Daily School Olongapo Wesley School Grade Level VIII

Lesso Inc.
n Plan Practice Teacher Jezelyn C. Fabelinia Learning Mathematics
Area
Teaching Day January 15,2023 Quarter 3rd

I. OBJECTIVES
A. Competency Standards The learning of geometry and triangle congruence.
B. Performance Standards The learner is able to communicate mathematical thinking with
coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving congruent
triangles using appropriate and accurate representation.
C. Most Essential Learning LC: M8GE-IIIf-1
Competencies/Objectives Objectives:
At the end of this lesson, the students are expected
to:
1. Identify the corresponding angles and sides of two
congruent triangles.
2. Solve corresponding part of congruent triangles.
3. Appreciate the congruent triangles in real life situation.
II. Content Solving Corresponding Parts of Congruent Triangles
III.Learning Resources
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages Mathematic 8: Solving Corresponding Part of Congruent Triangles,
Learning Activity Sheet 3 (week 3)
3. Textbook Pages Mathematics Learner’s Module 8 pp.349 - 366
4. Additional Materials from https://www.abss.k12.nc.us
learning resources
5. Other Learning Materials Power point presentation, Laptop, Chalk and Black Board
6. Strategies Inquiry Base Learning with collaborative approach
IV. Procedures
ENGAGEMENT
Teacher Students
A. Reviewing Previous Let’s review our topic last meeting
Lesson or presenting through the group activity.
the new lesson
I will group you into four groups.
Then each group has an assigned task Students participated in group activity
to get the corresponding angles and
sides of the given figures.

Group 1 will find the congruent angles,

while group 2 will find the congruent
sides of figure 1.

Group 3 will find the congruent angles,

and group 4 will find the congruent
sides of figure 2.

(G1 & 2)
∆SAD ≅ ∆TUB Angle Sides
S B ∠S ≅ ∠T SA ≅ TU
∠A ≅ ∠U SD ≅ TB
∠D ≅ ∠B AD ≅ UB
A U

D T
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B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussion of new
concept and
practicing new skill
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(Group 3 & 4)
∆ABC ≅ ∆DEF
Angle Sides
∠A ≅ ∠D AB ≅ DE
∠B ≅ ∠E BC ≅ EF
∠F ≅ ∠C AC ≅ DF
Question:
a. How will you determine if
the triangles are congruent? Students’ answers may vary.
Objectives:
At the end of this lesson,
the students are expected to:
1. Identify the corresponding
angles and sides of two
congruent triangles.
2. Solve corresponding part
of congruent triangles.
3. Appreciate the congruent
triangles in real life
situation.
EXPLORE
Problem:
The carpenter made a truss
whose sides measured 5 meters, 5
meters, and 7 meters as shown in the
figure. If he wanted to make 15 more
trusses, what must be the measure of
the sides of the remaining 15 trusses to
ensure that they exactly fit to the first
truss constructed by the carpenter?
1.
Guided Questions:
1. What are the measures of the The measures of the sides are 5m,
sides of the second triangle? 5m, and 7m
2. How did you obtain your answer In question no. 1 the measures are
in question no.1? Why? already given
3. What is the relationship The trusses are congruent to each
between the 15 trusses? other. because in building trusses it
must have the same.
EXPLANATION
Today, our topic is all about “Solving
corresponding parts of congruent
triangles”
  How you are going to solve
any corresponding parts of
congruent triangles if some
parts are unknown? Like, the
sides or the angles?
The sides and angles of any
congruent triangles can be solved
by using CPCTC theorem.

Very Good!

 What is CPCTC? Sir, CPCTC means Corresponding

Part of Congruent Triangle are
Congruent

What a good memory! Excellent.

So, what does it mean? It means that if two or more

If we say, corresponding parts of triangles are congruent then their
congruent triangles are congruent? corresponding sides and
corresponding angles are also
congruent.

Very Good. So, let’s try this example.

E. Continuation of the Example 1:

discussion of the new Given:
skill ∆SAD ≅ ∆NUG, find x

What are the given in example #1, if

∆SAD ≅ ∆NUG? Given: m∠U = 110
m∠A = x + 10
Very good!

Now, let us identify the

corresponding angles of two
triangles.
So, what are the corresponding
angles? ∠A ⬌ ∠U
∠S ⬌ ∠N
∠D ⬌ ∠G

OK, very good!

Now, we will be going to solve the

variable x to get the exact measure of
∠A.

Since you mentioned earlier those

corresponding angles of congruent
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 triangles are congruent, we can equate
the two congruent angles. So, if ∠A ≅
∠U. Therefore, m∠A=m∠U

Let’s try to solve.

m∠A=m∠U
x + 10 = 110
x = 110 – 10
x = 100

Did you understand? Ok

Yes sir.
very good.

Let’s try example 2:

Given:
∆ADC ≅ ∆CBA, solve for x and
find the exact measure of ∠D.
D
C
2

1
A B

What are the given in example

no. 2?
Given: m∠D = (2x – 85)
If ∠DAC ⬌ ∠BCA, what angle m∠B = (x + 35)
corresponds to ∠D?
sir, ∠D ⬌ ∠B
Ok, very good.
Therefore, m∠D = m∠B

Who can solve the value of x on the

board?
Sir, m∠D = m∠B
2x – 85 = x + 35
2x -x = 35 + 85
Excellent!! x = 120
Thank you please take your sit.

