Gauteng Province

Grade 8 Lesson Plans

Term 3
1. TOPIC: GEOMETRY OF 2D SHAPES: (Lesson 1)
2. DURATION: 60 minutes Date: August 2024
3. OBJECTIVES:
Identify and write clear definitions of triangles in terms of their sides and angles, distinguishing between: Equilateral
triangles; Isosceles triangles and Right-angled triangles.
DBE Workbooks, Sasol Inzalo books, Siyavula Online Practice and
4. RESOURCES:
School Textbook.
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time 5 minutes)
Briefing, outline correction or expanded opportunity of Project
6. PRIOR KNOWLEDGE:
Describe, sort, name and compare triangles according to their sides and angles, focusing on: Equilateral triangles;
Isosceles triangles and Right-angled triangles
7. MENTAL MATHS: (Suggested time: 5 minutes)
Match the name of each type of a triangle with its correct description in the activity below.
Column A: Name of Triangle Column B: Description of the triangle Answer
1. Equilateral triangles A. A triangle with two sides equal and angles 1.
opposite the equal sides are equal.
2. Isosceles triangles B. A triangle with all sides equal, and all angles are 2.
.
3. Right-angled triangles C. A triangle with all three sides of different 3.
lengths.
D. A triangle with one interior angle exactly equal
to 90 degrees.
8. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 10 minutes)

Terminology

Term Description
Polygon A plane (flat) shape with straight sides.
Examples: triangles, rectangles and pentagons. Example A, B, D, F are
polygons

2-Dimensional A 2-dimensional object or shape has only two dimensions: length and width. It
(2D): lies on a flat surface and has no thickness or depth.
Examples: Common 2D shapes include squares, rectangles, circles, and
triangles. These shapes can be drawn on a flat surface like a piece of paper or
a screen. Example: A to F above are 2D shapes.
Triangle a triangle is a closed 2D shape (flat shape) with three straight sides and three
 angle. It is a polygon.
Triangles can be classified based on their side lengths (equilateral, isosceles,
scalene) or their angles (acute, right, obtuse). Example: A from above.
Vertices Vertices (singular: vertex) are the points where two or more lines meet.
In geometric shapes and figures, vertices are the corners or intersections of the
sides.

Interior Angle Interior angles are the angles formed inside a polygon by its sides.
For a triangle, the interior angles are the angles formed by the vertices of the
triangle. Example a, b and c of fig (a) are interior angles of a triangle.

Hypotenuse The hypotenuse is the longest side of a right-angled triangle, opposite the right
angle.

Assessment words
Determine, Solve Calculate Identify Define
9. INTRODUCTION (Suggested time:10 Minutes)
Educator to complete the activity below with learners.

Educator should instruct learners to work in Pairs and complete the following exercise

Match the names in the first row with the diagrams in the second and third rows. Each type of
triangles may be matched with more than one triangle.
 1. Isosceles Triangle 2. Equilateral Triangle 3. Right-angled Triangle
A. B. C.

D. E. F.

Expected Answers
1. Isosceles Triangle B and F
2. Equilateral Triangle C and D
3. Right-Angled Triangle A and E
10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

The educator to explain the following to learners by using the diagrams.

1. Equilateral Triangle:
• An equilateral triangle is a triangle in which all three sides are of equal length.
• All three internal angles are also equal, each measuring 60 degrees.
• This type of triangle is both equiangular (all angles are equal) and equilateral (all sides are equal).

2. Isosceles Triangle:
• An isosceles triangle is a triangle with at least two sides of equal length.
• The angles opposite the equal sides are also equal.
• The sides opposite the equal angles are also equal.
• It can have either two equal sides (and two equal angles) or all three sides equal, making it also
an equilateral triangle.
3. Right-Angled Triangle:

• A right-angled triangle, also known as a right triangle, is a triangle that has one angle exactly
equal to 90 degrees.
• The side opposite the right angle is the hypotenuse, the longest side of the triangle.
• The other two sides form the right angle.
Examples
NOTE STRUCTURE:
Educator should go through the following activities with learners.

Activity 1 Activity 1

Match the name in column A with the diagram in Column B and the property • Read the name
in Column C. (equilateral, isosceles
and right-angled) of
Column A Column B Column C Answer the triangle think of
Equilateral 1. A. The longest the definition of that
triangle side is called triangle.
the
• Choose the diagram
hypotenuse.
that suits the
definition.
• Choose the property
Isosceles 2. B. All angles are that suit the name
triangle equal to . and the diagram.

Right-angled 3. C. The angles

triangle opposite the
equal sides
are equal

Activity 1 Solution

Column A Column B Column C Answer

Equilateral 1. A. The longest 3B
triangle side is called
the
hypotenuse.

Isosceles 2. B. All angles are 1C

triangle equal to .

Right-angled 3. C. The angles 2A

triangle opposite the
equal sides
are equal
Activity 2 Activity 2
• Analyse the given
Answer the following questions based on the triangle below. information in or on
the diagram. In this
case we are given
angles where two of
those angles are
equal.
• Think of which type of
triangle is
represented by two
equal angles between
equilateral, isosceles
1. What type of triangle is ? Give a reason for your answer. or right-angled
2. Which one of the following is true about the sides of ΔABC? triangles?
A. or all the sides are equal. • Identify the
appropriate triangle
B. or the sides opposite the equal angles will be equal to each
and give a reason for
other. your answer.
C. or the two sides are equal. • Choose a statement
that defines an
D. or the two sides are equal. isosceles triangle
most accurately in
Activity 2 Solution number two, bearing
1. Isosceles Triangle (Two angles are equal) in mind the properties
2. B. The sides opposite the equal angles will be equal to each other. of an isosceles
triangle.
10. CLASSWORK/ HOMEWORK (Suggested time:15 minutes)
CLASSWORK
The educator must ensure that learners are allocated 10 minutes of writing time and 5 minutes of
feedback time. The 10-minute writing time must not be allocated all at once, complete a few problems,
provide feedback and then continue in this manner.

1. Define the following triangles in terms their angles and sides

1.1 Equilateral Triangle
1.2 Right angles Triangle
1.3 Isosceles Triangle
2. Name the triangles by analysing the given information.
2.1 2.2 2.3

2.4 2.5 2.6

HOMEWORK

1. Name the following types of triangles found in the diagram using their vertices:

1.1 Right-Angled Triangle

1.2 Equilateral Triangle

1.3 Isosceles Triangle

11. SUPPORT (Educator to support learners at risk by allocating extra work using the following
resources)
Sasol Inzalo book 1 pages 194-195, DBE Workbook 1: xxxii number 6; and activities from the textbook
used at school, related to the concepts addressed in this lesson.

12. ADDITIONAL NOTES FOR TEACHERS

These notes must be included by the educator:

14. TEACHER REFLECTION:

The educator must reflect on the lesson taught by indicating the good practices observed, the challenges
and mitigations.
Grade 8 Term 3 Geometry of 2D Shapes Lesson 1 Learner Worksheet

Mental Math

Match the name of each type of a triangle with its correct description in the activity below.
Column A: Name of Triangle Column B: Description of the triangle Answer
1. Equilateral triangles A. A triangle with two sides equal and angles 1.
opposite the equal sides are equal.
2. Isosceles triangles B. A triangle with all sides equal, and all 2.
angles are .
3. Right-angled triangles C. A triangle with all three sides of different 3.
lengths.
D. A triangle with one interior angle exactly
equal to 90 degrees.

Classwork

1. Define the following triangles in terms their angles and sides

1.1 Equilateral Triangle
1.2 Right angles Triangle
1.3 Isosceles Triangle
2. Name the triangles by analysing the given information.
2.1 2.2 2.3

2.4 2.5 2.6

Homework

1. Name the types of triangles found in the diagram using their vertices:
 1.1 Right-Angled Triangle

1.2 Equilateral Triangle

1.3 Isosceles Triangle

Grade 8 Term 3 Geometry of 2D Shapes Lesson 1 Learner Worksheet (Solutions)

Mental Math

Match the name of each type of a triangle with its correct description in the activity below.
Column A: Name of Triangle Column B: Description of the triangle Answer
1. Equilateral triangles A. A triangle with two sides equal and angles 1. B
opposite the equal sides are equal.
2. Isosceles triangles B. A triangle with all sides equal, and all 2. A
angles are .
3. Right-angled triangles C. A triangle with all three sides of different 3. D
lengths.
D. A triangle with one interior angle exactly
equal to 90 degrees.
Classwork

1. Define the following triangles in terms their angles and sides

1.1 Equilateral Triangle: A triangle with all sides equal, and all angles are .
1.2 Right angles Triangle: A triangle with one interior angle exactly equal to 90 degrees
and a hypotenuse.
1.3 Isosceles Triangle: triangle with two sides equal and angles opposite the equal sides
are equal.
2. Name the triangles by analysing the given information.
2.1 Equilateral Triangle 2.2 Right-Angled Triangle 2.3 Right-Angled Triangle
Isosceles Triangle

2.4 Isosceles Triangle 2.5 Isosceles Triangle 2.6 Equilateral Triangle

Homework

1. Name the types of triangles found in the diagram below using the letters of their vertices:
 1.1 Right-Angled Triangle:

1.2 Equilateral Triangle:

1.3 Isosceles Triangle:

1. TOPIC: GEOMETRY OF 2D SHAPES: (Lesson 2)

2. DURATION: 60 minutes Date: August 2024
3. OBJECTIVES:
Identify and write clear definitions of triangles in terms of their sides and angles, distinguishing between: Equilateral
triangles; Isosceles triangles and Right-angled triangles.
DBE Workbooks, Sasol Inzalo books, Siyavula Online Practice and
4. RESOURCES:
School Textbook.
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time 5 minutes)
Homework day 1

