DIVISION OF NAVOTAS CITY

8
MATHEMATICS
Quarter 3

S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
Mathematics – Grade 8
Alternative Delivery Mode
Quarter 3
Second Edition, 2021

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Maria Ira C. Castillano, Marvin S. Torres, Isagani C. Lazaro, Stephanie Joie S.
Sanchez, Mylene Erbite, Regie D. Pagacpac, Christopher R. Obedoza,
Editors: Patty Maryl C. Vergara
Reviewers: Alberto J. Tiangco
Illustrator: Maria Ira C. Castillano, Marvin S. Torres, Isagani C. Lazaro, Stephanie Joie
S. Sanchez, Mylene Erbite, Regie D. Pagacpac, Christopher R. Obedoza,
Layout Artist: Kurt Russel M. Linao
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Alberto J. Tiangco, EPS in Mathematics
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS

Inilimbag sa Pilipinas ng ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: ____________________________________________
Navotas.city@deped.gov.ph
 Table of Contents
What I Know ................................................................................... 1

Module 1 ........................................................................................ 3

Module 2 ........................................................................................ 7

Module 3 ........................................................................................ 13

Module 4 ........................................................................................ 16

Module 5 ........................................................................................ 21

Module 6 ........................................................................................ 24

Module 7 ........................................................................................ 29

Module 8 ........................................................................................ 34

Assessment..................................................................................... 41

Answer Key ..................................................................................... 43

Reference ........................................................................................ 45
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. It is a structure that consists of defined and undefined terms, axioms or
postulates, and theorems.
A. Mathematical System C. Proof
B. Postulates D. Solution

2. These are statements, groups of words or phrases proved to be true through

facts that were already known.
A. Defined Terms C.Undefined Terms
B. Axioms D. Theorems

3. It is a rule states that two triangles are congruent if two sides and one
included angle in the given triangle are equal to the corresponding two sides
and one included angle in another triangle.
A. SSS B. SAS C. ASA D. AAS

4. It is a line that divides the line into two different or equal parts.
A. Ray C. Bisector
B. Segment D. Perpendicular Lines

5. These are the points or lines that do not lie in the same plane.
A. Collinear C.Coplanar
B. Noncollinear D. Noncoplanar

6. A line that divides a given line segment exactly into two halves forming 90
degrees at the intersection point.
A. Segment Bisector C. Perpendicular Bisector
B. Angle Bisector D. Perpendicular Lines

7. Complete the statement, _____________________ parts of congruent triangles

are congruent.
A. Congruent C. Corresponding
B. Parallel D. Adjacent

8. It is a postulate state that if two angles and one included side of one triangle
are congruent to the two angles and one included side of another triangle,
then the triangles are congruent.
A. SSS Congruence Postulate C. ASA Congruence Postulate
B. SAS Congruence Postulate D. AAS Congruence Postulate

1
 9. It is a part of a line beginning at an endpoint and infinitely extended in one
direction.
A. Segment C. Ray
B. Angle D. Line

10. If the line bisects another line, it forms an angle. What is the measure of the
angle formed?
A. 60° C. 80°
B. 70° D. 90°

2
 MODULE 1

This module was designed and written with you in mind. It is here to help you master
the concept of a mathematical system. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module consists of entire one lesson, namely:

Lesson I – Describes a Mathematical System.

After going through this module, you are expected to:

1. Defines and illustrates a mathematical system

Lesson Describes a Mathematical

1 System

A mathematical system is a structure that consists of defined and undefined terms,

axioms or postulates, and theorems. There are four components of a mathematical
system. Study the chart below.

3
 MATHEMATICAL SYSTEM IN GEOMETRY

These are the terms that includes a category or formed

using other defined words or terms.
1. Defined Terms
Examples: Line segments, rays, angles

These are the terms that can only be explained using

2. Undefined representations and/or descriptions.
Terms
Examples: Point, Line and Plane

3. Axioms or These are statements that are assumed to be true

Postulates without proof.

These are statements that are proved from definitions,

4. Theorems postulates, or using operations and facts that were
already known.

The mathematical system can be illustrated in different ways in which we somehow

experienced or could also be applied to our daily lives. Below are some examples for
each of the components of the mathematical system.

A. Defined Terms - statements, groups of words, or phrases that formed using

other defined words or terms. Here are some examples:

1. A square is a rectangle with four equal sides.

2. Never give up. There is always a ray of hope that exists, you just need to start
from where you are right now and move forward to your success.

B. Undefined Terms – statements, group of words, or phrases that illustrate,

describe or suggest a point, a line, or a plane. Here are some examples:

1. The stars in the night sky are like dots as seen by our naked eye.
2. At train stations, people need to obey rules such as not standing beyond the
yellow lines while waiting for the train to come for safety purposes.

C. Axioms or Postulates - statements, groups of words, or phrases that suggest

opinions or personal points of view without any proof or evidence that they were
true. Here are some examples:

4
1. There’s a myth or a saying that says “Marikina” was first named as “Marikit ka
na” because of a story about a lovely maiden whose name is Marikit.
2. The clouds are a little bit dark; I think it will rain soon.

