Name: Mary Nycel U.

Sullano
Course: BSED – Mathematics
Cooperating Teacher: Mrs. Cheryl P. Bendoy
Subject: Mathematics 8
Date: November 27, 2017

Detailed Lesson Plan in SSS Congruence Postulate

I. Objectives :
At the end of the lesson, the students are expected to:
1. define SSS Congruence Postulate
2. illustrate SSS Congruence Postulate
3. value the importance of SSS Congruence Postulate

II. Subject Matter :

Topic: SSS Congruence Postulate
References:
-Congruent Triangles Slide share by Richard Wright
-Geometry by Fernando B. Orines

Materials: Visual Aid Presentation

Chalk

III. Learning Activities

 Prayer
 Energizer
 Checking of Attendance
 Review
 Motivation
 Definition of Terms
 Teacher’s Activity Students’ Activity

 Do we have an assignment?  None ma’am.

 If none, who can give me a
summary of our previous lesson?  Ma’am last meeting we discussed
about the triangle congruence. We
can say that two triangles are
congruent if they have the same
size and shape.
 In addition, two triangles are
congruent if their vertices can be
paired so that corresponding sides
are congruent and corresponding
angles are congruent.

 Any clarifications about our

previous topic?
 None ma’am.
 Okay. Before we proceed to our
new topic, I want you to group into
five. Please count 1 up to 5 then
proceed right away to your group
mates.  (students are counting)
 Are you with your groups now?
 All you have to do is to arrange  Yes ma’am.
the puzzles that I will be given to
your group. All groups will have
the same puzzle to solve. The first
group to present their work will
receive additional 5 points to their
class performance. On the other
hand, the rest of the groups will
receive 3 points.
 Just call me or present a yell if you
are done. Are my instructions
clear?
 Ok! You may now begin.  Yes ma’am.
 (Group Activity)

Side- Side- Side Congruence

Postulate
  Very good! Let’s give 5 claps to
everyone.
 Now class, based on our activity,
what do you think is our topic for  Ma’am, I think it’s all about the
this session? side-side-side congruence
postulate.
 Exactly! Today we will discuss on
the SSS or Side- Side- Side
Congruence Postulate.

 Kindly read first the objectives.  (students are reading)

At the end of the lesson, the students are

expected to:
1. define SSS Congruence
Postulate
2. illustrate SSS Congruence
Postulate
3. value the importance of
SSS Congruence Postulate

 So what do you mean by SSS or

Side- Side- Side Congruence  Ma’am, for me Side- Side- Side
Postulate? Congruence Postulate tells about
the congruency of the three sides
 Very good! When we say Side- of a triangle to another triangle.
Side- Side Congruence Postulate
or SSS Congruence, two triangles
are congruent if their three
corresponding sides are
congruent.

For example:

A Q

B C R S

∆𝐴𝐵𝐶 ≅ ∆𝑄𝑅𝑆, where

̅̅̅̅ ≅ 𝑄𝑅
. 𝐴𝐵 ̅̅̅̅
̅̅̅̅
𝐴𝐶 ≅ 𝑄𝑆̅̅̅̅
𝐵𝐶 ≅ ̅̅̅̅
̅̅̅̅ 𝑅𝑆.

 Did you understand?  Yes ma’am.

 Any clarifications?  None ma’am.
  Another example. State whether
the given statement is true or
false.

1. ∆𝐷𝐹𝐺 ≅ ∆𝐻𝐽𝐾

F J

D G H K  True

 Very good! How about?

2. ∆𝐴𝐶𝐵 ≅ ∆𝐶𝐴𝐷

 False

 Correct! Why or how did you get  ∆𝐴𝐶𝐵 is not congruent to ∆𝐶𝐴𝐷
it? because one of their sides are not
equal. ̅̅̅̅
𝐴𝐵 =3, while ̅̅̅̅̅
𝐷𝐶 =4.
 Exactly!

 Do you have any questions?  None so far ma’am.

 If none, then we will have another
group activity. The same
groupings.

Activity

Follow the following

steps/directions.