1. Name the types of triangles found in the diagram below using the letters of their vertices:

1.1 Right-Angled Triangle:

1.2 Equilateral Triangle:

1.3 Isosceles Triangle:

5. PRIOR KNOWLEDGE:
Describe, sort, name and compare triangles according to their sides and angles, focusing on: Equilateral triangles;
Isosceles triangles and Right-angled triangles
6. MENTAL MATHS: (Suggested time: 5 minutes)
1. Use the following triangles to answer the questions that follow:

1.1 Which triangle has only two sides that are equal?
1.2 What is this type of triangle (1.1) called?
1.3 Which triangle has all three sides equal?
1.4 What is this type of triangle (1.3) called?
1.5 Which triangle has an angle equal to 90°?
1.5 What is this type of triangle (1.5) called?
7. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 10 minutes)
Choose 6 learners to read out loud the terminology explained by the educator in lesson day 1

Terminology

Term Description
Polygon A plane (flat) shape with straight sides.
Examples: triangles, rectangles and pentagons.
2-Dimensional A 2-dimensional object or shape has only two dimensions: length and width. It
(2D): lies on a flat surface and has no thickness or depth.
Examples: Common 2D shapes include squares, rectangles, circles, and
triangles. These shapes can be drawn on a flat surface like a piece of paper or
a screen.
Triangle a triangle is a closed 2D shape (flat shape) with three straight sides and three
angle. It is a polygon.
Triangles can be classified based on their side lengths (equilateral, isosceles,
scalene) or their angles (acute, right, obtuse).
Vertices Vertices (singular: vertex) are the points where two or more lines meet.
In geometric shapes and figures, vertices are the corners or intersections of the
sides.
Interior Angle Interior angles are the angles formed inside a polygon by its sides.
For a triangle, the interior angles are the angles formed by the vertices of the
triangle.
Hypotenuse The hypotenuse is the longest side of a right-angled triangle, opposite the right
angle.
Assessment words
Determine, Solve Calculate Identify Define
2 INTRODUCTION (Suggested time:10 Minutes)
Educator to recap on the properties of Isosceles triangle, equilateral triangle and right-angled triangle
introduced in day 1.
The educator to recap the following to learners by using the diagrams.
1. Equilateral Triangle:
• An equilateral triangle is a triangle in which all three sides are of equal length.
• All three internal angles are also equal, each measuring 60 degrees.
• This type of triangle is both equiangular (all angles are equal) and equilateral (all sides are equal).

2. Isosceles Triangle:
 • An isosceles triangle is a triangle with at least two sides of equal length.
• The angles opposite the equal sides are also equal.
• The sides opposite the equal angles are also equal.
• It can have either two equal sides (and two equal angles) or all three sides equal, making it also
an equilateral triangle.

3. Right-Angled Triangle:

• A right-angled triangle, also known as a right triangle, is a triangle that has one angle exactly
equal to 90 degrees.
• The side opposite the right angle is the hypotenuse, the longest side of the triangle.
• The other two sides form the right angle.
10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

Divide the class into small groups and give each group a set of triangle diagrams (mixed types).
Ask each group to identify and classify each triangle as Equilateral, Isosceles, or Right-angled.
Provide rulers and protractors for groups to measure sides and angles if needed.
Each group writes their classifications and definitions for each type of triangle.

Isosceles Triangles (Note to educator, do not tell learners the following are isosceles, instruct learners
to measure the angles and sides) aim: learners should discover that 2 angles are equal and the sides
opposite those equal angles are also equal.
Equilateral (Note to educator, do not tell learners the following are Equilateral, instruct learners to
measure the angles and sides) Aim: Learners should discover that the angles are 60 degrees, and the
sides are equal.
Right-angled (Note to educator, do not tell learners the following are right-angled, instruct learners to
measure the angles and sides). Aim: learners should discover that one angle is 90 and the longest side
is opposite the 90-degree angle.
Examples NOTE STRUCTURE:

Educator should go through the following activities with learners.

Activity 1 Activity 1

Use the given information to classify the triangles as equilateral, isosceles • Determine what is
and or right-angled. Give a reason for your answer. given, equal angles
or equal sides or a
1.1 90-degree angle. In
1.1 we are given
equal angles.
• If given equal angles,
how many angles are
equal? In 1.1 two of
the angles are equal
• If given sides how
many equal sides are
there?
• Link the given
information with what
you know about
equilateral, isosceles
and right-angled
Activity 1 Solution triangles and classify
1.1 The triangle is an isosceles triangle because two angles are equal. the triangles. In 1.1
the triangle is
isosceles because
two angles are equal.
3 CLASSWORK/ HOMEWORK (Suggested time:15 minutes)
CLASSWORK
The educator must ensure that learners are allocated 10 minutes of writing time and 5 minutes of
feedback time. The 10-minute writing time must not be allocated all at once, complete a few problems,
provide feedback and then continue in this manner.

1. Use the given information to classify the triangles as equilateral, isosceles and or right-angled. Give a
reason for your answer.

1.1 1.2

1.3 The three interior angles are each.

1.4 The three interior angles are .
1.5 The three interior angles are .
 1.6 The three interior angles are .
2. For each triangle below, the marked angles are equal. Classify the triangles according to angle and
side
properties.
2.1 △JKL is … triangle because …
2.2 △MNO is … triangle because …
2.3 △PQR is … triangle because …

3. Write down the properties of an isosceles triangle. Draw a diagram and show the properties on the
diagram too.
4. Write down the properties of an equilateral triangle. Draw a diagram and show the properties on the
diagram too.
5. Write down the properties of a right-angled triangle. Draw a diagram and show the properties on the
diagram too.
6. Is it possible to have an isosceles triangle with an angle of 95°? Explain.

2 SUPPORT (Educator to support learners at risk by allocating extra work using the following
resources)
Sasol Inzalo book 1 pages 194-195, DBE Workbook 1: xxxii number 6; and activities from the textbook
used at school, related to the concepts addressed in this lesson.

3 ADDITIONAL NOTES FOR TEACHERS

These notes must be included by the educator:

14. TEACHER REFLECTION:

The educator must reflect on the lesson taught by indicating the good practices observed, the challenges
and mitigations.
Grade 8 Term 3 Geometry of 2D Shapes Lesson 2 Learner Worksheet

Mental Math

1. Use the following triangles to answer the questions that follow:

1.1 Which triangle has only two sides that are equal?
1.2 What is this type of triangle (1.1) called?
1.2 Which triangle has all three sides equal?
1.4 What is this type of triangle (1.3) called?
1.5 Which triangle has an angle equal to 90°?
1.6 What is this type of triangle (1.5) called?

Classwork

1. Use the given information to classify the triangles as equilateral, isosceles and or right-
angled. Give a reason for your answer.

1.1 1.2

1.3 The three interior angles are each.

1.4 The three interior angles are .
1.5 The three interior angles are .
1.6 The three interior angles are .

2. For each triangle below, the marked angles are equal. Classify the triangles according to
angle and side properties.
2.1 △JKL is … triangle because …
2.2 △MNO is … triangle because …
2.3 △PQR is … triangle because …
3. Write down the properties of an isosceles triangle. Draw a diagram and show the properties
on the diagram too.
4. Write down the properties of an equilateral triangle. Draw a diagram and show the properties
on the diagram too.
5. Write down the properties of a right-angled triangle. Draw a diagram and show the properties
on the diagram too.
6. Is it possible to have an isosceles triangle with an angle of 95°? Explain.
Grade 8 Term 3 Geometry of 2D Shapes Lesson 3 Learner Worksheet Day 2 (Solution)

Mental Math

1. Use the following triangles to answer the questions that follow:

1.1 Which triangle has only two sides that are equal? C
1.2 What is this type of triangle (1.1) called? Isosceles Triangle
1.3 Which triangle has all three sides equal? A
1.4 What is this type of triangle (1.3) called? Equilateral Triangles
1.5 Which triangle has an angle equal to 90°? B
1.6 What is this type of triangle (1.5) called? Right-angled triangle

Classwork

1. Use the given information to classify the triangles as equilateral, isosceles and or right-
angled. Give a reason for your answer.

1.1 Equilateral Triangle ( all angles are 1.2 Right angled isosceles triangle
equal and all sides are equal) (two sides are equal and one angle is
equal to 90 degrees.)

1.3 The three interior angles are each. Equilateral Triangle, all angles are equal.
1.4 The three interior angles are . Isosceles triangle, two angles are equal
1.5 The three interior angles are . Right angled isosceles triangle (two sides
are equal and one angle is equal to 90 degrees.)
1.6 The three interior angles are . Right angled triangle

2. For each triangle below, the marked angles are equal. Classify the triangles according to
angle and side properties.
2.2 △JKL is a isosceles triangle because two angles are equal.
2.2 △MNO is Right angled isosceles triangle because two sides are equal, and one
angle is equal to 90 degrees.
2.3 △PQR is a isosceles triangle because two angles are equal …
3. Write down the properties of an isosceles triangle. Draw a diagram and show the properties
on the diagram too.
An isosceles triangle has two equal sides. The two angles opposite the equal sides
are also equal. In △PQR, PR=QR and

4. Write down the properties of an equilateral triangle. Draw a diagram and show the properties
on the diagram too.
An equilateral triangle has three equal sides. All three sides are the same length, and all three
interior angles are equal to

5. Write down the properties of a right-angled triangle. Draw a diagram and show the properties
on the diagram too.
A right-angled triangle has one interior angle equal to . The side opposite the right angle is
called the hypotenuse and it is the longest side of the triangle. In the diagram below, the first
triangle is a right-angled isosceles triangle.