Postulates are automatically accepted as true and valid as most of the time
they state the obvious. The most often used postulates in Geometry are the
axioms or properties of equality.

Distributive Property Addition Property of Equality

(a)(b + c) = (a)(b) + (a)(c) If a = b and c = d, then a + c = b + d

Reflexive Property Subtraction Property of Equality

a = a, anything is equal to itself If a = b and c = d, then a - c = b – d

Symmetric Property Multiplication Property of Equality

If a = b, then b = a If a = b, then (a)(c) = (b)(c)

Transitive Property Division Property of Equality

If a = b and b = c, then a = c If a = b and c ≠ 0, then a/c = b/c

Substitution Property of Equality

If a = b, then (a) may be replaced by (b)

D. Theorems - statements, groups of words, or phrases proved to be true through

facts that were already known. It required proof to be accepted. Here are some
examples:

1. Jesús de la Peña Chapel is the oldest church in Marikina wherein the first
Catholic Mass was held on April 16, 1630. This historical event was acknowledged
by the National Historical Commission of the Philippines.
2. Typhoon Ondoy is one of the most disastrous typhoons ever recorded in the
Philippines especially in Marikina. It generated a total of 455 mm of rain over 24
hours based on the measurement of the PAGASA Science Garden in Quezon City.

In Geometry, theorems are used to prove other theorems and applied in solving
different problems.
Example: Using the Vertical Angles Theorem

Find the value of x in the diagram

Using the Vertical Angles Theorem 2𝑥
𝟐𝒙 𝟕𝟎°
we can write down, = 𝟕𝟎° 3
𝟑

𝟐𝒙
Solving: 3( 𝟑 = 𝟕𝟎) 𝟑
𝟐𝒙 𝟐𝟏𝟎
𝟐
= 𝟐
x = 105

5
In later modules, you will learn about and also prove theorems such as the AAS
Congruence Theorem and other Triangle Congruence Theorems.

Proof - is a logical argument in which each statement is supported or justified by the

given information, definitions, axioms, postulates, theorems, and previously proven
statements.
Proofs can be written in different ways; a commonly used form is the two-column
form.

- Two - Column Proof – listing down-proof in two columns of Statements and

Reasons.

Example:
Given: 4(2x + 3) + 4 = 8
Prove: x = -1

Statement Reason
4(2x+3) + 4 = 8 Given
8x + 12 + 4 = 8 Distributive Property
8x + 16 = 8 Combine similar terms
8x + 16 – 16 = 8 – 16 Addition Property of Equality
8x + 0 = -8 Additive Inverse Property
8x = -8 Subtraction Property of Equality
x=1 Multiplication Property of Equality

Directions: Tell whether the given statement describes an undefined term,

definition, postulate, or theorem. Write your answer in the space provided.

____________1. If two parallel lines are cut by a transversal, then the alternate interior
angles are congruent.

____________2. A line segment is a subset of a line.

____________3. The heads of the nails on the windows look like dots when you’re
looking at a distance.

____________4. Two points are contained in exactly one line.

____________5 The edge where your classroom wall and ceiling meet is a
representation of a line.

6
Underline the statement, group of words, or phrases that describe a component of a
mathematical system. Identify the component you underlined and write your answer
in the space provided before each number.

____________1. If you shoot a laser towards the sky, you can see a line that extends
infinitely more than what your naked eye can see.

____________2. According to studies, staying indoors and frequently washing hands

can help prevent the spread of the virus.

____________3. The hinge of the door when being opened shows different
measurements of angles.

____________4. Some people believe that COVID-19 is not a deadly virus.

____________5. Navotas Fish port is known as the Fishing Capital of the Philippines.

MODULE 2

This module was designed and written with you in mind. It is here to help you master
how to illustrate the need for an axiomatic structure of a mathematical system. The
scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.

The module consists of entire one lesson, namely:

Lesson I – Illustrating the need for an axiomatic structure of a mathematical system.

After going through this module, you are expected to:

1. Illustrating the need for an axiomatic structure of a mathematical system

in general and Geometry in particular: (a) defined terms; (b) undefined
terms; (c) postulates; and (d) theorems.

7
 Illustrating the need for an
Lesson
Axiomatic Structure of a
2
Mathematical System

Undefined terms
are terms that can be described but cannot be defined such as point, a line,
and a plane. These terms can only be described intuitively. We imagine these
geometric terms as they are difficult to replicate exactly in real life, but the idea of
their image gives us a basis for all other terms. These terms are the basic building
blocks of geometry.

TERM DESCRIPTION HOW TO NAME IT DIAGRAM

A point indicates a You can represent a point by
location and has no size. a dot and name it by a capital
letter, such as A.

A line is represented by a You can name a line by any

straight path that extends two points on the line, such as
in two opposite directions ⃡𝐴𝐵 (read as “line AB”) or ⃡𝐵𝐴, or
without end and has no by a single lowercase letter,
thickness. A line contains such as line ℓ.
infinitely many points.

