Republic of the Philippines

Polytechnic University of the Philippines

College of Education
Department of Elementary and Secondary Education
Sta. Mesa, Manila

Grade Level: 8 Learning Area: Mathematics

Student Teacher: Ashley Mye M. Lunas Quarter: 3

I. Objectives
At the end of the one-hour lesson, the students should be able to:
• Understand the different triangle congruence postulates.
• Identify congruent triangles using different congruence postulates.
• Establish cooperation and participation in class discussion and activities.

A. Content Standards
The learner demonstrates understanding of key concepts of triangle
congruence.

B. Performance Standards
The learner is able to communicate mathematical thinking with coherence
and clarity, in formulating, analyzing, and solving real life problems involving
proving triangle congruence.

C. Learning Competencies
1. Illustrates triangle congruence. (MBGE-IIId-1)
2. Illustrates the SAS, ASA, and SSS congruence postulates. (M8GE-
IIId-e-1)
3. Solves corresponding parts of congruent triangles. (MBGE-IIIf-1)
II. Content
Topic: Triangle Congruence Postulates
Sub-Topic: Included Angle and Included Side of a Triangle
SAS (Side-Angle-Side) Congruence Postulate
ASA (Angle-Side Angle) Congruence Postulate
SSS (Side-Side-Side) Congruence Postulate
III. Learning Resources
A. References
1. Teacher’s Guide – Mathematics Teacher’s Module, Page 384 - 388
2. Learner’s Material – Mathematics Learner’s Module, Page 323 - 327
3. Additional Materials – Task Sheets, Visual Aids, Blackboard, Chalk
IV. Procedure

A. Game Review/ Recall

Activity: Break the Code

Direction: To break the code, match the triangles to their corresponding

triangles at the bottom by choosing a triangle with the letter inside and putting it
below.
 Republic of the Philippines
Polytechnic University of the Philippines
College of Education
Department of Elementary and Secondary Education
Sta. Mesa, Manila

B. Motivation

Activity: Are They Congruent?

Instruction: Form four groups. Two triangles will be given to each group. They
will determine whether the two triangles are congruent or not. Answer the guide
questions below and share each group’s answers with the class.

1. Are the two triangles congruent? If so, why?

2. Give the triangle congruent statement of the two triangles.
3. Give the corresponding angles that are marked in two triangles.
4. Give the corresponding sides that are marked in two triangles.

FOR GROUP 1:

T F

M H N U

1. Yes, because the two angles and one side are

congruent since each corresponding sides and angles
are marked.
2. ∆ MTH ≅ ∆ FUN
3. ∠ M ≅ ∠F, ∠T ≅ ∠U
4. MT ≅ FU
5.
6.
FOR GROUP 2:

A L

S E
Y
H

1. Yes, because the two sides and one angle are

congruent since each corresponding sides and angles
are marked.
2. ∆ ASH ≅ ∆ LEY
3. ∠A ≅ ∠L
4. AH ≅ LY, AS ≅ LE

FOR GROUP 3:

J R

A
L
M
Y
 Republic of the Philippines
Polytechnic University of the Philippines
College of Education
Department of Elementary and Secondary Education
Sta. Mesa, Manila

1. Yes, because the three sides are congruent since

each corresponding side are marked.
2. ∆ MJA ≅ ∆ RYL
3. No angles are marked in the two triangles.
4. MJ ≅ RY, JA ≅ YL, MA ≅ RL

FOR GROUP 4:

K
A

S Y
E L
\ \

1. No, the triangles have different size and angle

measurements.
2. ∆ KEL ≇ ∆ SAY
3. No angles are marked in the two triangles.
4. No sides were marked in the two triangles.

C. Discussion

➢ Included Angle and Included Side

Example 1:
S

Let this triangle be SON.

Included Angle The angle between two sides of a triangle.

In ∆SON, ∠S is included between SN and SO.

∠O is included between OS and ON.
∠N is included between NS and NO.

Included Side This the side common to two angles of a triangle.

In ∆SON, SO is included between ∠S and ∠O.

ON is included between ∠O and ∠N.
SN is included between ∠S and ∠N.
 Republic of the Philippines
Polytechnic University of the Philippines
College of Education
Department of Elementary and Secondary Education
Sta. Mesa, Manila

➢ Triangle Congruence Postulates (ASA, SAS, and SSS)

If the two angles and the included side of one

Angle-Side-Angle triangle are congruent to corresponding two angles
Congruence Postulate and an included side of another triangle, then the
triangles are congruent.