6. Is it possible to have an isosceles triangle with an angle of 95°? Explain. yes, it is

possible to have an isosceles triangle with an angle of 95°. The other two angles will be smaller
than 90 degrees and equal
 Gauteng Province
Grade 8 Lesson Plan
Term 3
1. TOPIC: GEOMETRY OF 2D SHAPES: (Lesson 3)
2. DURATION: 60 minutes Date: August 2024
3. OBJECTIVES:
Investigate the angles in a triangle, focusing on: the sum of the interior angles of triangles; the size of
angles in an equilateral triangle and; the sides and base angles of an isosceles triangle.
DBE Workbooks, Sasol Inzalo books, Siyavula Online Practice and
4. RESOURCES:
School Textbook.
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time 5 minutes)
Briefing, outline correction or expanded opportunity of Project
6. PRIOR KNOWLEDGE:
Identify and write clear definitions of triangles in terms of their sides and angles, distinguishing between: Equilateral
triangles; Isosceles triangles and Right-angled triangles.
7. MENTAL MATHS: (Suggested time: 5 minutes)
Identify right-angled triangle(s), equilateral triangle(s) and isosceles triangle from the diagram below
by writing the name of the triangle in the table.
right-angled triangle(s)

_________________________________

equilateral triangle(s)

_____________________________________

isosceles triangle(s)

_____________________________________

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 0 minutes) The EAC below should have
been covered in the first lesson.

Terminology

Term Description
Polygon A plane (flat) shape with straight sides.
Examples: triangles, rectangles and pentagons.
2-Dimensional A 2-dimensional object or shape has only two dimensions: length and width. It
(2D): lies on a flat surface and has no thickness or depth.
Examples: Common 2D shapes include squares, rectangles, circles, and
triangles. These shapes can be drawn on a flat surface like a piece of paper or
a screen.
Triangle a triangle is a closed 2D shape (flat shape) with three straight sides and three
angle. It is a polygon.
 Triangles can be classified based on their side lengths (equilateral, isosceles,
scalene) or their angles (acute, right, obtuse).
Vertices Vertices (singular: vertex) are the points where two or more lines meet.
In geometric shapes and figures, vertices are the corners or intersections of the
sides.
Interior Angle Interior angles are the angles formed inside a polygon by its sides.
For a triangle, the interior angles are the angles formed by the vertices of the
triangle.

Hypotenuse The hypotenuse is the longest side of a right-angled triangle, opposite the right
angle.
Assessment words
Determine, Solve Calculate Identify Define
9. INTRODUCTION (Suggested time:15 Minutes)
Educator to complete the activity below with learners.
Practical activity for learners
Educator should instruct learners to work in pairs in answering the following questions using the
given diagrams. Remind learners to extend the sides of the triangles to measure accurately. Explain
the element of human error to learners that may come up with this type of activity.

1. Measure interior angles and of using a protractor.

2. Measure sides ; and using a ruler.
3. What do you notice about the size angles and the length sides ?
4. What type of triangle is triangle ?
5. What do you notice about the sum of angles and ?
6. Measure interior angles , and of using a protractor.
7. Measure sides ; and using a ruler.
8. What do you notice about the size of the interior angles and the length of the sides?
9. What type of triangle is ?
10. What do you notice about the sum of , and ?
11. Go to your DBE workbook 1 on page 110 number 1.
12. Measure the angles given on number 1b, 1c and 1f using a protractor
13. Calculate the sum of the angles for 1b, 1c and 1f, use 1a as an example.
14. What do you notice? What is your conclusion?
Expected Answers
1. When learners measure the angles, they should discover that angles Y and X are equal.
2. When learners measure the sides, they should discover that are also equal.
3. Learners should state that angles Y and X are equal and sides are equal.
4. is an isosceles triangle.
5. It is 180 degrees.
6. When learners measure the angles, they should discover that angles A, B and C are equal.
7. When learners measure the sides, they should discover that .
8. Angle A, B and C each measure .
9. is an equilateral triangle.
10. It is 180 degrees.
11. In Number 9, 10, 11 and 12 learners should discover that when they measure the angles in
a triangle, add them together, the answer will always be 180 degrees.
10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

The educator to explain the following examples to learners.

We can use these new

facts to calculate the
length of unknown
sides in triangles and
the size/value of
unknown angles.
Examples
NOTE STRUCTURE:
Educator should go through the following activities with learners.

Activity 1 Activity 1

Determine the value of y, with reasons. a)

a) Solution • Determine y using the

properties of an
The diagram below shows an isosceles triangle
isosceles triangle. • In an isosceles triangle,
two sides are equal in
length. The angles
opposite those sides
are also equal to each
other.
• We also know that the
angles in a triangle add
up to 180°. is equal
to 90°, so the two other
angles must add up
to 90°. Because they
are equal, they must
both be 45°.
• Therefore y=45°

Determine the size of y.

Activity 2
Activity 2
Consider the triangle below. Solution
• Given any type of
triangles we know
that the angles in a
triangle always add
up to 180 degrees.
• Substitute the values
of the known angles.
• Add the like terms
(known values in
degrees)
Calculate the size of the missing angle • Use additive inverse
represented by θ. to isolate the
unknown angle and
calculate answer.
10. CLASSWORK/ HOMEWORK (Suggested time: 20 minutes)
CLASSWORK
The educator must ensure that learners are allocated 13 minutes of writing time and 7 minutes of
feedback time. The 13-minute writing time must not be allocated all at once, complete a few problems,
provide feedback and then continue in this manner.
(Do the Homework inside the DBE workbook).

Determine the value of the unknown angles giving reasons for all statement made.

1. DBE workbook 1 page 111 number 2 b-f and 3 a, c and e.

HOMEWORK (Do the Homework inside the DBE workbook).
1. DBE workbook 1 page 130 number 1 a-b.

11. SUPPORT (Educator to support learners at risk by allocating extra work using the following
resources)
Sasol Inzalo book 1 pages 194-195, DBE Workbook 1: xxxii number 6; and activities from the textbook
used at school, related to the concepts addressed in this lesson.

12. ADDITIONAL NOTES FOR TEACHERS

These notes must be included by the educator:

14. TEACHER REFLECTION:

The educator must reflect on the lesson taught by indicating the good practices observed, the challenges
and mitigations.
Grade 8 Term 3 Geometry of 2D Shapes Lesson 3 Learner Worksheet

Mental Math

Identify right-angled triangle(s), equilateral triangle(s) and isosceles triangle from the
diagram below by writing the name of the triangle in the table.
right-angled triangle(s)

_______________________________

equilateral triangle(s)

___________________________________

isosceles triangle(s)

__________________________________

Classwork

Determine the value of the unknown angles giving reasons for all statement made.

1. DBE workbook 1 page 111 number 2 b-f and 3 a, c and e.

Homework (Do the Homework inside the DBE workbook).

1. DBE workbook page 130 number 1 a-b.

Grade 8 Term 3 Geometry of 2D Shapes Lesson 3 Learner Worksheet (Solutions)

Mental Math

Identify right-angled triangle(s), equilateral triangle(s) and isosceles triangle from the
diagram below by writing the name of the triangle in the table.
right-angled triangle(s)

equilateral triangle(s)

isosceles triangle(s)

Classwork

Determine the value of the unknown angles and sides giving reasons for all statement made.

Mark the allocated work in the DBE workbook with the learners.
 Gauteng Province
Grade 8 Lesson Plan
Term 3
1. TOPIC: GEOMETRY OF 2D SHAPES: (Lesson 4-5)
2. DURATION: 120 minutes Date: 2024
3. OBJECTIVES:
Investigate the angles in a triangle, focusing on: the sum of the interior angles of triangles; the size of
angles in an equilateral triangle and; the sides and base angles of an isosceles triangle.
DBE Workbooks, Sasol Inzalo books, Siyavula Online Practice and
4. RESOURCES:
School Textbook.
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time 5 minutes)
DBE workbook page 130 number 1 a-b.
6. PRIOR KNOWLEDGE:
Identify and write clear definitions of triangles in terms of their sides and angles, distinguishing between: Equilateral
triangles; Isosceles triangles and Right-angled triangles.
7. MENTAL MATHS: (Suggested time: 5 minutes)
Name each triangle by its angles and its sides. Equal sides and angles are shown.
b)
___________________________________

C)
___________________________________

e)
___________________________________

f)
___________________________________

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 0 minutes) The EAC below should have
been covered in the first lesson.

Terminology

Term Description
Polygon A plane (flat) shape with straight sides.
Examples: triangles, rectangles and pentagons.
2-Dimensional A 2-dimensional object or shape has only two dimensions: length and width. It
(2D): lies on a flat surface and has no thickness or depth.
Examples: Common 2D shapes include squares, rectangles, circles, and
triangles. These shapes can be drawn on a flat surface like a piece of paper or
a screen.
 Triangle a triangle is a closed 2D shape (flat shape) with three straight sides and three
angle. It is a polygon.
Triangles can be classified based on their side lengths (equilateral, isosceles,
scalene) or their angles (acute, right, obtuse).
Vertices Vertices (singular: vertex) are the points where two or more lines meet.
In geometric shapes and figures, vertices are the corners or intersections of the
sides.
Interior Angle Interior angles are the angles formed inside a polygon by its sides.
For a triangle, the interior angles are the angles formed by the vertices of the
triangle.

Hypotenuse The hypotenuse is the longest side of a right-angled triangle, opposite the right
angle.
Assessment words
Determine, Solve Calculate Identify Define
9. INTRODUCTION (Suggested time:15 Minutes)
The educator to recap the following facts that should be known by learners in relation to triangles. The
purpose of repeating the information is for reinforcement.

We can use these new

facts to calculate the
length of unknown
sides in triangles and
the size/value of
unknown angles.
10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

Examples
NOTE STRUCTURE:
Educator should go through the following activities with learners.