A plane is represented by a You can name a plane by a

flat surface that extends capital letter, such as plane P,
without end and has no or by at least three points in
thickness. A plane the plane that do not all lie on
contains infinitely many the same line, such as plane
lines. ABC.

8
Defined Terms
are terms with an exact definition or a specific description. They include a
specific category and critical attributes. These terms are used to specify or describe
different parts that will be used for theorems and other defined terms that we will
encounter further in Geometry.

Space
set of all points, boundless and three dimensional

Ray
a part of a line beginning at an endpoint and infinitely extended in one
direction. To name a ray we usually start to an endpoint.

AB → ray AB Endpoint

A B

Line Segment
part of a line consisting of two points, called endpoints, and the set of all points
between the two endpoints.

XY→ line segment XY Endpoint 1 Endpoint 2

X Y

Opposite Rays
are two rays that share the same endpoint but extends towards opposite
directions

Angle
union of two noncollinear rays that share the same endpoint called the vertex.
The two rays are referred to as the sides of the angle and the opening between the
two rays determines the angle measure.

Angle measure

Vertex

9
Collinear and Coplanar

Term Meaning Model

Collinear Points that lie on the
same plane
Noncollinear Points that do not lie on
the same plane

Coplanar Points or lines that lie in

the same plane
Noncoplanar Points or lines that do
not lie in the same plane

These defined terms are important to the study of Geometry because they
serve to simplify and specify other terms and concepts. As we study Geometry
further, more and more defined terms will be added to make it easier to understand
different concepts such as postulates and theorems.

Postulates about Points, Lines, and Planes

POSTULATE 1
Through any two points, there is exactly
one line.

POSTULATE 2
If two distinct lines intersect, then they
⃡ and DB
intersect at exactly one point. AE ⃡
intersect in point C.

POSTULATE 3
If two distinct planes intersect, then they
intersect in exactly one line.
Plane W and plane R intersect in line ℓ.

10
POSTULATE 4
Through any three noncollinear points,
there is exactly one plane. Points A, B, and
C are noncollinear. Plane P is the only
plane that contains them.

Activity 1

A. Draw what is being asked.

1. Point X 4. Line segment KH

2. Line ML 5. Angle LOV

3. Opposite rays 6. Plane KHS

11
 B. Write the appropriate word or words to complete the statements correctly.

1. Space is set of all points, boundless and __________________.

2. A _________________ is represented by a flat surface that extends without end

and has no thickness. A plane contains infinitely many lines.

3. Opposite Rays are two rays that share the same endpoint but extends towards
__________________.

4. Angle is the union of _____________________ that share the same endpoint

called the vertex.

Draw an object that you can see in our environment that is being asked.

1. Line

2. Plane

3. Ray

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 MODULE 3

This module was designed and written with you in mind. It is here to help you master
how to illustrate the triangle congruence. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module has exactly one lesson, namely:

Lesson I – Introduction to Triangle Congruence.

After going through this module, you are expected to:

1. Illustrate triangle congruence.

Lesson
Triangle Congruence
3

You must be aware of the photocopy machine. When you put an A4

page inside the machine and activate it, you get an identical copy of that page. If you
rotate or flip the page, it will remain the same as the original page. Even if you cut
them out, you can line them up again easily. We can say the pages are similar or
congruent. Further, the A4 page is in a rectangular shape, so when you cut it
diagonally, you will get the triangle. If you cut both the photocopies, in the same
manner, you will see both forms the same kind of a triangle, which has the same sets
of angles and sides.

The two figures are congruent if they have the same size and shape. The congruent
figures have congruent sides and angles. The congruence between two sides and
angles is shown by the symbol .

13
The definition of congruent is something that agrees with or is in harmony with
another.

EXAMPLE
The two triangles ABC and XYZ are shown below are congruent because their
corresponding sides and angles are congruent.

The table below shows the corresponding sides and corresponding angles
that are congruent.

Corresponding Sides Corresponding Angles

𝐴𝐵 ≅ 𝑋𝑌 ∠𝐴 ≅ ∠𝑋
𝐵𝐶 ≅ 𝑌𝑍 ∠𝐵 ≅ ∠𝑌
𝐴𝐶 ≅ 𝑋𝑍 ∠𝐶 ≅ ∠𝑍

The ratio of lengths of two corresponding sides of congruent figures is always 1.

Congruent figures have the same area and perimeter. So, the ratio of areas and
volumes of two congruent figures is also 1.

On the following set of figures, give the corresponding parts (Angles and Sides) of
congruent triangles.

1.KLN  MNL

a. ___________ d. ___________

b. ___________ e. ___________

c. ___________ f. ___________

14
2. BIT  BET
B

a. ___________ d. ___________

b. ___________ e. ___________

I T E c. ___________ f. ___________

3. COV  DIV
C D
a. ___________ d. ___________
V
b. ___________ e. ___________

c. ___________ f. ___________
O I

Given the overlapping triangle. Name all the pairs of triangles you can find and
identify their corresponding parts.

