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Mathematics 8
Quarter 3
Self-Learning Module 9
Problem Solving Involving
Triangle Congruence
Mathematics – Grade 8
Quarter 3 – Self-Learning Module 9: Problem Solving Involving Triangle
Congruence
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writers: Lorraine Rose A. Berdin; Jervis A. Macaballug
Editors: Ma. Cynthia P. Badana; Ma. Victoria L. Peñalosa
Reviewers: Beth Esguerra; Julie R. Reyes; Raneth A. Yago (technical)
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Layout Artist:
Management Team: Ma. Evalou Concepcion A. Agustin
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of Pasig City
Mathematics 8
Quarter 3
Self-Learning Module 9
Problem Solving Involving Triangle
Congruence
Introductory Message

For the Facilitator:

Welcome to the Mathematics 8 Self-Learning Module on Problem Solving

Involving Congruent Triangle!

This Self-Learning Module was collaboratively designed, developed, and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st-century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the self-learning module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this self-
learning module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Moreover, you are expected to encourage and
assist the learners as they do the tasks included in the self-learning module.
 For the Learner:

Welcome to the Mathematics 8 Self-Learning Module on Problem Solving

Involving Congruent Triangle!

This self-learning module was designed to provide you with fun and
meaningful opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning material while being
an active learner.

This self-learning module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the self-learning

module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS
1. Solve problems involving congruent parts and congruent figures.

PRETEST

Directions: Identify what is being asked in each question. Write the letter of the
correct answer.
For item numbers 1-2, △PTI ≅ △DRE, refer to figure 1 at the right.
1. What is the value of x?
A. 30.3 C. 60.7 Figure 1
B. 50. 6 D. 65.9

2. Solve for the value of y?

A. 20 C. 40
B. 30 D. 50

3. If corresponding sides of congruent triangles measure (3x - 4) cm and (2x + 8) cm.

What is the value of x?
A. 8 C. 12
B. 10 D. 14

4. Refer to item number 3, how long are the congruent sides?

A. 24 cm C. 36 cm
B. 32 cm D. 40 cm

5. In the figure below, ∆𝑷𝑨𝑵 ≅ ∆𝑺𝑰𝑻, 𝐴𝑁 = 3𝑥 𝑐𝑚, 𝑆𝐼 = 13 𝑐𝑚, 𝑆𝑇 = 20 𝑐𝑚, and

𝑃𝑁 = 2𝑥 + 8. What is the perimeter of ∆𝑺𝑰𝑻?
A. 51 ft C. 71 ft
B. 61 ft D. 81 ft

ሺ𝟑𝒙ሻ 𝒄𝒎
 RECAP
Complete Me!!!
Direction: Refer to the marked figure at the right to answer
each of the following.
Given: 𝐷𝐸 ∥ 𝐻𝐺
̅̅̅̅ ≅ 𝐻𝐺
𝐷𝐸 ̅̅̅̅
F is the midpoint of ̅̅̅̅
𝐷𝐻 and ̅̅̅̅
𝐸𝐺
Prove: ∆𝐷𝐸𝐹 ≅ ∆ 𝐻𝐺𝐹

STATEMENT REASON
𝐷𝐸 ∥ 𝐻𝐺 1.
2. PAIC Theorem
∠𝐸 ≅ ∠𝐺 3.
4. Vertical Angle Theorem
5. Given
F is the midpoint of ̅̅̅̅
𝐷𝐻 and ̅̅̅̅
𝐷𝐻 6.
7. _________ and _________ Definition of Midpoint
∆𝐷𝐸𝐹 ≅ ∆ 𝐻𝐺𝐹 8.

LESSON

In our previous self-learning module, we have learned that in identifying

congruent parts of a triangle, we often used the properties of congruence. In this
lesson, you will apply your previous knowledge on definitions, postulates, and
theorems on triangle congruence and properties of equality in solving real-life
problems that involve triangle congruence.