Activity 1 Activity 1

Determine the value of y, with reasons. a)

a) b) • Analyse the diagram

and given
information, we have
an isosceles triangle
because NL=NM.
• Meaning the angles
opposite these equal
sides are also equal.
• Those angles are
angle L and angle M.
• Angle L is 57 degrees
and angle M is y.
• Meaning y is equal to
57 degrees.
Solution Solution b)
• Analyse the diagram
( ) and given
information, we have
an Equilateral triangle
because all sides are
equal.
• Meaning the angles
are equal to 60
degrees each.
• Meaning y is

( )
 Activity 2
Activity 2
• Given any type of
triangles we know
that the angles in a
triangle always add
up to 180 degrees.
• Substitute the values
of the known angles.
Solution
Solution • Add the like terms
(known values in
degrees)
(
• Use additive inverse
to isolate the
unknown angle and
calculate answer.

10. CLASSWORK/ HOMEWORK (Suggested time: 20 minutes)

CLASSWORK
The educator must ensure that learners are allocated 13 minutes of writing time and 7 minutes of
feedback time. The 13-minute writing time must not be allocated all at once, complete a few problems,
provide feedback and then continue in this manner.

Determine the value of the unknown angles and sides giving reasons for all statement made.

1. If AB = 6 cm, AC = 8cm and ∠B= 2. 3.

80°. What is the length of CB and
the size of ∠C and ∠A? Give
reasons.

4. What type of triangle is 5. Calculate the size of angle N. 6. Determine the size of
Calculate the value of . What type of triangle is What type of triangle is
HOMEWORK

1. Determine the size of . 2. The diagram below shows an isosceles

triangle.

Determine the size of y.

 3. In the diagram below,

Determine the size of .

11. SUPPORT (Educator to support learners at risk by allocating extra work using the following
resources)
Sasol Inzalo book 1 pages 194-195, DBE Workbook 1: xxxii number 6; and activities from the textbook
used at school, related to the concepts addressed in this lesson.

12. ADDITIONAL NOTES FOR TEACHERS

These notes must be included by the educator:

14. TEACHER REFLECTION:

The educator must reflect on the lesson taught by indicating the good practices observed, the challenges
and mitigations.
Grade 8 Term 3 Geometry of 2D Shapes Lesson 4-5 Learner Worksheet

Mental Math

Name each triangle by its angles and its sides. Equal sides and angles are shown.
b)
___________________________

C)
___________________________

e)
___________________________
f)
___________________________

Classwork
 Determine the value of the unknown angles and sides giving reasons for all statement made.

1. If AB = 6 cm, AC = 8cm and 2. 3.

∠B= 80°. What is the length of
CB and the size of ∠C and ∠A?
Give reasons.

4. What type of triangle is 5. Calculate the size of angle N. What 6. Determine the size of
Calculate the value of . type of triangle is What type of triangle is

Homework

1. Determine the size of . 2. The diagram below shows an isosceles

triangle.

Determine the size of y.

3. In the diagram below,

Determine the size of .

Grade 8 Term 3 Geometry of 2D Shapes Lesson 4-5 Learner Worksheet (Solutions)

Mental Math
 b)
___________________________

C)
___________________________

e)
___________________________
f)
___________________________

Classwork

Determine the value of the unknown angles and sides giving reasons for all statement made.

1. If AB = 6 cm, AC = 8cm and ∠B= 80°. 2. 3.

What is the length of CB and the size
of ∠C and ∠A? Give reasons.

( )

4. What type of triangle is 5. Calculate the size of angle N. 6. Determine the size of
Calculate the value of . What type of triangle is What type of triangle is
(

Homework

1. Determine the size of . 2. The diagram below shows an isosceles

triangle.

Determine the size of y.

3. In the diagram below,

Determine the size of .

Solution
https://www.siyavula.com/activity/e51fad3a-dd9c-41f6-a80a-8cecf9143a7f/response/10435c87-faee-
4c5d-a910-0107f82b083d/complete#now
 Grade 8 Informal Test 1 Geometry of 2d Shapes Lesson 6

1 The angles opposite equal sides of a triangle are _________________

A complementary
B supplementary
C parallel
D equal
(1)
2 For each triangle, state whether it is isosceles, equilateral, right-angled or none, giving
reasons for your classification.

a)
b)
c)
d)
e)
f)
(7)

4. Complete: The sum of the interior angles of a triangle is equal to… (1)

______________________________________________________________

5. Complete: In any , means that: ____________________ (1)

6. Complete: In ; and means that … (2)

______________________________________________________________
7. (1)

Statement Reason

8. Calculate the size of the missing angle represented by θ.

Statement Reason

(3)
9. Consider ΔPQR, which is not drawn to scale: Determine the value of .
Statement Reason

(4)
10.

P____________________________________
_____________________________________

Q____________________________________
_____________________________________

R____________________________________
_____________________________________

(4)
Use your answer in number 9 above.
A Right angled triangle
B Isosceles triangle
C Equilateral Triangle
D Obtuse angled triangle
[24]
 Grade 8 Informal Test 1 Geometry of 2d Shapes (Solutions) Lesson 6

1 The angles opposite equal sides of a triangle are _________________

A complementary
B supplementary
C parallel
D equal
(1)
2 For each triangle, state whether it is isosceles, equilateral, right-angled or none, giving
reasons for your classification.

a) Equilateral Triangle
b) none
c) none
d) Isosceles Triangle
e) Isosceles Triangle
f) Right angled-isosceles triangle
(7)

4. Complete: The sum of the interior angles of a triangle is equal to… (1)

5. Complete: In any , means that: (1)

6. Complete: In ; and means that (2)

7. (1)

Statement Reason

8. Calculate the size of the missing angle represented by θ.

Statement Reason

(3)
9. Consider ΔPQR, which is not drawn to scale: Determine the value of .
Statement Reason

(4)
10.

(4)
Use your answer in number 9 above.
A Right angled triangle
B Isosceles triangle
C Equilateral Triangle
D Obtuse angled triangle
[24]
1. TOPIC: GEOMETRY OF 2D SHAPES: (Lesson 7-9)
2. DURATION: 180 minutes Date: 2024
3. OBJECTIVES: Identify and write clear definitions of quadrilaterals in terms of their sides and
angles, distinguishing between parallelogram, rectangle, Square, Trapezium, Kite , rhombus.

DBE Workbooks, Sasol Inzalo books, Siyavula Online Practice and

4. RESOURCES:
School Textbook.
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time 5 minutes)
Review and feedback on errors observed from the test.

6. PRIOR KNOWLEDGE: Describe, sort, name and compare quadrilaterals in terms of: Length of
sides, Parallel and perpendicular sides and Size of angles (right-angles or not).

7. MENTAL MATHS: (Suggested time: 5 minutes)

Name each shape with the most specific name of the shape

a) b) c) d)
8. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 5 minutes)
Terminology

Term Description
Quadrilateral A quadrilateral is a four-sided polygon with four vertices (corners) and four
edges (sides).
Parallel Two lines or line segments are considered parallel if they are always the same
distance apart and never intersect, no matter how far they are extended.
perpendicular Two lines or line segments are perpendicular if they intersect at a right angle
(90 degrees).
Assessment words
Determine, Solve Calculate Identify Define
9. INTRODUCTION (Suggested time: 15 Minutes)
A quadrilateral is a four-sided polygon. A quadrilateral has four straight sides and four vertices.
Different quadrilaterals have different angle and side relationships. The figure below shows five
different types of quadrilaterals:

• A: Square
 • B: Rectangle
• C: Parallelogram
• D: Rhombus
• E: Trapezium
A quadrilateral can be divided into two triangles by drawing a diagonal from one vertex to the
opposite vertex.

A quadrilateral can be divided into two triangles by drawing a diagonal from one vertex to the
opposite vertex. As a result, we can deduce that the sum of the interior angles of a quadrilateral
is equal to twice the sum of the interior angles of a triangle which is .

The sum of interior angles of a quadrilateral is

https://www.siyavula.com
10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)
A parallelogram is a quadrilateral with both pairs of opposite sides equal and parallel.

A quadrilateral can be classified as a parallelogram if any of the following properties are true:
 • Both pairs of opposite sides are parallel.

• Both pairs of opposite angles are equal.

• One pair of opposite sides is equal and parallel.

A rectangle is quadrilateral with opposites equal and parallel and interior angles equal to

A quadrilateral can be classified as a rectangle if any of the following properties are true:

• All interior angles are equal to 90 degrees.

• Both pairs of opposite sides are equal and one interior angle is 90 degrees.
• Both pairs of opposite sides are parallel and one interior angle is 90 degrees.
• One pair of opposite sides is equal and parallel and one interior angle is 90 degrees.

https://www.siyavula.com

A square is parallelogram with all sides A rhombus is a quadrilateral with both

equal and interior angles equal to pairs of opposite sides parallel and all
sides equal.
A quadrilateral can be classified as a
square if any of the following properties A quadrilateral can be classified as a
are true: rhombus if any of the following
properties are true:
• All sides are equal and one
interior angle is 90 degrees. • All sides are equal.
• One pair of adjacent sides is • Both pairs of opposite sides are
equal and all interior angles parallel and one pair of adjacent
are 90 degrees. sides is equal.
• Both pairs of opposite angles are
equal and one pair of adjacent
sides is equal.

A trapezium is a quadrilateral with one A kite is a quadrilateral with two pairs of

 pair of opposite sides parallel. adjacent sides equal.

There is one pair of opposite angles that

are equal.

https://www.siyavula.com

Examples
NOTE STRUCTURE:
Educator should go through the following activities with learners.

