFED ≅ ________

ΔBAM ≅ ________

CM bisects BL at A
∠L ≅ ∠B
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 23

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : LL (Leg-Leg) Congruence Theorem
Learning Competency : The learner proves two triangles are congruent.( M8GE-IIIg-1)
Learning Target : Apply the LL Congruence Theorem in proving congruent right triangles.
Reference : Mathematics 8 Learner’s Module, page 362

 Recall the parts of a right triangle

1. Legs – perpendicular sides of a right triangle
 LL Congruence Theorem
If the legs of one right triangle are congruent to the legs of another right triangle, then the
triangles are congruent.
 The LL Congruence Theorem was deduced from SAS Congruence Postulate.

Example: A Q R

Given: <C and <R are right angles.

Segments AC≅PR
Segments BC≅QR

Prove: ▲ABC≅▲PQR
C B P

Statements Reasons
1.) <C and <R are right angles. 1.) Given
2.) <C≅<R 2.) Any two right <s are congruent
3.) AC≅PR 3.) Given
BC≅QR
4.) ▲ABC≅▲PQR 4.) SAS Postulate/ LL Congruence Theorem

Exercise:

Consider the right triangles HOT and DAY with right angles at O and A, respectively, such that HO ≅ DA,
and OT ≅ AY.

Prove: ΔHOT ≅ ΔDAY.

H D

T O A Y
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 24

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : LA (Leg-Acute angle) Congruence Theorem
Learning Competency : The learner proves statements on triangle congruence.( M8GE-IIIh-1)
Learning Target : Apply the LA Congruence Theorem in proving congruent
right triangles.
Reference : Mathematics 8 Learner’s Module, pages 362
http://rchsbowman.wordpress.com/2009/10/30/geometry-notes-
%E2%80%94-proving-triangles-congruent-4-%E2%80%94-right-triangles-hl-
ha-ll-la/

 Recall the parts of a right triangle

1.) Acute angles – angles opposite the perpendicular sides of a right triangle.
 LA (leg-acute angle) Congruence Theorem
If a leg and an acute angle of one right triangle are congruent to a leg and an acute angle of
another right triangle, then the triangles are congruent.

Right triangles JKL MNO since KL NO and <L <O by LA Congruence Theorem.

Exercise:

What are the corresponding parts needed to prove that the two triangles are congruent by LA
Congruence Theorem?
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 25

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : HyA (Hypotenuse-Acute angle) Congruence Theorem
Learning Competency : The learner proves statements on triangle congruence.( M8GE-IIIh-1)
Learning Target : Apply the HyA Congruence Theorem in proving congruent right triangles.
Reference : Mathematics 8 Learner’s Module, pages 363
http://rchsbowman.wordpress.com/2009/10/30/geometry-notes-
%E2%80%94-proving-triangles-congruent-4-%E2%80%94-right-triangles-hl-
ha-ll-la/

 Recall parts of right triangle

Hypotenuse – longest leg of a right triangle which is opposite the right angle.

 HyA (Hypotenuse-Acute angle) Congruence Theorem

If the hypotenuse and an acute angle of one right triangle are congruent to the corresponding
hypotenuse and an acute angle of another right triangle, then the triangles are congruent.

Right triangles PQR and STU are congruent since PR SU and <R <U by HyA Congruence Theorem.

Exercise:

Write the corresponding parts that are needed to prove that the two triangles are congruent by HA.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 26

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : HyL (Hypotenuse-Leg angle) Congruence Theorem
Learning Competency : The learner proves statements on triangle congruence.( M8GE-IIIh-1)
Learning Target : Apply the HyL Congruence Theorem in proving congruent
right triangles.
Reference : Mathematics 8 Learner’s Module, pages 363
http://www.mathwarehouse.com/geometry/congruent_triangles/hypotenu
se-leg-theorem.php

 HyL (Hypotenuse-leg) Congruence Theorem

If the hypotenuse and a leg of one right triangle are congruent to the corresponding hypotenuse
and a leg of another triangle, then the triangles are congruent.

Example:

Given: AB XZ, CB XY,

ACB = ZYX = 90°

Prove: ABC XYZ

 ABC and XZY are right triangles since they both have a right angle
 AB XZ (hypotenuse) reason: given
 AC ZY (leg) reason: given
 ABC XYZ by the hypotenuse leg theorem


Exercise: Show the formal proof.

Given: ABC and XZY are right triangles since they both have a right angle

: AB XZ

: CB XY

Prove: ABC XYZ

 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 27

Type of Activity : Concept Notes/ Skills: Exercise

Learning Competency : The learner solves corresponding parts of congruent triangles (M8GE-IIIf-1)
Activity Title : Postulates and Theorems on Triangle Congruence
Learning Target : Identify the corresponding parts needed to prove the triangle congruence
by the indicated postulate or theorem.
Reference : Mathematics 8 Learner’s Module, pages
http://www.cliffsnotes.com/math/geometry/triangles/congruent-triangles

Postulates: Theorems:
1. SAS 1. AAS
2. ASA 2. LL
3. SSS 3. LA
4. HyA
5. HyL

Exercise: Write the additional corresponding part(s) needed to prove the triangles in Figures (a) through
(f) congruent by the indicated postulate or theorem.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 28

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : Isosceles Triangle Theorem
Learning Competency : The learner proves statements on triangle congruence.( M8GE-IIIh-1)
Learning Target : Apply triangle congruence to geometric constructions of midpoint.
Reference : Mathematics 8 Learner’s Module, pages
http://www.mathwarehouse.com/geometry/congruent_triangles/isosceles-
triangle-theorems-proofs.php

 Isosceles Triangle - A triangle is isosceles 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. ∠BAC and ∠BCA are the base angles of the
triangle picture below. The vertex angle is ∠ABC.