15
 MODULE 4

This module was designed and written with you in mind. It is here to help you master
how to use Postulates of triangle congruence. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module consists of one lesson, namely:

Lesson I – Postulates of Triangle Congruence.

After going through this module, you are expected to:

1. Illustrate the SAS, ASA, and SSS Triangle Postulate.

Lesson
Triangle Congruence Postulate
4

What is a Congruent Triangle?

You must be aware of a triangle by now — that it is a 2-dimensional figure
with three sides, three angles, and three vertices. Two or more triangles are said to
be congruent if their corresponding sides or angles are the side. In other
words, Congruent triangles have the same shape and dimensions.

Congruency is a term used to describe two objects with the same shape and size. The
symbol for congruency is ≅. In triangles, we use the abbreviation CPCT to show that
the Corresponding Parts of Congruent Triangles are the same.

Congruency is neither calculated nor measured but is determined by visual

inspection. Triangles can become congruent in three different motions, namely,
rotation, reflection, and translation.

16
Triangle congruences are the rules or the methods used to prove if two triangles are
congruent. Two triangles are said to be congruent if and only if we can make one of
them superpose on the other to cover it exactly.

These four criteria used to test triangle congruence include:

1. Side – Side – Side (SSS),

2. Side – Angle – Side (SAS),
3. Angle – Side – Angle (ASA), and
4. Angle – Angle – Side (AAS) or Side-Angle – Angle (SAA).

There are more ways to prove the congruency of triangles, but in this lesson, we will
restrict ourselves to these postulates only.

Before going into the detail of these postulates of congruency, it is important to know
how to mark different sides and angles with a certain sign which shows their
congruency. You will often see the sides and angles of a triangle are marked with
little tic marks to specify the sets of congruent angles or congruent sides.

You will see in the diagrams below that the sides with one tic mark are of the same
measurement, the sides with two tic marks also have the same length, and the sides
with the tic marks are equal. The same goes for the angles.

EXAMPLES

1. Side Angle Side (SAS) is a rule used to prove whether a given set of triangles
are congruent. In this case, two triangles are congruent if two sides and one
included angle in the given triangle are equal to the corresponding two sides
and one included angle in another triangle.

Note: Remember that the included angle must be formed by the two sides for the
triangles to be congruent.

Illustration of SAS rule:

Given that; length AB = PR, AC = PQ, and ∠ QPR = ∠ CAB, then;

Triangle ABC and PRQ are congruent (△ABC ≅△ PRQ).

17
 2. The Angle – Angle – Side rule (AAS) states that two triangles are congruent
if their corresponding two angles and one non-included side are equal.

Illustration of AAS or SAA rule:

Given that;∠ BAC = ∠ RQP, ∠ ACB = ∠ QPR, and length AB = QR, then
triangle ABC and QRP are congruent (△ABC ≅△ QRP).

3. The side – side – side rule (SSS) states that two triangles are congruent if
their corresponding three side lengths are equal.

Illustration: of SSS rule

Triangle ABC and PRQ are said to be congruent (△ABC ≅△ PRQ) if length AB =
PR, AC = PQ, and BC = QR.

18
 4. The Angle – Side – Angle rule (ASA) states that two triangles are congruent
if their corresponding two angles and one included side are equal.

Illustration: of ASA rule

Triangle ABC and RPQ are congruent (△ABC ≅△ RPQ) if length AC = RQ, ∠ BAC
= ∠ PRQ, ∠ ACB = ∠ RQP.

Activity 1: Given a pair of a triangle, state the postulate or congruence use.

(SSS, SAS, ASA SAA)

1. 4. 7.

2. 5. 8.

19
 3. 6. 9.

In the given figure, corresponding parts are marked. Indicate the additional
corresponding parts needed to enable to apply the specified congruence/postulate.

1. a. ASA = ___________

b. SAS = ___________

c. SAA = ___________

2.
a. SAS = ___________

b. SSS = ___________

20
3.
a. SAS = ___________
b. ASA = ___________

4.

a. SSS = ___________

b. SAS = ___________

MODULE 5

This module was designed and written with you in mind. It is here to help you master
the concept of the corresponding parts of congruent triangles. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

The module consists of one lesson, namely:

Lesson I – Corresponding Parts of Congruent Triangles

After going through this module, you are expected to:

1. Identify corresponding parts of congruent triangles.

2. Solve corresponding parts of congruent triangles.

21
 Lesson Corresponding Parts of
5 Congruent Triangles

Proving Corresponding Parts are Congruent

When two triangles are proved to be congruent, then each part of one triangle-
three sides and three angles are congruent to the corresponding parts of the other
triangle. In other words, corresponding parts of congruent triangles are congruent
(CPCTC).