Activity 1 Activity 1

Identify the specific name for the quadrilaterals below. Justify answers. a)

a) b) • Analyse the diagram

and given
information, we have
both pairs of opposite
sides parallel.
• Meaning the
quadrilateral is a
parallelogram. There
is no further
information.
b)
Solution Solution • Analyse the diagram
and given
Parallelogram, both pairs of opposite
sides are parallel Rectangle, both pairs of opposite information, we have
both pairs of opposite
sides are parallel and one interior
sides parallel
angle is 90 degrees. • Meaning the
quadrilateral is a
parallelogram, but we
Activity 2 were also given a 90-
degree angle.
Define the following • This further
information tells us
that the quadrilateral
a) Rectangle b) Parallelogram is not just a
Solution Solution parallelogram, but it
A rectangle is quadrilateral with is a rectangle.
A parallelogram is a quadrilateral
opposites equal and parallel and
interior angles equal to with both pairs of opposite sides Activity 2
equal and parallel.
• Write definition that
many be used to
identify the shape
and sets the shape
apart from others.
10. CLASSWORK/ HOMEWORK (Suggested time: 30 minutes)
CLASSWORK
The educator must ensure that learners are allocated 13 minutes of writing time and 7 minutes of
feedback time. The 13-minute writing time must not be allocated all at once, complete a few problems,
provide feedback and then continue in this manner.

1. Use the properties given below to identify the quadrilateral accurately.

1. In quadrilateral ABCD, 2.
3. One pair of opposite sides is
.
equal and parallel.

5. Both pairs of opposite sides 6.

4. All interior angles are equal
are equal and one interior angle
to 90 degrees. is 90 degrees.

2. Name each shape with the most specific name of the shape.
3. Write Clear Definitions for the following quadrilaterals

• A: Square
• B: Rectangle
• C: Parallelogram
• D: Rhombus
• E: Trapezium
• F: Kite

HOMEWORK
 1. Which of the following are rectangles? 2. Which of the following are parallelograms?

3. Which of the following are rhombuses? 4. Which of the following are squares?

5. Justify each chosen answer for number 1.

6. Justify each chosen answer for number 2.

11. SUPPORT (Educator to support learners at risk by allocating extra work using the following
resources)
Sasol Inzalo Book 1: 191-210, DBE Workbook 1: Pages 114-115; and activities from the textbook used
at school, related to the concepts addressed in this lesson.

12. ADDITIONAL NOTES FOR TEACHERS

These notes must be included by the educator:

14. TEACHER REFLECTION:

The educator must reflect on the lesson taught by indicating the good practices observed, the challenges
and mitigations.

Grade 8 Term 3 Geometry of 2D Shapes Lesson 7 Learner Worksheet

Mental Math
Name each shape with the most specific name of the shape

a) b) c) d)

Classwork

1. Use the properties given below to identify the quadrilateral accurately.

1.1. In quadrilateral ABCD, 1.2.
1.3. One pair of opposite sides
.
is equal and parallel.

1.5. Both pairs of opposite 1.6.

1.4. All interior angles are
sides are equal and one
equal to 90 degrees. interior angle is 90 degrees.

2. Name each shape with the most specific name of the shape.
3. Write Clear Definitions for the following quadrilaterals

• A: Square
• B: Rectangle
• C: Parallelogram
• D: Rhombus
• E: Trapezium
• F: Kite
Homework

1. Which of the following are rectangles? 2. Which of the following are

parallelograms?
3. Which of the following are rhombuses? 4. Which of the following are squares?

5. Justify each chosen answer for number 1.

6. Justify each chosen answer for number 2.

Grade 8 Term 3 Geometry of 2D Shapes Lesson 7 Learner Worksheet (Solutions)

Mental Math

Name each shape with the most specific name of the shape

a) Parallelogram b) Trapezium c) Rectangle d) Kite

Classwork

Use the properties given below to identify the quadrilateral accurately.

1. In quadrilateral ABCD, 2.
3. One pair of opposite sides is
.
equal and parallel.
Parallelogram

parallelogram

Rectangle
5. Both pairs of opposite 6.
4. All interior angles are
sides are equal and one
equal to 90 degrees. interior angle is 90 degrees.
 Rectangle
rectangle

Rectangle

2. Name each shape with the most specific name of the shape.

a) Rhombus b) parallelogram c) Kite d) quadrilateral e) Trapezium

3. Write Clear Definitions for the following quadrilaterals

A: Square: A square is parallelogram with all sides equal and interior angles equal
to

B: Rectangle: A rectangle is quadrilateral with opposites equal and parallel and interior
angles equal to

C: Parallelogram: A parallelogram is a quadrilateral with both pairs of opposite sides

equal and parallel.

D: Rhombus: A rhombus is a quadrilateral with both pairs of opposite sides parallel

and all sides equal.

E: Trapezium: A trapezium is a quadrilateral with one pair of opposite sides parallel.

F: Kite: A kite is a quadrilateral with two pairs of adjacent sides equal.

Homework

1. Which of the following are rectangles? 2. Which of the following are

parallelograms?

A and D A, B and C.

3. Which of the following are rhombuses? 4. Which of the following are squares?

A
A and D

5. Justify each chosen answer for number 1.

A: both pairs of opposite sides are parallel and one angle is 90 degrees.

D: both pairs of opposite sides are parallel, equal and one angle is 90 degrees.

6. Justify each chosen answer for number 2.

A: Both pairs of opposite sides are parallel

B: Both pairs of opposite sides are parallel and equal
C: Both pairs of opposite sides are parall
 Gauteng Province
Grade 8 Lesson Plan 1
Term 3
TOPIC: GEOMETRY OF 2D SHAPES: (Lesson 10-11)
DURATION: 120 minutes Date:
OBJECTIVE:
At the end of the learners will be able to solve geometric problems involving unknown sides and angles in
triangles using known properties and definitions.
DBE Workbooks, Sasol Inzalo books, Siyavula Online Practice and
RESOURCES:
School Textbook.
REVIEW AND CORRECTION OF HOMEWORK (suggested time 5 minutes)
Briefing, outline correction or expanded opportunity of Investigation
PRIOR KNOWLEDGE:
equilateral triangles, equiangular triangles, isosceles triangles, scalene triangles, right angled triangles,
acute triangles, obtuse triangles. Sum of interior angles of triangles, parallel and intersecting lines with
associated angles.
13. MENTAL MATHS: (Suggested time: 5 minutes)
1. Name each type of triangle by looking at its sides:
i. ii. Iii.

2. Name each type of triangle by looking at its angles:

i. ii. Iii.

I
2. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 10 minutes)
Terminology

Term Description
Angles in a The sum of the interior angles in a triangle is always 180°.
triangle

Congruency Congruent shapes are those that have the same shape and the same size.
Of triangles

Similarity of Similar shapes have the same angles and proportional sides but are different
triangles sizes.

Assessment words
 Determine Solve Calculate Identify State

3. INTRODUCTION (Suggested time:10 Minutes)

Educator to complete the activity below with learners.
Allow learners to use their knowledge of the following to solve the problems below:

1. Angles on a straight line

2. Perpendicular lines, Intersecting lines and parallel lines cut by a transversal
3. The properties of triangles
Let learners work in pairs on the problems and discuss the solutions with the whole class.

Discuss with learners:

1. What angles are formed by parallel lines?
2. How many interior angles are there in a triangle?

ACTIVITY 2:
2.1. Given

2.1.1. Determine the value of with reason(s).

2.1.2. Based on the answer in question 2.1.1, state what type of triangle is

3. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

1. What is the sum of the angles of a triangle?

2. What is the size of the angles in an equilateral triangle?

3. What can you say about the sides and angles of an isosceles triangle?

In a geometry of 2d shapes, the angle of a vertex can be determined if two other angles are given. The
length of one side of a right-angle triangle can calculated if the two other sides are given.
3. ACTIVITY 3

3.1.Given Determine the size of M, with reason(s).

3.2. In the diagram below, PS//QT and RST is a straight line and Q is joined to S to form QS.

Determine the values of the following angles with reasons

3.2.1.
3.2.2.
3.2.3.
3.2.4. Based on the answer in question 2.2.3, state what type of triangle is
Examples
NOTE STRUCTURE:
Calculating the angle/s in a triangle
In Activity 1:
Activity 1 STEP 1: Write down the given
information:
2 Given are given
and is given as unknown
denoted by .

STEP 2: Write down the

relationship between the given
information:
Since the sum of interior angles
of a triangle is always ,
then the equation is set up
as: and
always give a reason for this
2.1.1 Determine the value of with reason(s). relationship.

2.1.2 Based on the answer in question 2.1.1, state what type STEP 3: Substitute the given
information in the equation set
of triangle is up in Step 2.

Activity 1 Solution STEP 4: Add

then simplify
by apply additive inverse of
on both sides of the
equation:

STEP 5: Write down the

answer as it was asked:

2.1.1 Determine the value of with reason(s). STEP 6: Compare the angles to
see if some are equal: write all
H+I+J=180o (sum of int. ∠s of a ∆)
the angles down including the
calculated one/s.
2.1.2 Based on the answer in question 2.1.1, state what type of
triangle is

(proved)
Since opposite angles are equal in
(given) a triangle then HI and HJ are
equal:
Then the triangle is an
∆ ) isosceles triangle.

Activity 3
In Activity 3:
3.1 Given Determine the size of M, with reason(s).
STEP 1: Write down the given
information:
are given
and is given as unknown.

STEP 2: Write down the

relationship between the given
information:
Since the sum of interior angles
M+K+L=180o (sum of int. ∠s of a ∆) of a triangle is always ,
then the equation is set up
as: and
always give a reason for this
relationship.

STEP 3: Substitute the given

information in the equation set
up in Step 2.

