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THIRD QUARTER Module 3

Week 5
Introductory Message
For the facilitator:
This module was collaboratively designed, developed and evaluated by the Development and
Quality Assurance Teams of SDO TAPAT to assist you in helping the learners meet the standards
set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints
in schooling.
As a facilitator, you are expected to orient the learners on how to use this module. You also need
to keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks included
in the module.
For the learner:
This 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 helped to process the contents of
the learning resource while being an active learner.
The following are some reminders in using this module:
1. Use the module with care.
2. Don’t forget to answer Let’s Try before moving on to the other activities included in the
module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
 Let’s Learn

This module is designed to help you learn Mathematics on your own, so that you will be
able to appreciate Mathematics and apply it to your daily life activities. The key to learning
Mathematics is to read, think, solve and have fun doing it.
After going through this module, you’re expected to:
Solve corresponding parts of congruent triangle.

Let’s Try

DIRECTIONS: Read each item carefully. Solve if necessary. Encircle the letter that best
describes the answer.
1. If ∆HAI ≅ ∆KYU and if HA KY, A Y, I U, then what postulate justifies
this?
A. SSS B.SAS
C. AAS D.SSA
N
2. Which congruence postulate is shown by the two triangles?
A. SSS B. SAS
O
M
C. AAA D. SAA A
Nos. 3-4. Refer to the figure below. U K E

O
R
X
T G
3. What additional information is needed so that the congruence between ∆TOG and
∆URX can be guaranteed by the ASA congruency postulate?
A. ∠G ≅ ∠X B. ∠ A ≅ ∠X
C. ∠ T ≅ ∠R D. ∠T ≅ ∠U
4. What additional information is needed so that ∆TOG ≅ ∆URX by SAS same as in #3
congruency postulate?
A. ∠G ≅ ∠X B. ∠T ≅ ∠U

C. ̅̅̅̅
𝑂𝐺 ≅ ̅̅̅̅
𝑅𝑋 D. ̅̅̅̅
𝑇𝐺 ≅ ̅̅̅̅
𝑈𝑋
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5. If corresponding congruent parts are marked; how can you prove ∆REO≅∆NEO?
A. ASA C. SSS
B. SAS D. None of the above

6. Hisoka was given a task to make a design of the flooring of a chapel using triangles.
Luckily, with the help of his bungee gum he can make it happen but the available
materials are square tiles. How is he going to make a design?
A. Applying ASA Postulate
B. Applying AAS Theorem
C. Applying SSA Postulate 2(x + 5) - 7
D. Applying SSS Postulate N A

7. Given the figure at the right, find the value of x.

A. 11
B. 12
C. 8 O 3(x - 2) Y
D. 9
T N
8. Given the figure at the right, find the value of y.
A. 13
5 1 1
B. 11 ቆ − ቇ ቆ ቇ
C. 12 𝑦 3 𝑦
D. 9
A K

9. Given ∆KND ≅ ∆CHD. Find m∠K and m∠C if m∠I is 40°.

A. 500
B. 400
C. 600
D. 800
 10. Which of the following postulates describes the given object?
A. Congruent, ASA Postulate
B. Not congruent, SAS Postulate
C. Congruent, AAA Postulate
D. Not congruent, SSA Postulate

Let’s Recall

Activity 1: Spike Some Answers

State the missing correspondence and mark the side(s)/angle(s) to satisfy the given postulate.
The first one is done for you.

1. SAS Answer
K X
K X

I I

E J
E J ̅̅̅ ഥ
𝑬𝑰≅ 𝑱𝑰

A 3. ASA
2. SAA T N O

N
Y K

D U
U E
4. SAS 5. SAA
S O A C
R
I
X
D H

A T I
 6. SSS U
K 7. ASA
S
N N M
N N
G
N
E
A
N A
N

Let’s Explore

When you were in kindergarten you were tasked to draw a landscape. The easiest
pieces to draw are peaceful countryside with twin hills and a perfectly plowed rice field.
To have a perfect drawing, your twin hills must be of the same size and shape along
with your rice field.