Example:
̅̅̅̅ ≅ 𝐴𝐷
Given: 𝐵𝐶 ̅̅̅̅ , 𝐵𝐶
̅̅̅̅ ∥ 𝐴𝐷
̅̅̅̅

Prove: ∠𝐵 ≅ ∠𝐷

B C

A D

Proof:
Statements Reasons

1. ̅̅̅̅
𝐵𝐶 ≅ ̅̅̅̅
𝐴𝐷 , ̅̅̅̅
𝐵𝐶 ∥ ̅̅̅̅
𝐴𝐷 Given

2. ∠𝐵𝐶𝐴 ≅ ∠𝐷𝐴𝐶 Parallel – Alternate Interior Angle Postulate

̅̅̅̅ ≅ 𝐴𝐶
3. 𝐴𝐶 ̅̅̅̅ Reflexive Property of Congruence

4. ∆𝐵𝐶𝐴 ≅ ∆𝐷𝐴𝐶 SAS Postulate

5. ∠𝐵 ≅ ∠𝐷 CPCTC

22
Activity 1: Analyze the given information. Prove that ∠𝑿 ≅ ∠𝒀 by completing
the table below.

̅̅̅̅
Given: N is the midpoint of 𝐴𝐵
̅̅̅̅
𝐴𝑋 ≅ ̅̅̅̅̅
𝑁𝑌
̅̅̅̅ ≅ ̅̅̅̅
𝑁𝑋 𝐵𝑌
Prove: ∠𝑋 ≅ ∠𝑌

X Y

A N B

Statements Reasons

1. N is the midpoint of ̅̅̅̅

𝐴𝐵

2. Definition of a midpoint

3. ̅̅̅̅
𝐴𝑋 ≅ ̅̅̅̅̅
𝑁𝑌 Given

4. Given

5. ∆𝐴𝑋𝑁 ≅ ∆𝑁𝑌𝐵

6. CPCTC

23
 Analyze the given problem and solve it.

The San Juanico bridge uses a triangular truss design. Some vertices are
labeled as CTL  ATL. If 𝐶𝑇
̅̅̅̅ measures 75 km long, list the corresponding congruent
part, and find the length of ̅̅̅̅
𝐴𝑇.

MODULE 6

This module was designed and written with you in mind. It is here to help you
master how to prove two triangles are congruent. The scope of this module permits
it to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module consists of one lesson, namely:

Lesson I – Proves Two Triangles are Congruent

After going through this module, you are expected to:

1. Prove two triangles are congruent by SSS, SAS, and ASA congruence
postulates.

24
 Lesson Proves Two Triangles are
6 Congruent

When two triangles are proved to be congruent, all six pairs of corresponding
parts of the triangle must show congruence – three angles and three sides, if these
satisfy the conditions then corresponding parts of congruent triangles are congruent
(CPCTC). However, it is not always necessary that all congruent parts of the triangles
must show congruence, postulates and theorems may guarantee that two triangles
are congruent by showing at least three pairs of corresponding parts.

IDENTIFYING CONGRUENT TRIANGLES

Side-Side-Side (SSS) congruence Postulate

If three sides of a triangle are congruent to three sides of another triangle;

then the triangles are congruent.

Example:
̅̅̅
𝐽𝑂 ≅ ̅̅̅̅
𝑁𝐴
̅̅̅̅
𝑂𝑌 ≅ ̅̅̅̅
𝐴𝐶
̅̅̅̅
̅̅̅ ≅ 𝐶𝑁
𝑌𝐽

Therefore: ∆𝐽𝑂𝑌 ≅ ∆𝑁𝐴𝐶

25
Side-Angle-Side (SAS) Congruence Postulate

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

Example:
̅̅̅̅
̅̅̅̅ ≅ 𝐵𝐶
𝑋𝑌
∠𝑌 ≅ ∠𝐶
𝑌𝑍 ≅ ̅̅̅̅
̅̅̅̅ 𝐶𝐴
Therefore: ∆𝑋𝑌𝑍 ≅ ∆𝐵𝐶𝐴

∠𝑌 is the included angle ∠𝐶 is the included angle

̅̅̅̅
of 𝑋𝑌 ̅̅̅̅
𝑌𝑍 ̅̅̅̅
of 𝐵𝐶 ̅̅̅̅
𝐴𝐶

Angle-Angle-Side (AAS) Congruence Theorem

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

Example:
̅̅̅̅ ≅ ̅̅̅̅
𝐻𝐼 𝐿𝑀
∠𝐻 ≅ ∠𝑀
∠𝐼 ≅ ∠𝐿

Therefore: ∆𝑃𝑄𝑅 ≅ ∆𝑆𝑇𝑈

̅̅̅̅
𝑃𝑄 is the nonincluded ̅̅̅̅ is the nonincluded
𝑆𝑇
side of ∠P ∠𝑆 side of ∠S ∠𝑈

26
Side-Angle-Angle (SAA) Congruence Postulate.

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

Example:
̅̅̅̅ ≅ 𝐿𝑀
𝐻𝐼 ̅̅̅̅
∠𝐻 ≅ ∠𝑀
∠𝐼 ≅ ∠𝐿

Therefore: ∆GHI ≅ ∆NML

̅̅̅̅ is the included

𝐿𝑀
side of ∠M ∠𝐿

̅̅̅̅ is the included side of

𝐻𝐼
∠H ∠𝐼

Remember that SSS, SAS, and SAA are postulates in geometry which are also
called congruence postulate for triangles. Aside from these three postulates, other
theorems are like the postulates that are used to prove congruent triangles and it is
called Angle-Angle-Side (AAS) Theorem.