If the two sides and an included of one triangle are

Side-Angle-Side congruent to the corresponding two sides and the
Congruence Postulate included angle of another triangle, then the triangles
are congruent.

If the three sides of one triangle are congruent to the

Side-Side-Side
three sides of another triangle, then the triangles are
Congruence Postulate
congruent.

Example 2:

Q T

P R S U

ASA SAS SSS

If ∠P ≅ ∠S, PQ ≅ ST, If PQ ≅ ST, ∠Q ≅ ∠T, If PQ ≅ ST, QR ≅ TU,

and ∠Q ≅ ∠T, then ∆ QR ≅ TU, then ∆ PQR≅ and PR ≅ SU, then ∆
PQR ≅ ∆ STU ∆ STU PQR≅ ∆ STU

D. Practice Exercise

Group Activity

Instruction: Each group will be given a task sheet and they will follow the direction
that was written on it.

Template: Answers are marked with red ink.

Label on each picture the triangle congruence postulates that can be used to
prove each pair of triangles congruent. Then, cut them out and paste them in the
correct box.
 Republic of the Philippines
Polytechnic University of the Philippines
College of Education
Department of Elementary and Secondary Education
Sta. Mesa, Manila

Angle-Side-Angle Side-Angle-Side Side-Side-Side

SSS ASA ASA

SAS SSS SAS

SSS ASA SAS

 Republic of the Philippines
Polytechnic University of the Philippines
College of Education
Department of Elementary and Secondary Education
Sta. Mesa, Manila

E. Formative Test

Direction: Draw the markings in the corresponding congruent parts in each pair of
triangles to show the specified congruence postulate, then complete the
congruence statements.

B E
\ \
∆ ABC ≅ ∆ DEF by SSS

A C D F
\ \ \X \
\
∆ VZW ≅ ∆ YZX by ASA

V Y
Z
\ \
\

W
\
G I
∆ GEN ≅ ∆ NIG by SAS

E N
\ \
F. Assignment

A. Direction: Illustrate the congruent triangles using the given statements below
and mark the specified congruent parts, then write the congruence postulate
(SAS, ASA, or SSS) used based on the given statements.
E H
If ∠D ≅ ∠G \
DE ≅ GH
∠E ≅ ∠H, D F G I
Then ∆ DEF ≅ ∆ GHI by ASA \

B. Direction: Give additional information to show that ∆LMN ≅ ∆ XYZ by:

1. SAS LM ≅ XY, LN ≅ XZ, ∠L ≅ ∠X

2. SSS LM ≅ XY, MN ≅ YZ, LN ≅ XZ
3. ASA ∠L ≅ ∠X, LM ≅ XY, ∠M ≅ ∠Y

G. Real-Life Application
What is the importance of learning these triangle congruence postulates
in real life?

According to the previous lesson, triangle congruence is used on

structures like buildings and bridges to make them sturdy, stable, and
constructed using precise measurements. Triangle congruence
 Republic of the Philippines
Polytechnic University of the Philippines
College of Education
Department of Elementary and Secondary Education
Sta. Mesa, Manila

postulates allow us to prove that a structure's dimensions are proportional

to one another, which ensures that the forces being applied are balanced
and do not cause the structure to collapse.

H. Generalizations

Direction: The teacher will give paper strips to students, and they will fill in the
blanks.
Triangle Postulates Statement
If two sides and the included angle of one
SAS triangle are congruent to two sides and the
Congruence Postulate included angle of another triangle, then the
triangles are congruent.

If two angles and the included side of one

ASA triangle are congruent to two angles and the
Congruence Postulate included side of another triangle, then the
triangles are congruent.

If three sides of one triangle are congruent to

SSS
three sides another triangle, then the triangles
Congruence Postulate
are congruent.

V. Reflection

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation who scored below
80%

C. Which of my teaching strategies worked well? Why did these work?

D. What difficulties did I encounter which my principal or supervisor can help me

solve?
 Republic of the Philippines
Polytechnic University of the Philippines
College of Education
Department of Elementary and Secondary Education
Sta. Mesa, Manila

VI. Remarks

Prepared by:

ASHLEY MYE M. LUNAS

Student Teacher