STEP 4: Add
then simplify
by apply additive inverse of
on both sides of the
equation:

STEP 5: Write down the

answer as it was asked:
3.2 In the diagram below, PS//QT and RST is a straight line and Q is
joined to S to form QS.
 Question 3.2, Integrate parallel
lines with a triangle.
Step 1: Write down the given
information:

STEP 2: Write down the relationship

Determine the values of the following angles with reasons between the given information: for
parallel line corresponding angles are
equal, then equation is:
3x+10o=40o ( (
and always give a reason for this
3x+10o-10o=40o-10o relationship.
3x =30o
STEP 3: Substitute the given
3x3 =30o3 information in the equation set up in
Step 2.

STEP 4: simplify by apply additive

inverse of on both sides of the
( equation

STEP 5: Write down the answer as it

2.2.3 was asked:
Q+QST+T=180o (sum of int. ∠s of a ∆) then dividing by the numerical
coefficient of

REPEAT STEPS 2 - 5
to calculate the value of y.
(alt

2.2.4 Based on the answer in question 2.2.3, state what type of

triangle is
REPEAT STEPS 2 - 5
Each interior angle of a triangle is less than . Acute triangle to calculate the value of z.
Q+QST+T=180o (sum of int. ∠s of a ∆)

STEP 6: Compare the angles to see if

some are equal: write all the angles
down including the calculated one/s.
 Each interior angle of a triangle is
less than . Acute triangle

4. To calculate a length of a side in a right-angle triangle:

• The theorem of Pythagoras is new in Grade 8. • It is important that learners

understand that the Theorem of Pythagoras is only applicable to right-angled triangles.
• The Theorem of Pythagoras is basically a formula to calculate unknown length of
sides in right-angled triangles
 Pythagoras Theorem states for any right-angled triangle, the square of the length of the hypotenuse
(the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two
sides.

Mathematically, the theorem is expressed as:

BC2=AB2+AC2

Where:

• BC is the length of the hypotenuse side,

• AB and AC are the lengths of the other two sides.

For example:

Given BC2=AB2+AC2ABC is a right-angled triangle, BC2=AB2+AC2with sides AB, AC and BC. Calculate
the length of BC and leave your answer to nearest TWO decimal places.

Solution:

BC2=AB2+AC2 (Pythagoras. Theorem)

BC2=(8cm)2+(14cm)2 Substitute the given lengths in the formula.

BC2=(8cm)2+(14cm)2

BC2=260cm2 Apply the square roots on both sides of the equation

4. CLASSWORK/ HOMEWORK (Suggested time:15 minutes)
CLASSWORK
The educator must ensure that learners are allocated 10 minutes of writing time and 5 minutes of feedback time. The 10-
minute writing time must not be allocated all at once, complete a few problems, provide feedback and then continue in this
manner.

4.1 In the diagram below, , and

4.1.1. Calculate the size of

4.1.2. Give a reason why
To determine the length of a right-angled triangle:

4.2. Given ∆ABC, with sides AC, AB and BC 4.3. Given ∆TSP, with sides PT, TS and PS

4.3.1. Solve for

4.2.1. Calculate the length of AC 4.3.2. Hence, determine the lengths of PT and
TS.
4.2.2. state what type of triangle is

3.
HOMEWORK
1. In the figure below, calculate the sizes of angles a, b, and c(in this order). AD = BD = BC and
=72°

2. Calculate the value of in the following diagram.

3. Given the rectangle ABCED and BD =20 units, BC = units and DC = units

3.1 Solve for x

3.2 Hence, determine the lengths of DC and BC.
1. SUPPORT (Educator to support learners at risk by allocating extra work using the following
resources)
Sasol Inzalo learners book 2 pages 99-114 and activities from the textbook used at school, related to the
concepts addressed in this lesson

2. ADDITIONAL NOTES FOR TEACHERS

These notes must be included by the educator:
14. TEACHER REFLECTION:
The educator must reflect on the lesson taught by indicating the good practices observed, the challenges and
mitigations.

WORKSHEET 10-11: solve geometric problems involving unknown sides and angles in
triangles using known properties and definitions.

Mental Maths:

1. Name each type of triangle by looking at its sides:

i. ii. Iii.

2. Name each type of triangle by looking at its angles:

i. ii. iii.

Classwork

1.1 In the diagram below, , and

1.1.1 Calculate the size of

1.1.2 Give a reason why
 2.1 Given ∆ABC, with sides AC, AB and BC 2.2 Given ∆TSP, with sides PT, TS and PS

2.2.1 Solve for

2.1.1 Calculate the length of AC
2.2.2 Hence, determine the lengths of PT and TS.
2.1.2 state what type of triangle is

Homework

3. In the figure below, calculate the sizes of angles a, b, and c(in this order). AD = BD =
BC and =72°

4. Calculate the value of in the following diagram.

3. Triangles ABD and BCD are right-angled triangles.

Determine the value of ?

WORKSHEET SOLUTIONS LESSON 10-11

MENTAL MATHS

1. Name each type of triangle by looking at its sides:

i. Isosceles ii. Equilateral triangle iii. Scalene
Triangle

2. Name each type of triangle by looking at its angles:

i. Acute Triangle ii. Obtuse triangle iii. Right Triangle

CLASSWORK

1.1 In the diagram below, , and

1.1.1 Calculate the size of

DEH=75o given
DE=DH (given)
DEH=H1 ∠s opp. = sides
H1=75o

1.1.2 Give a reason why

Corresponding angles,
2.1 Given ∆ABC, with sides AC, AB and BC 2.2 Given ∆TSP, with sides PT, TS and PS

2.2.1 Solve for

2.1.1 Calculate the length of AC

AC2=AB2+BC2 (pythagorus theorem) PS2=PT2+TS2 (pythagorus theorem)

Substitute Substitute

522=2x2 + 3x2
AC2=1m2+1m2
4x2 + 9x2 = 52

Simplify by dividing with 13

Apply the square roots on both sides of the equation

1,41

Please note that since we are dealing with distance (i.e., Apply the square roots on both sides
length), only the positive answer is selected. of the equation

2.1.2 state what type of triangle is

Right angled triangle (B=90o)

2.2.2 Hence, determine the lengths of PT

and TS.
HOMEWORK

1. In the figure below, calculate the sizes of angles a, b, and c(in this order). AD = BD
= BC and =72°

72° = 180° (interior angle sum of triangle)

but = (AD = BD)

= 1800

54°

180° 54° (adjacent suppl. )

126°

c ∠BDC

= 1800

= 1800 -

c (540) 27°
2. Calculate the value of in the following diagram.
By Pythagoras’ Theorem, from triangle ABD we have:

So, .

3. Triangles ABD and BCD are right-angled triangles.

Determine the value of ?

To calculate the value of we have to find BD first.

BD 2 = 100 − 25
BD = 75cm
 x 2 = 4 2 + ( 75 ) 2
Hence x = 16 + 75
x = 91cm
1.TOPIC: GEOMETRY OF 2D SHAPES: (Lesson 12)
2. DURATION: 60 minutes Date:
1. OBJECTIVE:
At the end of the learners will be able to solve geometric problems involving unknown sides and
angles in quadrilaterals using known properties and definitions.
DBE Workbooks, Sasol Inzalo books, Siyavula Online Practice and
4. RESOURCES:
School Textbook.
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time 5 minutes)
2. PRIOR KNOWLEDGE: 2D shapes, Angles, Properties of Quadrilaterals

6. MENTAL MATHS: (Suggested time: 5 minutes)

i. What is the sum of the interior angles of ii. If the angles of a quadrilateral are in the
quadrilaterals 1:2:3:5. Determine the values of those angles.
7. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 05 Minutes)
Term Description
Quadrilaterals A quadrilateral is a closed shape and a type of polygon that has four sides, four
vertices and four angles

Interior angles of The interior angles of a quadrilateral always sum up to 360°. Quadrilaterals are
a quadrilateral four-sided polygons with four vertices and four interior angles

Supplementary Supplementary angles are adjacent angles that sum up to

angles

Complementary Two angles are called complementary when their measures add to
angles
Assessment words
Determine, Describe Calculate
1. INTRODUCTION (Suggested time:10 Minutes)

2. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

Worked out Examples. NOTE STRUCTURE:
In activity 1:Question 1
Activity 1 Note: An isosceles trapezium
is a trapezium in which the
1. In the diagram, , AC=BD. Determine the values of , non-parallel sides are equal in
with reasons. measure.
STEP 1: Write down the given
information: is
given
are given as unknown.
, AC=BD
STEP 2: Write down the
relationship between the given
information:
Since the sum of co- interior
angles is always , then
the equation is set up as:
and always
give a reason for this
Activity 1 Solution relationship.
STEP 3: Substitute the given
A + C = 180oco-int. ∠sare supplemantary information in the equation set
up in Step 2.

STEP 4: then simplify by apply

additive inverse of on
both sides of the equation:

STEP 5: Write down the

answer as it was asked:
2. In the diagram, OK = ON, KN‖LM, and =160°. Calculate
the value of . Give reasons for your answers. Activity 1: Question 2

STEP 1: Write down the given

information:

is given
are given as
unknown. KN , KL
.
STEP 2: Write down the
relationship between the given
information:
Solution: Since KLMN is a
parallelogram. Its Opposite
angles are equal, then the
equation is set up as:
and always
give a reason for this
relationship.

STEP 3: Substitute the given

information in the equation set
up in Step 2.

STEP 4: then simplify by apply

additive inverse of on
both sides of the equation:

STEP 5: Write down the

answer as it was asked:

NB: triangle

In
3. CLASSWORK/ HOMEWORK (Suggested time:15 minutes)
CLASSWORK
The educator must ensure that learners are allocated 10 minutes of writing time and 5 minutes of
feedback time. The 10-minute writing time must not be allocated all at once, complete a few problems,
provide feedback, and then continue in this manner.