Activity 1 Determine whether each pair of congruent triangles is a SSS, SAS,

SAA, or AAS

27
Activity 2: Identify all pairs of equal corresponding parts. Then, write
another congruence statement for the figures.

28
 MODULE 7

This module was designed and written with you in mind. It is here to help you master
how to prove the congruence of a triangle. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module consists of one lesson, namely:

Lesson I – Proves statement on triangle congruence

After going through this module, you are expected to:

1. Prove triangle congruence.

Lesson
Prove Triangle Congruence
7

When proving that triangles are congruent, it is not necessary to prove that all three
pairs of corresponding angles and all three pairs of corresponding sides are
congruent. There are shortcuts. For example, if two pairs of corresponding angles
are congruent, then the third angle pair is also congruent since all triangles have
180 degrees of interior angles. The following three methods are shortcuts for
determining congruence between triangles without having to prove the congruence
of all six corresponding parts. They are called SSS, SAS, and ASA

29
 Identifying Congruent Triangles

Side – Side – Side (SSS) Congruence Postulate

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

𝑄𝑅 ≅ 𝑇𝑈, 𝑅𝑃 ≅ 𝑈𝑆, and 𝑃𝑄 ≅ 𝑆𝑇, so ∆𝑃𝑄𝑅 ≅ ∆𝑆𝑇𝑈

P U T

Q R
S

You can use SSS to explain why ∆𝐹𝐽𝐻 ≅ ∆𝐹𝐺𝐻.

It is given that 𝐹𝐽 ≅ 𝐹𝐺, and that 𝐽𝐻 ≅ 𝐺𝐻. By the Reflex Property of ≅, 𝐹𝐻 ≅ 𝐹𝐻. So,
∆𝐹𝐽𝐻 ≅ ∆𝐹𝐺𝐻 by SSS

Side – Angle – Side (SAS) Congruence Postulate

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

30
Angle – Side – Angle (ASA) Congruence Postulate

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

Angle – Angle – Side (AAS) Congruence Theorem

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

Example:

Given: ∆𝐴𝐵𝐶, 𝐶𝐷 ⊥ 𝐴𝐵
D midpoint of 𝐴𝐵

Prove: ∆𝐴𝐶𝐷 ≅ ∆𝐵𝐶𝐷

31
 STATEMENTS REASONS
1. 𝐶𝐷 ⊥ 𝐴𝐵 1.Given
D midpoint of 𝐴𝐵

2. ̅̅̅̅ ≅ 𝐷𝐵
𝐴𝐷 ̅̅̅̅ (s ≅ s) 2. A midpoint divides a segment into two
congruent segments.

3. ∠𝐴𝐷𝐶 is a right angle 3.Perpendicular lines form right angles

∠𝐵𝐷𝐶 is a right angle

4.∠𝐴𝐷𝐶 ≅ ∠𝐵𝐷𝐶 (a ≅ a) 4.All right angles are congruent

5. 𝐶𝐷 ≅ 𝐶𝐷 5.Reflexive Property

6. ∆𝐴𝐶𝐷 ≅ ∆𝐵𝐶𝐷 6.SAS Congruence Postulate

Activity 1: Using the triangle congruence postulate, prove the problem below.

Given: 𝑂𝐶 ⊥ 𝐶𝑉, 𝐼𝐷 ⊥ 𝐷𝑉, ∠𝐶𝑉𝑂 ≅ ∠𝐷𝑉𝐼

Prove: ∆𝑂𝐶𝑉 ≅ ∆𝐼𝐷𝑉

C D
V

O I

STATEMENTS REASON
1.___________________________ Given

2.___________________________ Given
∠𝑂𝐶𝑉 ≅ ∠𝐼𝐷𝑉 3.___________________________
4.___________________________ Definition of midpoint

5.∆𝑂𝐶𝑉 ≅ ∆𝐼𝐷𝑉

32
Activity 2: Analyze the given and complete the table below.

Given: 𝐴𝐷 ≅ 𝐵𝐷

𝐷𝑊 bisect 𝐴𝑁
Prove: .∆𝐴𝑊𝐷 ≅ ∆𝑁𝑊𝐷

A W N

STATEMENTS REASON

1.___________________________ Given

2.___________________________ Given

∠𝐴𝑊𝐷 ≅ ∠𝑁𝑊𝐷 3.___________________________

4.___________________________ Definition of midpoint

∆𝑂𝐶𝑉 ≅ ∆𝐼𝐷𝑉 5.___________________________

33
 MODULE 8

This module was designed and written with you in mind. It is here to help you
to master the concept of angle bisector and perpendicular lines. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

• Lesson I – Applies triangle congruence to construct an angle bisector

• Lesson 2 - Applies triangle congruence to construct perpendicular lines

After going through this module, you are expected to:

3. Illustrate angle bisector and perpendicular lines.

4. Apply triangle congruence in constructing perpendicular lines and angle
bisectors.

Lesson Applies Triangle Congruence to

8.1 Construct Angle Bisector

In Geometry, “Bisector” is a line that divides the line into two different or equal parts.
It is applied to the line segments and angles. These are the types of bisectors.

