Built – In Information in

Triangles
• 
Identify the ‘built-in’ part
 Shared side

SSS Vertical angles

Parallel lines
SAS
-> AIA

Shared side

SAS
 SOME REASONS For Indirect
Information
• Def of midpoint
• Def of a bisector
• Vert angles are congruent
• Def of perpendicular bisector
• Reflexive property (shared side)
• Parallel lines ….. alt int angles
• Property of Perpendicular Lines
This is called a common side.
It is a side for both triangles.

We’ll use the reflexive property.

HL ( hypotenuse leg ) is used
only with right triangles, BUT,
not all right triangles.

HL ASA
 Name That Postulate
(when possible)

Vertical
Angles
Reflexive
Property SAS SAS

Vertical Reflexive
Angles SAS Property SSA
 Let’s Practice
Indicate the additional information needed
to enable us to apply the specified
congruence postulate.

For ASA: B  D
For SAS: AC  FE
For AAS: A  F
 Determine if whether each pair of triangles is congruent by
SSS, SAS, ASA, or AAS. If it is not possible to prove that they
are congruent, write not possible.
Ex 4 G K

H J

ΔGIH  ΔJIK by AAS

 Determine if whether each pair of triangles is congruent by SSS,
SAS, ASA, or AAS. If it is not possible to prove that they are
congruent, write not possible.
Ex 5
B A

D E

ΔABC  ΔEDC by ASA

 Determine if whether each pair of triangles is congruent by
SSS, SAS, ASA, or AAS. If it is not possible to prove that they
are congruent, write not possible.
Ex 6 A E

B
D

ΔACB  ΔECD by SAS

 Determine if whether each pair of triangles is congruent by SSS,
SAS, ASA, or AAS. If it is not possible to prove that they are
congruent, write not possible.
Ex 7 J K

M L

ΔJMK  ΔLKM by SAS or ASA

 Determine if whether each pair of triangles is congruent
by SSS, SAS, ASA, or AAS. If it is not possible to prove
that they are congruent, write not possible.

J
T
Ex 8

L
K V U

Not possible
𝐿𝑜𝑜𝑘 𝐵𝑎𝑐𝑘 !
 postulates on
(10 points)
𝑺𝑺𝑺 , 𝑨𝑺𝑨, 𝑺𝑨𝑺, 𝑨𝑨𝑺
G K

H J

AAS
B A

D E

ASA
A E

B
D

SAS
SSS
J
T

L
K V U

Not possible
CONGRUENT
TRIANGLES
 CONTENT PERFORMANCE LEARNING
STANDARDS STANDARDS COMPETENCIES/OBJECTIVES
The learner is able to (1) formulate an
The learner demonstrates
organized plan to handle a real-life Solve corresponding parts
understanding of key
situation and (2) communicate of congruent triangles
concepts of axiomatic
mathematical thinking with coherence and M8GE-IIIf-1
structure of geometry and clarity in formulating, investigating,
triangle congruence. analyzing, and solving real-life problems
involving congruent triangles using
appropriate and accurate representations.
 01
When do we say that triangles are congruent?

02
What does CPCTC mean?
DEFINITION OF CONGRUENT

CPCTC
TRIANGLES
Two triangles are congruent if and only
if their corresponding parts are
congruent.
CORRESPONDING AND CONGRUE
OF CONGRUENT TRIANGL
 01
ACTIVIT Y
TIME!
SOLVING
CORRESPONDING
PARTS OF
CONGRUENT
TRIANGLES
EXAMPLE 1
EXAMPLE 2
 ADDITIONAL
02 EXAMPLES
EXAMPLE
EXAMPLE
 01
ACTIVIT Y
TIME!
ASSIGNMENT
PROVING
TRIANGLE
CONGRUENCE
𝑨𝑨𝑺− 𝑨𝒏𝒈𝒍𝒆− 𝑨𝒏𝒈𝒍𝒆− 𝑺𝒊𝒅𝒆
𝑨𝑺𝑨− 𝑨𝒏𝒈𝒍𝒆 − 𝑺𝒊𝒅𝒆 − 𝑨𝒏𝒈𝒍𝒆
𝑺𝑺𝑺 − 𝑺𝒊𝒅𝒆 − 𝑺𝒊𝒅𝒆
𝑺𝑨𝑺 − 𝑺𝒊𝒅𝒆 − 𝑨𝒏𝒈𝒍𝒆 −𝑺𝒊𝒅𝒆
𝑨𝑨𝑺
𝑺𝑨𝑺
𝑨𝑺 𝑨
𝑺𝑺𝑺
DEFINITION OF RIGHT TRIAN
PROPERTIES OF RIGHT TRIAN
PARTS OF A RIGHT TRIANGL
PARTS OF A RIGHT TRIANGL
𝑳 𝑳 𝑪𝒐𝒏𝒈𝒓𝒖𝒆𝒏𝒄𝒆 𝑻𝒉𝒆𝒐𝒓𝒆𝒎
𝑳𝑨 𝑪𝒐𝒏𝒈𝒓𝒖𝒆𝒏𝒄𝒆 𝑻𝒉𝒆𝒐𝒓𝒆𝒎
𝑯𝒚 𝑳 𝑪𝒐𝒏𝒈𝒓𝒖𝒆𝒏𝒄𝒆 𝑻𝒉𝒆𝒐𝒓𝒆𝒎
𝑯𝒚𝑨 𝑪𝒐𝒏𝒈𝒓𝒖𝒆𝒏𝒄𝒆 𝑻𝒉𝒆𝒐𝒓𝒆𝒎