3.1.1 Calculate the size of . Show all the necessary steps and give reasons for your answers.

3.1.2 Calculate the size of . Show all the necessary steps and give reasons for your answers.

HOMEWORK

1. Calculate the values r and s with reasons

2. Calculate the values x, y and x, y with reasons

4. SUPPORT (Educator to support learners at risk by allocating extra work using the following
resources)
Activities from the textbook used at school, related to the concepts addressed in this lesson.

5. ADDITIONAL NOTES FOR TEACHERS

These notes must be included by the educator:

12, TEACHER REFLECTION:

The educator must reflect on the lesson taught by indicating the good practices observed, the challenges
and mitigations.

Grade 8 Functions and Relationships Lesson 12 Learner Worksheet

Classwork

1. Calculate the size of . Show all the necessary steps and give reasons for your
answers.

2 Calculate the size of . Show all the necessary steps and give reasons for your
answers.

Grade 8 Geometry of 2-d shapes: Lesson 12 Learner Worksheet

Homework

Calculate the values r and r with reasons

2. Calculate the values x, y and x, y with reasons
Grade 8 Geometry of 2d shapes Lesson 12 Learner Worksheet (Solutions)

Classwork

Activity 1 Solution
Question 1
The figure below is a parallelogram.
2

2x - 20° + 75° + 80° + x = 360°

2x + x + 80° + 75° - 20° = 360°

3x + 135° = 360°

3x + 135° -135° = 360° - 135°

3x = 225°

= 75°

Homework

Question 1

Question 2
1.TOPIC: Geometry of 2-d Shapes: (Lesson 13-14)
2. DURATION: 120 minutes Date:
3. OBJECTIVES:
At the end of this lesson learners will be able to identify and describe the properties of congruent and
similar shapes
DBE Workbooks, Sasol Inzalo books, Siyavula
4. RESOURCES:
Online Practice and School Textbook.
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time 5 minutes)
1. PRIOR KNOWLEDGE: number patterns; operations with integers, natural numbers and rational
numbers and substitution.
2. MENTAL MATHS: (Suggested time: 5 minutes)
3. ENGLISH ACROSS THE CURRICULUM: (Suggested time: 05 Minutes)
Terminology

Term Description
Congruency of 2- Two triangles are said to be congruent if their sides have the same
d shapes length and angles have same measure.

Similarity of 2-d The two figures that have same shape but different size are said to be similar. The
shapes angles of similar figures measure the same but corresponding sides are in proportion
i.e., when two figures are similar the ratio of the length of the corresponding sides are
equal.

Assessment words
Determine Describe Calculate
4. INTRODUCTION (Suggested time:10 Minutes)

5. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

 NOTE STRUCTURE:

Activity 1

Note: for congruent

shapes comparison
must be done on both
corresponding angles
and sides. For
similarity of shapes
must be done
corressponding
angles and the ratios
of corressponding
sides.
STEP 1:

Solution Write down the given

information:
Consider first the ∆ and compare it with ∆ABC
STEP 2:
Indicate the two
shapes to be
As the sides lengths are the same in both triangles the triangles are congruent compared.
STEP 3: Prove
congruency by
comparing the
Similar shapes: corresponding sides
of the indicated
shapes.

STEP 4: To prove
congruency three
reasons must be
provided.

STEP 5: Write down

the answer as it was
asked:
Conclude by indicate
if the two triangles are
They are similar because they are both rectangles and the sides of the larger congruent or not.
rectangle are three times longer than the sides of the smaller rectangle. It is
interesting to compare the area of the two rectangles. The area of the smaller
rectangle is 6 cm2 and the area of the larger rectangle is 54 (32 ) greater.

Note In general, if the lengths of the sides of a shape are increased by a

factor k, then the area is increased by a factor k2.

However, these two triangles are not similar. The sides lengths of the triangles
are not in the same ratio and so the triangles are not similar.

But these are simlar:

6. CLASSWORK/ HOMEWORK (Suggested time:20 minutes)

Worked out Examples.

Activity 1
Consider the following diagram, in which it is given: , DE=EI, DF‖ IG, and GH=IH

1.1 Determine, with reasons, the size of .

1.2 State whether the following statements are correct or not ? Explain your answer.

a) is similar to

b) is congruent to and output values to determine the output values.

7. HOMEWORK
7. SUPPORT (Educator to support learners at risk by allocating extra work using the following
resources)
Activities from the textbook used at school, related to the concepts addressed in this lesson.

8. ADDITIONAL NOTES FOR TEACHERS

These notes must be included by the educator:

9. TEACHER REFLECTION:
The educator must reflect on the lesson taught by indicating the good practices observed, the
challenges and mitigations.
 Grade 8 Geometry of 2d shapes Lesson 13-14 Learner Worksheet

Mental Math

1. MENTAL MATHS: (
Study ∆ADC and ∆CBA in the parallelogram below:

i. Ask the learners to compare the two triangles and name sides and angles that are equal.
ii. Randomly choose learners to present their comparison and conclusion.

Classwork
Activity 1
Consider the following diagram, in which it is given: , DE=EI, DF‖ IG, and GH=IH

1.1 Determine, with reasons, the size of .

1.2 State whether the following statements are correct or not ? Explain your answer.
a) is similar to

b) ) is congruent to and output values to determine the output values.

Home work

Worked out Examples.

Activity 1
Consider the following diagram, in which it is given: , DE=EI, DF‖ IG, and GH=IH

1.1 Determine, with reasons, the size of .

1.2 State whether the following statements are correct or not ? Explain your answer.
a) is similar to

b) ) is congruent to and output values to determine the output values.

Homework
 Lesson 13-14 Geometry of 2d Shapes Learner Worksheet (Solutions)

Mental Math

1. MENTAL MATHS:
Study ∆ADC and ∆CBA in the parallelogram below:

i. Ask the learners to compare the two triangles and name sides and angles that are equal.
Since ABCD is a parallelogram then = , = and opposite sides =.
ii. Randomly choose learners to present their comparison and conclusion.
Because the triangles have corresponding sides and angle are equal. Then the two triangles are
congruent.

Classwork
Solution
Consider the following diagram, in which it is given: , DE=EI, DF‖ IG, and GH=IH

1.1 Since DE= EI, then ED ̂I = DI ̂E [Sides opp; equal ∠s]

ED Î = DI ̂E
ED Î + DI ̂E + 30° = 180 (Sum int∠s of ∆)
2(ED ̂I ) + 30° = 180°
2(ED ̂I ) + 30° - 30° = 180° - 30°
2(ED ̂I ) = 150°
(2(ED ̂I ))/2 = 150/2
ED ̂I = 75°
EI ̂G = 30° [Alt ∠s;DF‖IG]
GI ̂H = ED Î (Corr. ∠s DF‖IG)
GI ̂H=75° (Corr. ∠s DF‖IG)
∠IGH = GI H ̂ [ ∠s opp equal sides]
Ĥ=?
 H ̂+ 75° + 75° = 180° ( Sum int∠s of ∆)
H ̂+ 150° = 180°
H ̂+ 150° - 150° = 180° -150°
H ̂ = 30°
H ̂ = 30°
1.2a) True, same shape and corresponding angles
1.2b) NO, Same shape ,corresponding angles but not same size

Homework

1. Triangle C and Triangle F are similar - the ratio of the corresponding sides of triangle f to triangle c is 4
2. Triangle ABC and Triangle DEF are congruent: As the sides lengths are the same in both triangles the
triangles are congruent
 Gauteng Province
Grade 8 Consolidation
Term 3
TOPIC: GEOMETRY OF 2D SHAPES:
Consolidation Worksheet

Summary Notes

Additional Resources

on Geometry of 2D

Shapes; scan the QR

code!!!!

We can use these

new facts to
calculate the length
of unknown sides in
triangles and the
size/value of
unknown angles.

A quadrilateral is a four-sided polygon. A quadrilateral has four straight sides and four
vertices. Different quadrilaterals have different angle and side relationships. The figure
below shows five different types of quadrilaterals:

• A: Square
• B: Rectangle
• C: Parallelogram
• D: Rhombus
• E: Trapezium
A quadrilateral can be divided into two triangles by drawing a diagonal from one vertex
to the opposite vertex. As a result, we can deduce that the sum of the interior angles of
a quadrilateral is equal to twice the sum of the interior angles of a triangle which is .

The sum of interior angles of a quadrilateral is

A parallelogram is a quadrilateral with A rectangle is quadrilateral with opposites

equal and parallel and interior angles
both pairs of opposite sides equal and
equal to
parallel.
A quadrilateral can be classified as a
A quadrilateral can be classified as a rectangle if any of the following properties
parallelogram if any of the following are true:
properties are true:
• All interior angles are equal
• Both pairs of opposite sides are to 90∘90∘.
parallel. • Both pairs of opposite sides are
• Both pairs of opposite angles are equal and one interior angle
equal. is 90∘90∘.
• One pair of opposite sides is • Both pairs of opposite sides are
equal and parallel. parallel and one interior angle
is 90∘90∘.
• One pair of opposite sides is equal
and parallel and one interior angle
is 90∘90∘.

https://www.siyavula.com
A square is parallelogram with all sides A rhombus is a quadrilateral with both
equal and interior angles equal to pairs of opposite sides parallel and all
sides equal.
A quadrilateral can be classified as a
square if any of the following properties A quadrilateral can be classified as a
are true: rhombus if any of the following
properties are true:
• All sides are equal and one
interior angle is 90 degrees. • All sides are equal.
• One pair of adjacent sides is • Both pairs of opposite sides are
equal and all interior angles parallel and one pair of adjacent
are 90 degrees. sides is equal.
• Both pairs of opposite angles are
equal and one pair of adjacent
sides is equal.