• Segment Bisector – divides the line segment into two equal parts. It passes
through the midpoint.

34
 Midpoint

• Angle bisector – is a line, line segment, or ray that divides an angle

into two congruent angles.

1
Angle Bisector
2

∠1 and ∠2 are
congruent

• Angle Addition Postulate

F
If point I lies in the interior
of ∠FOL then, m∠FOI +
I m∠LOI = m∠FOL.

O
L

• Perpendicular Bisector – a line that divides a given line segment exactly into
two halves forming 90 degrees at the intersection point. It passes through the
midpoint of a line segment.

Perpendicular Bisector Midpoint

35
 Example:

Given: LU ≅ IU
UZ bisects ∠LUI
Prove: ∆ 𝐿𝑈𝑍 ≅ ∆𝐼𝑈𝑍

L I
Z

STATEMENTS REASONS

1.LU ≅ IU Given

2.UZ bisects ∠LUI Given

3.Z is the midpoint Definition of Angle Bisector

4.UZ ≅ UZ Reflexive Property

5. ∆ 𝐿𝑈𝑍 ≅ ∆𝐼𝑈𝑍 SAS Postulate

Activity 1.1: Analyze the given information and complete the table below.

B
Given: AB ≅ CB
BE bisects AC

Prove: ∆ 𝐴𝐵𝐸 ≅ ∆𝐶𝐵𝐸

A C
E

36
 STATEMENT REASON
1.____________________ Given
2.____________________ Given
D is the midpoint 3.__________________
4.__________________ Definition of segment bisector
5.__________________ Reflexive Property
∆ 𝐴𝐵𝐸 ≅ ∆𝐶𝐵𝐸 6.__________________

Activity 1.2: Give the measure of the following angles if:

M A
Given ∠MAY is bisected by RM
1. m∠𝐴𝑀𝑅 = 40°, find m∠RMY
R
2. m∠AMY = 120°, find m∠RMY

3. m∠RMA = 55°, find m∠YMA

Y
4. m∠AMR = c + 24°, m∠YMR = 4c - 6°, find m∠AMY

5. m∠AMY = 130°, find m∠YMR and m∠AMR

37
 Lesson Applies Triangle Congruence to
8.2 Construct Perpendicular Lines

Perpendicular Lines – distinct lines that intersect with one another that forms a
right angle (90°). You can see for yourself that if one of the angles formed by the
intersection of two lines is a right angle, then all four angles created will also be right
angles.

Perpendicular Bisector - A line, line segment, or ray that bisects a given line
segment or side of a polygon at a right angle to that line segment or side of a
polygon.

38
Example:
Given: ∠O ≅ ∠E,
LV is the perpendicular bisector of OE
Prove: ∆ 𝑂𝑉𝐿 ≅ ∆ 𝐸𝑉𝐿

O V E

STATEMENTS REASON

1. ∠O ≅ ∠E Given

2.LV ⊥ OE Given

3.V is the midpoint of OE Definition of Perpendicular Bisector

4.OV ≅ EV Definition of Midpoint

5.∆ 𝑂𝑉𝐿 ≅ ∆ 𝐸𝑉𝐿 LA Congruence Theorem

Activity 2.1: Analyze the given information and complete the table below.
S

1.Given: OS ≅ ES
SM is the perpendicular bisector of OE
Prove:∆ 𝑆𝑂𝑀 ≅ ∆ 𝑆𝐸𝑀

O M E

39
 2.Given: WY is perpendicular to XZ
∠XWY ≅ ∠ZWY
Prove: ∆ 𝑋𝑌𝑊 ≅ ∆ 𝑍𝑌𝑊

X Y Z

STATEMENTS REASON

∠XWY ≅ ∠ZWY 1._____________________

2._____________________ Given

3._____________________ Definition of Perpendicular Bisector

WY ≅ WY 4._____________________

∆ 𝑋𝑌𝑊 ≅ ∆ 𝑍𝑌𝑊 5._____________________

40
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Complete the statement, _____________________ parts of congruent triangles are

congruent.
A. Congruent C. Corresponding
B. Parallel D. Adjacent

2. These are statements, groups of words or phrases proved to be true through facts
that were already known.
A. Defined Terms C. Undefined Terms
B. Axioms D. Theorems

3. It is a rule states that two triangles are congruent if two sides and one included
angle in the given triangle are equal to the corresponding two sides and one
included angle in another triangle.
A. SSS B. SAS C. ASA D. AAS