Example 1:
A private resort
installed 2 additional
triangular pools, as
an added attraction to
their clients. Triangular pool ABS is congruent with the triangular pool PRD. Two
sides of the triangular pool ABS measure 56 ft. and 60 ft., while one of the sides of
triangular pool PRD measures (3x + 2) ft.
 Using the given illustration, find the
measure of the 3rd side of the triangular pool
ABS and find the perimeter of the triangular
pool PRD.
Solution:
To get the perimeter of each pool, we need to find the value of x to get the
measure of PR. Since △ABS ≅ △PRD, ∠𝐴 ≅ ∠𝑃, then 𝑚∠𝐴 = 𝑚∠𝑃.
2x - 4 = x + 10 Replace 𝑚∠𝐴 by 2x - 4 and 𝑚∠𝑃 by x + 10.
2x - 4 + (4) = x + 10 + (4) Add 4 to both sides of the equation by
Addition Property of Equality.
2x = x + 14 Simplify.
2x + (-x) = x + 14 +(-x) Add -x to both sides of the equation by
Addition Property of Equality.
x = 14 Simplify.
Substitute the value of x to PR.
PR = 3x + 2
PR = 3(14) + 2
PR = 42 + 2
PR = 44
Since PR = BR, therefore the 3rd side of the triangular pool measures 44 ft.
The perimeter of △ABS is 56 + 60 + 44 = 160 ft. But since the two triangular pools
are congruent, therefore the perimeter of △PRD is also 160 ft.
Example 2:
If the corresponding sides of two
billiard triangular racks measure (13x - 5)
in. and (5x + 5) in.,
A. What is the value of x?
B. How long are the congruent sides?
Solution:
A. Since the corresponding sides are congruent,
therefore 13x – 5 = 5x + 5.
13x – 5 = 5x + 5
13x – 5 + (5) = 5x + 5 + (5) Apply Addition Property of Equality.
13x = 5x + 10 Simplify.
13x + (-5x) = 5x + (-5x) + 10 Apply Addition property of Equality.
8x = 10 Simplify.
x = 1.25 Apply Division Property of Equality.
 B. Since, x = 1.25, substitute it to the given sides to either (13x – 5) in. or
(5x + 5) in. to get the length of congruent sides.
Substitute the value of x, Substitute the value of x,
13x – 5 5x + 5
13(1.25) – 5 5(1.25) + 5
16.25 – 5 6.25 + 5
11.25 in 11.25 in
Therefore, the length of the congruent sides is 11.25 in.

Example 3: ∆𝑹𝒀𝑺 is an isosceles triangle and ∆𝑹𝒀𝑼 ≅ ∆𝑺𝒀𝑼.

Answer the following:
A. Find the value of x.
B. Find the value of y.
C. Find the perimeter of ∆𝑹𝒀𝑺.
Solution:
A. Since ∆𝑹𝒀𝑺 is an isosceles triangle, then ∠𝑅 ≅ ∠𝑆 by Isosceles Triangle
Theorem. Therefore, 𝑚∠𝑅 = 𝑚∠𝑆.
4x + 3 = 3x + 12 Replace 𝑚∠𝑅 by 4x+3 and 𝑚∠𝑆 by 3x + 12.
4x = 3x + 9 Add both sides of the equation by -3 (APE).
x=9 Add both sides of the equation by -3x (APE)
B. Since, ∆𝑹𝒀𝑼 ≅ ∆𝑺𝒀𝑼, ̅̅̅̅
𝑅𝑈 ≅ ̅̅̅̅
𝑆𝑈, then 𝑅𝑈 = 𝑆𝑈. 𝑅𝑈 = 3𝑦 + 4 and 𝑆𝑈 = 𝑦 + 10.
3y + 4 = y + 10 Replace 𝑅𝑈 by 3y + 4 and 𝑆𝑈 by y + 10.
3y = y + 6 Add both sides of the equation by -4 (APE).
2y = 6 Add both sides of the equation by -y (APE).
y=3 Divide both sides of the equation by 2 (DPE).
C. Since ∆𝑹𝒀𝑺 is an isosceles triangle, then ̅̅̅̅
𝑅𝑌 ≅ ̅̅̅̅
𝑌𝑆 and 𝑹𝒀 = 𝒀𝑺 = 𝟐𝟏𝒇𝒕.
To get the measure of 𝑹𝑺, substitute the value of y to either 𝑅𝑈 = 3𝑦 + 4 or
𝑆𝑈 = 𝑦 + 10 since they are corresponding sides.