A trapezium is a quadrilateral with one A kite is a quadrilateral with two pairs of

pair of opposite sides parallel. adjacent sides equal.

There is one pair of opposite angles that

are equal.
https://www.siyavula.com

Similarity and Congruency

Two shapes can be described as congruent if they are exactly the same in size and
shape. Their position and orientation can be different, but the shape and the size must
be identical. In other words, the two shapes should be able to fit on top of each other
perfectly.
For two shapes to be congruent, their corresponding angles must be equal and their
corresponding sides must be the same length.

We use this symbol (≡) to indicate that two shapes are congruent.

Two shapes are similar if they are the same shape, but they may be different sizes.
Two shapes are similar if corresponding angles are equal and corresponding sides are
in the same proportion.
https://www.siyavula.com

Consolidation Questions

1.

This shape is

A Right-Angled triangle

B Equilateral Triangle

C Obtuse angled Triangle

D Isosceles Triangle (1)

2. Which of the following is NOT possible?

A An obtuse isosceles triangle

B An acute isosceles triangle

C An Obtuse equilateral triangle

 D An acute equilateral triangle (1)

3.

Select the most specific name for the figure from choices in the list
below.

A Rectangle

B Parallelogram

C Trapezium

D Kite (1)

4. In the diagram below, and . Determine the size of .

 A

D (1)

5. Determine the size of and .

D (1)

6. XYZW is a rhombus. Determine the values of 𝑓 and 𝑔.

 A

D (1)

7. Do the angles in the table

Angles ∆? Name of type of ∆
represent the interior
angles of a triangle? 30𝑜, 40𝑜 and 120𝑜
If they do, 30𝑜, 30𝑜 and 120𝑜
• make a tick () in the ∆
70𝑜, 40𝑜 and 70𝑜
column.
• Name the type of 30°, 30°, and 90𝑜
triangle. 175°, 4° and 1°
(equilateral triangle,
isosceles tringle and 65°, 25° and 90°
right-angled triangle) 89°, 89° and 89°
60°,60° and 60°
8. Look at the diagram.
8.1) and .
Fill in the size of and
on the diagram.
8.2) Given that
and fill in the size
of the other angles of .
8.3) Fill in the size of the
other angles of .
8.4) Fill in the size of
and
8.5) Show on the diagram
that then fill in the
size of the other angles in
on the diagram.

8.6 f) True or false? OMN is a straight line. Give a calculation to justify your
answer.
____________________________________________________________

9 PM ∥ AS. PV intersects KM at T.

9.1 Determine the sizes of and .

Give reasons for each statement. You can find the sizes of the
6 angles in any order.
Statement Reason
 9.2 Determine the value of 𝑥.
Hence determine the size of 𝑅.

Statement Reason

10 Which of the following are rectangles?

 ___________________________________________________________

11 Consider the following quadrilateral:

11.1 Determine the value of 𝑏 and give a reason for your answer.

Statement Reason

11.2 Now, calculate the values of each of the angles in quadrilateral

XYZW. What type of quadrilateral is XYZW give a reason for your
 classification?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
12 Consider the following polygons:
Are the polygons similar, congruent, or neither? Give a reason for your
answer.
12.1

_____________________________________________________

12.2

_____________________________________________________
12.3

_____________________________________________________

12.4

_____________________________________________________

12.5

_____________________________________________________
13 The two polygons drawn below are similar.

Determine the value of 𝑥.

Statement Reason
 Gauteng Province
Grade 8 Consolidation
Term 3
TOPIC: GEOMETRY OF 2D SHAPES:
Consolidation Worksheet Solutions (Teacher’s Guide)

Summary Notes

Additional Resources

on Geometry of 2D

Shapes; scan the QR

code!!!!

We can use these

new facts to
calculate the length
of unknown sides in
triangles and the
size/value of
unknown angles.

A quadrilateral is a four-sided polygon. A quadrilateral has four straight sides and four
vertices. Different quadrilaterals have different angle and side relationships. The figure
below shows five different types of quadrilaterals:

• A: Square
• B: Rectangle
• C: Parallelogram
• D: Rhombus
• E: Trapezium
A quadrilateral can be divided into two triangles by drawing a diagonal from one vertex
to the opposite vertex. As a result, we can deduce that the sum of the interior angles of
a quadrilateral is equal to twice the sum of the interior angles of a triangle which is .

The sum of interior angles of a quadrilateral is

A parallelogram is a quadrilateral with A rectangle is quadrilateral with opposites

equal and parallel and interior angles
both pairs of opposite sides equal and
equal to
parallel.
A quadrilateral can be classified as a
A quadrilateral can be classified as a rectangle if any of the following properties
parallelogram if any of the following are true:
properties are true:
• All interior angles are equal
• Both pairs of opposite sides are to 90∘90∘.
parallel. • Both pairs of opposite sides are
• Both pairs of opposite angles are equal and one interior angle
equal. is 90∘90∘.
• One pair of opposite sides is • Both pairs of opposite sides are
equal and parallel. parallel and one interior angle
is 90∘90∘.
• One pair of opposite sides is equal
and parallel and one interior angle
is 90∘90∘.

https://www.siyavula.com
A square is parallelogram with all sides A rhombus is a quadrilateral with both
equal and interior angles equal to pairs of opposite sides parallel and all
sides equal.
A quadrilateral can be classified as a
square if any of the following properties A quadrilateral can be classified as a
are true: rhombus if any of the following
properties are true:
• All sides are equal and one
interior angle is 90∘90∘. • All sides are equal.
• One pair of adjacent sides is • Both pairs of opposite sides are
equal and all interior angles parallel, and one pair of adjacent
are 90∘90∘. sides is equal.
• Both pairs of opposite angles are
equal, and one pair of adjacent
sides is equal.

A trapezium is a quadrilateral with one A kite is a quadrilateral with two pairs of

pair of opposite sides parallel. adjacent sides equal.

There is one pair of opposite angles that

are equal.
https://www.siyavula.com

Similarity and Congruency

Two shapes can be described as congruent if they are exactly the same in size and
shape. Their position and orientation can be different, but the shape and the size must
be identical. In other words, the two shapes should be able to fit on top of each other
perfectly.
For two shapes to be congruent, their corresponding angles must be equal and their
corresponding sides must be the same length.

We use this symbol (≡) to indicate that two shapes are congruent.

Two shapes are similar if they are the same shape, but they may be different sizes.
Two shapes are similar if corresponding angles are equal and corresponding sides are
in the same proportion.
https://www.siyavula.com

Consolidation Questions

1.

This shape is

A Right-Angled triangle

B Equilateral Triangle

C Obtuse angled Triangle

D Isosceles Triangle (1)

2. Which of the following is NOT possible?

A An obtuse isosceles triangle

B An acute isosceles triangle

C An Obtuse equilateral triangle

 D An acute equilateral triangle (1)

3.

Select the most specific name for the figure from choices in the list
below.

A Rectangle

B Parallelogram

C Trapezium

D Kite (1)

4. In the diagram below, and . Determine the size of .

A
 B

D (1)

5. Determine the size of and .

(multiply both sides by the

multiplicative inverse of 6)

A
(multiply both sides by the
B multiplicative inverse of 3)

D (1)

6. XYZW is a rhombus. Determine the values of 𝑓 and 𝑔.

 A

D (1)

7. Do the angles in the table

Angles ∆? Name of type of ∆
represent represent the interior
angles of a triangle? 30𝑜, 40𝑜 and 120𝑜
If they do, 30𝑜, 30𝑜 and 120𝑜  Isosceles triangle
• make a tick () in the ∆ 
70𝑜, 40𝑜 and 70𝑜 Isosceles triangle
column.
• Name the type of triangle. 30°, 30°, and 90𝑜
(equilateral triangle, 175°, 4° and 1° 
isosceles tringle and right-
65°, 25° and 90°  Right-angled triangle
angled triangle)
89°, 89° and 89°
60°,60° and 60°  Equilateral triangle
8. Look at the diagram. Answers to 8.1 to 8.5 in the diagram.
8.1) and .
Fill in the size of and
on the diagram.
8.2) Given that
and fill in the size
of the other angles of .
8.3) Fill in the size of the
other angles of .
8.4) Fill in the size of
and
8.5) Show on the diagram
that then fill in the
size of the other angles in
on the diagram.

8.6 f) True or false? OMN is a straight line. Give a calculation to justify your
answer.
False. 115° + 57,5° ≠ 180°

9 PM ∥ AS. PV intersects KM at T.

9.1 Determine the sizes of and .

Give reasons for each statement. You can find the sizes of the
6 angles in any order.
 9.2 Determine the value of 𝑥.
Hence determine the size of 𝑅.

10 Which of the following are rectangles?

 A and D (a square is a special kind of a rectangle)

11 Consider the following quadrilateral:

11.1 Determine the value of 𝑏 and give a reason for your answer.

11.2 Now, calculate the values of each of the angles in quadrilateral

XYZW. What type of quadrilateral is XYZW give a reason for your
 classification?

We can see both pairs of opposite angles are equal to each other.
This means that 𝑋𝑌𝑍𝑊 is a parallelogram.
12 Consider the following polygons:
Are the polygons similar, congruent, or neither? Give a reason for your
answer.
12.1

Neither; shapes are not the same (square and rectangle)

12.2

Neither; shapes are not the same (rhombus and square)

12.3

Similar; same shape, corresponding angles are equal and sides

are proportional.

12.4

Similar; same shape, corresponding angles are equal and sides

are proportional.

12.5

Congruent; corresponding angles and sides are equal. Same

shape and same size.
13 The two polygons drawn below are similar.

Determine the value of 𝑥.

(any proportional pair may be used)