4. It is a line that divides the line into two different or equal parts.
A. Ray C. Bisector
B. Segment D. Perpendicular Lines

5. These are the points or lines that do not lie in the same plane.
A. Collinear C. Coplanar
B. Noncollinear D. Noncoplanar

6. It is a postulate state that if two angles and one included side of one triangle are
congruent to the two angles and one included side of another triangle, then the
triangles are congruent.
A. SSS Congruence Postulate C. ASA Congruence Postulate
B. SAS Congruence Postulate D. AAS Congruence Postulate

7. A line that divides a given line segment exactly into two halves forming 90
degrees at the intersection point.
A. Segment Bisector C. Perpendicular Bisector
B. Angle Bisector D. Perpendicular Lines

8. It is a structure that consists of defined and undefined terms, axioms or

postulates, and theorems.
A. Mathematical System C. Proof
B. Postulates D. Solution

41
9. If the line bisect another line, it forms an angle. What is the measure of
the angle formed?
A. 60° C. 80°
B. 70° D. 90°

10. It is a part of a line beginning at an endpoint and infinitely extended in one

direction
A. Segment C. Ray
B. Angle D. Line

42
 43
MODULE 1
MODULE 5 What’s More
What’s More 1. Theorem
Statements Reasons
2. Definition
1. N is the Given 3. Undefined term
midpoint of ̅̅̅̅𝐴𝐵
̅̅̅̅̅
̅̅̅̅ ≅ 𝑁𝐵
2. 𝐴𝑁 Definition of a 4. Postulate
midpoint 5. Undefined Term
̅̅̅̅̅
̅̅̅̅ ≅ 𝑁𝑌
3. 𝐴𝑋 Given
What I Can Do
̅̅̅̅
̅̅̅̅ ≅ 𝐵𝑌
4. 𝑁𝑋 Given 1.Undefined term, If you
shoot a laser towards the
5. ∆𝐴𝑋𝑁 ≅ SSS Postulate sky you can see a line that
∆𝑁𝑌𝐵 extends infinitely more
6. ∠𝑋 ≅ ∠𝑌 CPCTC than what your naked eye
can see.
What I Can Do 2.Theorem, According to
studies, staying indoors
Corresponding Corresponding and frequently washing of
Congruent Congruent hands can help prevent
Sides Angles the spread of the virus.
̅̅̅̅
𝐶𝑇 ≅ ̅̅̅̅
𝐴𝑇 ∠𝐶𝑇𝐿 ≅ ∠𝐴𝑇𝐿
̅𝑇𝐿 ̅̅̅
̅̅̅ ≅ ̅𝑇𝐿 ∠𝑇𝐿𝐶 ≅ ∠𝑇𝐿𝐴 3. Defined term,The hinge
̅̅̅̅
̅̅̅̅ ≅ 𝐴𝐿
𝐶𝐿 ∠𝐿𝐶𝑇 ≅ ∠𝐴𝑇𝐿 of the door when being
Find the length of ̅̅̅̅
𝐴𝑇 opened shows different
measurements of angles.
̅̅̅̅
Given that 𝐶𝑇 measures 75 km
̅̅̅̅ ≅ 𝐴𝑇
̅̅̅̅ . 4.Postulate,Some people
long, we can say that 𝐶𝑇
believe that COVID-19 is
not a deadly virus
MODULE 6 ASSESSMENT PRE – TEST
What’s I Can Do 1. C 1. A
∠𝐴 ≅ ∠𝑋 2. D 2. D
∠𝐵 ≅ ∠𝑌 3. B 3. B
∠𝐶 ≅ ∠𝑍 4. C 4. C
̅̅̅̅
̅̅̅̅ ≅ 𝑋𝑌
𝐴𝐵 5. D 5. D
̅̅̅̅ ̅̅̅̅
𝐵𝐶 ≅ 𝑌𝑍
6. C 6. C
̅̅̅̅ ≅ ̅̅̅̅
𝐶𝐴 𝑍𝑋
7. D 7. C
∆𝐴𝐵𝐶 ≅ ∆𝑋𝑌𝑍
8. C 8. C
What's More
1. SSS 9. D 9. C
2. SAA 10. A 10. D
3. SAS
4. SSS
5. AAS
 44
MODULE 8 MODULE 8
Lesson 2 Lesson 1
What's More What's More
A. 1. AB ≅ CB
1. Given 2. BE bisects AC
2. SM ⊥ OE 3. Definition of
3. M is the midpoint of OE midpoint
4. Definition of Midpoint 4. AE ≅ CE
5. LA Congruence 5. BE ≅ BE
Theorem 6. SSS Postulate
B. What I can Do
1. Given
2. . ∠XWY ≅ ∠ZWY 1. 40°
3. Y is the midpoint of XZ 2. 60°
4. Reflexive Property 3. 110°
4. 34°
5. LL Congruence
5. m∠YMR = 65°
Theorem
& m∠AMR = 65°
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Books
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46
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