Name: Mary Nycel U.

Sullano
Course: BSED – Mathematics
Cooperating Teacher: Mrs. Cheryl P. Bendoy
Subject: Mathematics 8
Date: November 22, 2017

Detailed Lesson Plan in Triangle Congruence

I. Objectives :
In this lesson, the students are expected to:
1. define Triangle Congruence
2. illustrate Triangle Congruence
3. relate Triangle Congruence in real setting

II. Subject Matter :

Topic: Triangle Congruence
References:
-Congruent Triangles Slide share by Richard Wright
-Next Century Mathematics 8 by Fernando B. Orines

Materials: Visual Aid Presentation

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 lesson last meeting?
 Ok. So, what are angles and triangles?
 Ma’am, last meeting we talked
about the angles and triangles.
 Ma’am, an angle is a shape
formed by two rays sharing
common endpoints. It contains
two rays and vertices.
 Triangle is a polygon which
consists of three sides, three
angles, and three vertices.

 Very good! Do you have any

clarifications about our previous topic?
 None ma’am.
Motivation Activity:

 Ok. Before we proceed to our next

lesson I want you to get ¼ sheet of
paper. What you are going to do is to
determine whether the following figures
which I will present to you are
congruent or not congruent.
 Did you understand?  Yes ma’am.

1. A D

B C E F

2. N S

O R

P Q
3. B F

A C D E

4. C  (students are answering)

1. Congruent
2. Congruent
3. Not Congruent
4. Congruent
5. Not Congruent
A D B

5.
A M

B C
R T

 Kindly exchange your papers with your

seat mate.

1. Congruent
2. Congruent
3. Not Congruent
4. Congruent
5. Not Congruent

 From the activity, do you have any idea

about our new lesson?  Ma’am, I think it’s all about
congruent triangles.
 Yes. Today we will discuss on
congruent triangles or triangle
congruence. Later on you will know why
those figures were considered as
congruent and not congruent.

 Let us all read the objectives.

( Visual Aid Presentation)

 Objectives:  (students are reading)
1. Define Triangle Congruence.
2. Illustrate Triangle Congruence.
3. Relate Triangle Congruence in
real setting.

Analysis

 Who can define triangle congruence?  Ma’am, triangle congruence

may refer to two figures with
exactly the same size and
shape.
 Very good! In addition, two triangles are
congruent if their vertices can be paired
so that corresponding sides are
congruent and corresponding angles
are congruent.

 We can present congruent triangles by

using these symbols:
≅ for congruency, and ∆ for triangle.

For example: ∆𝐴𝐵𝐶 ≅ ∆𝐷𝐸𝐹

A D

B C E F

 Based on the figures, how many pairs

of corresponding parts did a congruent
triangle have?
 Ma’am, there are six.

 Can you enumerate those pairs of congruent Corresponding angles:

corresponding parts? 1.  A≅  D
2.  B≅  E
3.  C≅  F

Corresponding sides:
̅̅̅̅ ≅ ̅̅̅̅
1. 𝐴𝐵 𝐷𝐸
̅̅̅̅
2. 𝐴𝐶 ≅ 𝐷𝐹 ̅̅̅̅
̅̅̅̅ ≅ ̅̅̅̅
3. 𝐵𝐶 𝐸𝐹
 Very good! Let’s give him/her a round of
applause.  (students are clapping)
  Are there any questions?
 None so far ma’am.
Activity

 If none, let us have a group activity. Kindly

count 1 to 5.
 1, 2, 3, 4, 5…
 Each group will be given the same task and
you are given 10 minutes only to finish it.be
guided with the scoring rubric. Are my
instructions clear?
 Yes ma’am.

Criteria 5 4 3

Participation All the At least At least

members two three
participate. members members
did not did not
participate, participate.

Presentation Answers Answers Answers

are clearly are clearly are not
stated and stated but clearly
organized. not stated and
organized. not
organized.

Correctness All the Two Three or

answers mistakes. more
are mistakes.
correct.

 Students’ answers:
1. ∆ABD ≅ ∆ CBD. Write down all the six pairs of
congruent corresponding parts. ̅̅̅̅ ≅ 𝐶𝐵
1. 𝐴𝐵 ̅̅̅̅,
̅̅̅̅
𝐴𝐷 ≅ ̅̅̅̅
𝐶𝐷,
̅̅̅̅̅ ≅ 𝐾𝐹
2. Which triangles are congruent if 𝑀𝐴 ̅̅̅̅, ̅̅̅̅ ̅̅̅̅
𝐵𝐷 ≅ 𝐵𝐷,
̅̅̅̅ ̅̅̅̅ ̅̅̅̅̅ ̅̅̅̅
𝐴𝑋 ≅ 𝐹𝐶 , 𝑀𝑋 ≅ 𝐾𝐶 ,  M ≅  K,  A ≅  F ,  A ≅  C,
and  X ≅  C? B≅B,
Draw the triangles.  D ≅  D.

2. ∆MAX ≅ ∆ KFC
 A F

M X K C

 Excellent! Let’s clap our hands for a job well

done.  (Students are clapping)

 How did you feel while doing the activity?

 Ma’am we felt great
because all our members
did their part.
 Very good! So, what do you think is the relation
of our topic in real setting?  Ma’am, I think it shows
the stability of a certain
structure. Through
congruent figures like
triangle, we can make
sure that a building can
stay longer because their
materials are balance.
 Very well said! So, congruent triangles are
important for the stability of a certain structures
like bridges. If the materials are not congruent
there are possibilities that the structures will
not stay longer.

Abstraction

 Who can sum up our lesson this morning?  Ma’am, congruent

triangles means exactly
the same shape and size.
 Two triangles are
congruent if their vertices
can be paired and they
have congruent
corresponding sides and
angles.
 Any clarifications about it?
 None ma’am.
Evaluation

1. Illustrate ∆PTS ≅ ∆ RTQ. Put identical markings on congruent parts.

2.-7. Give all the six corresponding parts of the congruent triangles that shon
below.

F I

G H J K

8.-10. Find the measure of  A 𝑎𝑛𝑑  B.

3x

(x-4)

C B

Assignment

Study in advance the following:

1. SSS Congruence Postulate

2. SAS Congruence Postulate
3. ASA Congruence Postulate

Reference: Geometry by Fernando B. Orines