1. Draw a triangle similar to the one

on the right.
C

A B

2. Label your triangle ∆𝐴𝐵𝐶.

3. Draw another triangle with the
three sides congruent to the three
sides of your first triangle. Label
your second triangle DEF, such
that A↔ D, B ↔ E, and C ↔ 𝐹.
4. Using a ruler, measure the sides
of your respective triangles.
5. Complete Table 1.
6. With a pair of scissors, cut your
paper triangles. Does ∆𝐴𝐵𝐶 fit in
∆𝐷𝐸𝐹?
7. Write your conclusion from
Table 1.
Triangle Length of Sides

∆𝐴𝐵𝐶 ̅̅̅̅ =
𝐴𝐶
̅̅̅̅ =
𝐵𝐶
̅̅̅̅
𝐴𝐵 =
∆𝐷𝐸𝐹 ̅̅̅̅
𝐷𝐸 =
̅̅̅̅
𝐸𝐹 =
̅̅̅̅ =
𝐷𝐹

 I will give you 10 minutes only to

finish your task. Please be guided
with the scoring rubric for this will
be the basis in rating your group
activity.
 Everybody read.  (students are reading)

Criteria 5 4 3
All the tasks were The group failed The group failed
Completeness followed. to comply two of to do all the
the tasks. needed data.
All the members One or two of the Most of the group
Behavior/ performed the members were too members are
Participation tasks silently. noisy while doing noisy.
other things.
The activity was The activity was The activity was
Promptness done before the done on the given done 1 minute late
given time. time. after the given
time.

 Are my instructions clear?  Yes ma’am.

 Ok do it now.
Application

 Very good! Now, what have you

learned from the activity?
 Ok! That’s great. Are there still
clarifications regarding our topic
this session?
 Ma’am, we learned that it is
important to read and understand
first the instructions before we
proceed to the activity.
 We also learned that congruent
triangles have the same length of
sides.
 None so far ma’am.

 Why do you think that we should

study the SSS Congruence
Postulate?  Ma’am, for us to be aware of the
conditions when we can say that
 That could be. In other matters, two triangles are congruent.
we can refer the SSS Congruence
Postulate to the braces of a roof in
a building, house for example.
Usually, the roofs of our houses
are composing of congruent
triangles with three congruent
sides which gave stable
foundation to the roofs.

Abstraction

 To sum up our lesson…  …SSS Congruence Postulate

refers to two congruent triangles
which states that three sides of
one triangle are congruent to three
sides of another triangle.
 Are there any questions?
Clarifications?  None ma’am

 Did you understand our lesson

this meeting?  Yes ma’am.

 Good to hear that!

Evaluation (½ cross wise)

1. If ̅̅̅̅ 𝐵𝑃, ̅̅̅̅

𝐸𝐶 ≅ ̅̅̅̅ 𝐵𝐽, ̅𝐶𝑆
𝐸𝑆 ≅ ̅̅̅ ̅̅̅ ≅ ̅̅̅̅
𝑃𝐽, then ∆𝐸𝑆𝐶 ≅ ∆𝐵𝐽𝑃. Draw the triangles and
mark the congruent parts. (5 points)
2. ∆𝐴𝐵𝐶 ≅ ∆𝐴𝐷𝐶
B

C A

̅̅̅̅, if 𝐴𝐶
a. What is 𝐶𝐴 ̅̅̅̅ =10?
b. What is ̅̅̅̅
𝐶𝐷, if 𝐵𝐶̅̅̅̅ = 5?
c. What is ̅̅̅̅
𝐴𝐷, if ̅̅̅̅
𝐴𝐵 =12?

̅̅̅̅ ≅ ̅̅̅̅
3. Are ∆𝐴𝐵𝐶 and ∆𝐷𝐸𝐹 congruent if 𝐴𝐵 ̅̅̅̅ ≅ 𝐸𝐹
𝐷𝐸 and 𝐵𝐶 ̅̅̅̅ ? Why? Why not?

Assignment

 Study in advance the SAS Congruence Postulate.

Reference: Geometry by Fernando B. Orines