What is the exact measure of ∠D?

m∠D = 2x – 85
m∠D = 2(120) – 85
m∠D = 240 – 85
Very good Class m∠D = 155°

ELABORATE
F. Developing Mastery Group activity, each group will present
their output.

For figure 1:
Group 1 will solve the value of x
while group 2 will solve the value of
y.

For Figure 2:
Group 3 will solve for x, while
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 Figure 1:
∆GEF ≅ ∆CAB, solve for x and y
G Solve for x, GE = CA
10cm
2x + 10 = 60
2x = 60 – 10
F 2x = 50
(y + 6) cm E 2x/2 =50/2
X = 25

Solve for y, EF = AB
3y – 10 = y + 6
3y = y + 6 + 10
3y – y = 16
2y/2 = 16/2
y=8
Figure 2:
∆CAR ≅ ∆BAR, solve for x and y Solve for x, CA = BA
A 4x + 8 = 5x – 4
4x + 8 + 4 = 5x
4x + 12 = 5x
4x + 8 5x - 4 12 = 5x – 4x
x = 12
(2y – 14) ˚ (y – 7) ˚
C B Solve for y, m∠C ≅ m∠B
R
2y – 14 = y – 7
2y = y + 14 – 7
2y – y = 7
y=7

EF = 3y – 10
Question for group 1 and 2: EF = 3(8) – 10
 What is the exact measure of EF = 24 – 10
EF? If the measure of CA is EF = 14cm
60cm?

Question for group 3 and 4: CA = 4x + 8

 What is the exact measure of CA = 4(12) + 8
CA? CA = 48 + 8
CA = 56cm

Very good class.

G. Find practical Now, Corresponding parts of
application of congruent triangles applied in real life
concepts and skills in situation.
daily living.
Example:
Suppose the municipality of
Bulan, Sorsogon is planning to put a
Covid 19 Facility in triangular lot
located at Barangay Fabrica. The
municipal mayor wants to divide it
into two triangular lot with the same
shape and size. As an engineer your
task is to estimate the fencing cost of
two triangular lots. List all the
congruent sides and angles based on
the given
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of estimated cost of the project if the
municipal government will have to
spend 1200 pesos per meter of
fencing.

∆ABC≅ ∆DEF

Guide question: Congruent Sides

1. What are the corresponding ̅𝐴̅𝐵̅ ≅ ̅𝐷̅𝐸̅
sides and angles? ̅𝐴̅𝐶̅ ≅ ̅𝐷̅𝐹̅
̅𝐵̅𝐶̅ ≅ ̅𝐸̅𝐹̅
Who can write on the board?
Congruent Angles
∠A ≅ ∠D
∠B ≅ ∠E
∠C ≅ ∠F

Excellent!!

2. What are the given in the Given:

figure? AB = 142m
AC = 90m
BC = 110m

Ok very good!!

3. How many perimeters are Solve:

given on the figure? 142 + 90 + 110
=342m

Nice, good job!!

Since, Municipal government

spend 1200 pesos per meter.
Therefore, 342m x 1200 pesos
= 410,400 pesos

4. How much the total estimated 410,400 x 2

cost of the project? =820,800 pesos

H. Making Question:
generalizations & How do we solve for the unknown Answers may vary.
abstractions about parts of congruent triangles?
the lesson
EVALUATE
I. Evaluating Learning
On a 1 whole sheet of paper answer
the following.
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 Task 1: Identify the corresponding
parts of congruent triangles, by finding
the measures of their missing parts.
C G 7cm O
80˚ 75˚

12cm 11cm

25˚
A R E
m∠C =
m∠G = m∠C = 25˚
RC = m∠G = 80 ˚
AR = RC = 11cm
GE = AR = 7cm
GE = 12cm

Task 2: Solve the corresponding parts

of congruent triangles.

1. ∆ABC ≅ ∆ADC, solve for y

Answer:
AD = AB

3y = 21
3y/3 = 21/3
y=7

2. ∆ABD ≅ ∆CDB solve for y

AB = CD

7y = 3y + 20
7y – 3y = 20
4y = 20
4y/4 = 20/4
3. ∆PQR≅ ∆MRN solve for y y=5

m∠R = m∠N

5x – 10 = 35
5x = 35 + 10
5x = 350
5x/5 =350/5
4. ∆ABC≅ ∆ADC solve for y x = 70

AD = AB

5y – 7 = 3y + 21
5y = 3y + 21 + 7
5y – 3y = 28
2y = 28
2y/2 =28/2
y = 14
J. Additional activities Assignment: (On ½ sheet of paper).
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 Given that ∆ABC = (2x+30) °, ∆ABC ≅ ∆PQR
∆PQR=55° and ∆RPQ=65°, find the Therefore,
value of x. 55 ° + 65 ° + (2x + 30) ° = 180°
120° + 2x + 30° = 180°
150° + 2x = 180°
2x = 30°
x = 15°

V. Remarks
VI. Reflection

Prepared by: Checked by:

Jezelyn C. Fabelinia Mrs. Manilyn D. Baltazar

Student-Teacher Cooperating Teacher

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