Substitute the value of y, y = 3. Substitute the value of y, y = 3.

RU = 3y + 4 SU = y + 10
= 3(3) + 4 = (3) + 10
=9+4 SU = 13 ft.
RU = 13 ft.
Since RS = RU + US, then RS = 13 + 13 = 26.
Therefore, the perimeter of ∆𝑹𝒀𝑺 = 𝑹𝒀 + 𝒀𝑺 + 𝑹𝑺 = 𝟐𝟏 + 𝟐𝟏 + 𝟐𝟔 = 𝟔𝟖 𝒇𝒕.
 ACTIVITIES

ACTIVITY 1: LET’S PRACTICE!

Directions: △TRY ≅ △DIS. Using the given figure, determine whether each statement
is True or False. Write your answer on the space provided.

_____________ 1. 2x – 25 = x + 11.
_____________ 2. The value of x is 14.
_____________ 3. 𝑚∠𝐷 = 24°.
_____________ 4. The perimeter of
△TRY is 150 mm.
_____________ 5. △DIS is isosceles.

ACTIVITY 2: KEEP PRACTICING!

Directions: Answer the following questions based on the given situation and
illustration. Write your answer on the space provided.

Mr. Cruz, a surveyor in East Residences Ortigas took some measurements

across Ortigas Extension. Suppose ∆𝐾𝐸𝑅 ≅ ∆𝐵𝑅𝐸, as shown in the illustration below.
Suddenly, he needs to withdraw cash at the RCBC Savings Bank which is 10 meters
from his house at East Residences Ortigas. After he withdrew, he decided to buy
food. Suppose he wants to buy food at KFC which is (4x - 15) meters from the RCBC
Saving Bank and equidistant from his residence to Baliwag Lechon Manok with
(3x + 28) meters.

____________ 1. How far is KFC from RCBC Savings Bank?

____________ 2. How far is Baliwag Letchon Manok from RCBC Savings Bank?
____________ 3. How far is Baliwag Lechon from his residence?
____________ 4. How far is KFC from his residence?
____________ 5. What is the measure of ∠𝐸𝑅𝐾?
ACTIVITY 3: TEST YOURSELF!
Direction: Solve the following problem.

1. If corresponding sides of two congruent

triangular roofs measure (4x – 3) m and
(2x + 1) m, how long are the congruent
sides?

2. The figure shows the dimensions of two

landscape gardens at RAVE park, where
△VIC ≅ △BCE and BE ≅ CE. A city
employee wants to order new fences to
surround both gardens. What is the total
length of the fences required to surround
the gardens?
50 m
For item numbers 3-5, refer to the problem
below.

A Truss bridge is constructed for pedestrians

only. In this example, a truss is a group of
triangular units supporting the bridge.
Those triangular units formed congruent
triangles. Suppose that ∆𝐵𝑅𝑌 ≅ ∆𝐺𝑃𝑆, as
shown in the figure at the right.

3. Solve for the values of x, y, and z?

4. What is the length of the base of the triangular support?
5. What is the perimeter of each triangular support?

WRAP-UP

Remember that…
In solving word problems involving triangle congruence it is significantly
important to:
1. Read and analyze the problem very carefully to see what information is/are
given in the problem.
2. Figure out what exactly the problem wants you to do.
3. Use facts, definitions, postulates, or theorem to write a convincing argument
that leads to your solution.
4. State the conclusion.
 VALUING

REFLECTION: (Journal Writing)

We Filipinos are known to be as family-oriented. Some problems and

challenges will come along the way to test our strength and faith. With this, how
would you and your family handle these problems? Cite some examples on how your
family handles such a problem with pair and congruence?