Isosceles Triangle Theorem

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

Proof: Let S be the midpoint of . Join points R and S.

Since S is the midpoint of PQ, . By Reflexive Property,
It is given that .Therefore, by SSS,
Since corresponding parts of congruent triangles are congruent,

Exercise: Complete the proof.

Draw ΔTMY with TM ≅ TY. Remember that if they are corresponding parts of congruent triangles then
they are congruent.

1. Draw the bisector TO of ∠T which intersects MY at O.

2. _______ ≅ ________ by definition of a bisector
3. _______ ≅ ________ given
4. _______ ≅ ________ (Why) _____________
5. _______ ≅ ________ SAS
6. ∠M ≅ ∠Y __________________
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 29

Type of Activity : Concept Notes/ Skills: Exercise

Activity Title : Converse of Isosceles Triangle Theorem
Learning Competency : The learner proves statements on triangle congruence.( M8GE-IIIh-1)
Learning Target : Apply triangle congruence to prove the converse of isosceles
triangle theorem.
Reference : Mathematics 8 Learner’s Module, pages
http://hotmath.com/hotmath_help/topics/converse-of-isosceles-triangle-
theorem.html

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

If , then .

Exercise: Write the proof.

Given :

Proof:

Statements Reasons
1. Draw , the bisector of the vertex 1.

angle .
2. 2.
3. 3.
4. 4.
5. 5.
6.
6.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 30

Type of Activity : Skills: Exercise/Drill

Activity Title : Application of Triangle Congruence
Learning Competency : The learner applies triangle congruence to construct perpendicular lines and
angle bisectors. (M8GE-IIIi-j-1)
Learning Target : To apply triangle congruence to geometric constructions of perpendicular
angle bisector.
Reference : Mathematics 8 Learner’s Module, pages
http://www.mathwarehouse.com/geometry/congruent_triangles/isosceles-
triangle-theorems-proofs.php

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

Exercise:

Apply the triangle congruence in proving the stated theorem above by following the procedures
below.

Procedure:

a. Draw an Isosceles ΔABC.

b. Draw the bisector BE of the vertex ∠B which intersects AC at E.
c. Prove that the two triangles BEA and BEC are congruent.
d. Show that E is the midpoint AC.
e. Show BE is perpendicular to AC at E. (Remember that segments are perpendicular if they form right
angles.)
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 31

Type of Activity : Group Activity

Activity Title : Application of Triangle Congruence – Paper Planes
Learning Competency : The learner applies triangle congruence to construct perpendicular lines and
angle bisectors. (M8GE-IIIi-j-1)
Learning Target : Apply the concept of triangle congruence in real life situations.
Reference : Mathematics 8 Learner’s Module, page 368

Activity: FLY FLY FLY

(can be done in groups of 5)

In a Mathematics Fair, one of the activities is a symposium in which delegates will report on an
inquiry about an important concept in Mathematics.
Suppose you are one of the delegates and you are asked to make a report on: How the concept of
triangle congruence is applied in real life. In making your report be guided by these tasks.

1. Design at most 5 different paper planes using congruent triangles.

2. Fly the paper planes one at a time. Record the flying time of each plane. Then, choose the most
stable one.
3. Point out the factors that affect the stability of the plane.
4. Explain why such principle works.
5. Draw out a conclusion and make recommendations.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 32

Type of Activity : Group Activity

Activity Title : Application of Triangle Congruence – Kite Making
Learning Competency : The learner applies triangle congruence to construct perpendicular lines and
angle bisectors. (M8GE-IIIi-j-1)
Learning Target : Apply the concept of triangle congruence in real life situations.
Reference : Mathematics 8 Learner’s Module, page 369

Activity: SARANGOLA NI PEPE

(can be done in groups of 5)

Another application of triangle congruence is on stability of kites.

Show how triangle congruence works in the situation below. Assume that you are one of the
contestants.

Situation:

In the upcoming City Festival, there will be a contest on kite flying. As a contestant, you are to
submit the design on your kite and an instruction guide on how to make and fly a kite. You will also
submit the mechanics on how you came up with your design.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Grade 8 Mathematics
Third Quarter

A C T I V I T Y No. 33

Type of Activity : Group Activity

Activity Title : Application of Triangle Congruence – Suspension Bridge Design
Learning Competency : The learner applies triangle congruence to construct perpendicular lines and
angle bisectors. (M8GE-IIIi-j-1)
Learning Target : Apply the concept of triangle congruence in real life situations.
Reference : Mathematics 8 Learner’s Module, page 369

Activity: SUSPENSION BRIDGE DESIGN

(can be done in groups of 5)

One of the projects of the City Council for economic development is to connect a nearby island to
the city with a suspension bridge for easy accessibility of the people. Those from the island can easily
deliver their products and those from the city can enjoy the beautiful scenery and beaches of the island.

Suppose you are one of the engineers of the DPWH who is commissioned by the Special Project
Committee to present a design/blueprint of a suspension bridge to the City Council. How would your
design/blueprint look like? How would you convince the City Council that the design is stable and strong?
Make a power point presentation of your answers to the questions. Your presentation will be evaluated
according to its accuracy, practicality, stability, and mathematical reasoning.