POSTTEST

Directions. Identify what is being asked in each question. Write the letter of the
correct answer on your paper.

1. If corresponding sides of congruent triangles measure (4x - 3) cm and (3x + 9) cm.

How long are the congruent sides?

A. 12 cm C. 36 cm
B. 24 cm D. 45 cm

2. Given: ∆FOX ≅∆CAT, FO = 30, OX = 28, FX = 45 and CT= 3x + 9. Find the value
of x.
A. 8 C. 16
B. 12 D. 20

3. In the given figure 1, ∆GIF ≅ ∆JET, find the value of y.

C. 4 C. 6
D. 5 D. 7

For numbers 4 -5, refer to figure 2 at the right. Figure 1

4. The ∆𝑫𝑹𝒀 ≅ ∆𝑺𝑼𝑵, 𝐷𝑅 = 15 𝑚𝑚, 𝑅𝑌 = 18 𝑚𝑚, 𝑆𝑁 = 2𝑥 + 12 mm,
and 𝐷𝑌 = 3𝑥 + 4. What is the value of x?
A. 8 C. 6
B. 7 D. 5

5. What is the perimeter of ∆𝑺𝑼𝑵?

A. 41 mm C. 61 mm
B. 51 mm D. 71 mm

Figure 2
PRETEST
1. D 2. B 3. C 4. B
References 5. A
RECAP
1. Given 5. 𝐷𝐸 ̅̅̅̅
̅̅̅̅ ≅ 𝐻𝐺
2. ∠𝐷 ≅ ∠𝐻 6. Given
3. PAIC Theorem ̅̅̅̅ ≅ 𝐹𝐻
7. 𝐷𝐹 ̅̅̅̅ and 𝐸𝐹 ̅̅̅̅
̅̅̅̅ ≅ 𝐹𝐺
4. ∠𝐷𝐹𝐸 ≅ ∠𝐻𝐹𝐺 8. Definition of Congruent Triangles
ACTIVITY 1: LET’S PRACTICE!
1. True
2. False
3. False
4. False
5. True
ACTIVITY 2: KEEP PRACTICING!
1. 157 m
2. 140 m
3. 157 m
4. 140 m
5. 700
ACTIVITY 3: TEST YOURSELF!
1. 5m
2. 128 m
3. x = 1, y = 4 and z = 2
4. 3m
5. 15 m
POSTTEST
1. D 2. B 3. D 4. A 5. C
KEY TO CORRECTION
 References
Oronce, Orlando, and Marilyn Mendoza. E-MATH 8. Manila: Rex Book Store, Inc.,
2015.

https://www.rcboe.org/cms/lib010/GA01903614/Centricity/Domain/1030/Ch.%
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hmqnnrqcV2axM. (accessed July 17, 2020).

https://www.whsad.org/teacher-posts/topic-15-congruence-word-problems.
(accessed July 20, 2020).

https://slideplayer.com/slide/12720290/. (accessed July 21, 2020).

https://cdn.villa-bali.com/cache/512/villas/villa-lili-seminyak/villa-lili-seminyak-
dsc-5949-5ba09dde52a81.jpg. (accessed Aug. 13, 2020).

https://ae01.alicdn.com/kf/HTB10PHoEhGYBuNjy0Fnq6x5lpXah.jpg_q50.jpg.
(accessed Aug 14, 2020).

https://i5.walmartimages.com/asr/72f53f6c-320f-4cc3-a1ba-
2a924f84a81f_1.cebd41942f0fbef9cb9e5594b1e469d7.jpeg. (accessed Aug.
14, 2020).