Figures of the same size and shape are called CONGRUENT FIGURES. Hence, the
two figures can be made to coincide point by point with one another.

REMEMBER

CONGRUENT NOT CONGRUENT NOT CONGRUENT

Try this!
Which pairs of figures are congruent?

K I L U

A G O N

Z K F S

Let’s Elaborate

• To denote congruency of two

Y U geometric objects, the symbol” ≅”
A is used.
• If the two figures’ corresponding
parts (angles and sides) are equal,
the figure are said to be congruent
I H
K to each other.

To show that ∆HAI and ∆KYU are congruent we need to show that:
H can be made to coincide with K H K
A can be made to coincide with Y A Y
I can be made to coincide with U I U

This is called ONE-TO-ONE CORRESPONDENCE between the

vertices of the two triangles. If the correspondence matches when the
vertices fit with each other then it is called CONGRUENCE.
From this correspondence, we have the congruent segment as follows:

̅̅̅̅ ≅ ̅̅̅̅
𝐻𝐼 𝐾𝑈 ; ̅̅̅
𝐼𝐴 ≅ ̅̅̅̅
𝑈𝑌 ; ̅̅̅̅
𝐴𝐻 ≅ ̅̅̅̅
𝑌𝐾 ;

The congruent angles are:

∠I ≅ ∠U ; ∠A ≅ ∠Y ; ∠H ≅ ∠K

DEFINITION OF CONGRUENT TRIANGLES

Two triangles are congruent if and only if all the sides and angles of one triangle
are congruent to the corresponding sides and angles of the other triangle.

Which of the following angles are congruent? Why?

O D
45°
45°
65°
T E N

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Have some fun by solving it!
Steps on how to solve corresponding parts of a triangle.
1. Analyze the figure and list down the given.
2. Determine the relationship of the given example.
3. Form a mathematical sentence based on step #2.
4. Solve the mathematical sentence.
5. Write appropriate units if given.

EXAMPLE 1 Y A

If ∆YOT ≅ ∆TAY and YO = (2x + 9) cm. and

̅̅̅̅= 15 cm. Find the value of x.
𝐴𝑇

O T

STEP 1: Analyze the figure and list down the ∆YOT ≅ ∆TAY by SSS Postulate
given
GIVEN: YO = 2x+9; A ̅̅̅̅
𝐴𝑇= 15 cm.
STEP 2: Determine the relationship of the given.
The triangles are congruent by SSS Postulate ̅̅̅̅
𝑌𝑂 ≅ ̅̅̅̅
𝐴𝑇
STEP 3: Form a mathematical sentence based
̅̅̅̅ ≅ 𝐴𝑇
on step #2. Since we concluded that𝑌𝑂 ̅̅̅̅. ̅̅̅̅ ≅ 𝐴𝑇
𝑌𝑂 ̅̅̅̅
We can now form a mathematical sentence by 2x + 9 = 15
substituting the values of the segments.
Solve the llinear equation

2x + 9 + (-9)= 15 + (-9) Use Associative

2x + 9 + -9 = 15 - 9 Property of
STEP 4: Solve the mathematical sentence. 2x = 15 - 9 Equality (APE)
2x = 6
1 1
(2)(2𝑥) = 2 (6) Use Multiplication
x=3 Property of
Equality (MPE)

STEP 5: Write appropriate units if given.

x = 3cm

Example 2
If ∆HOY ≅ ∆ROI
and m∠YOH = (2x+13)0 ; m∠IOR = (3x + 4)0

What is the m∠YOH ? How about m∠IOR?

∆HOY ≅ ∆ROI are congruent by SAS Postulate

GIVEN: m∠YOH = (2x+13)0 ; m∠IOR = (3x + 4)0
2x+13 = 3x +4 or 3x + 4 = 2x + 13
3x + 4 = 2x + 13 Use Addition Property of Equality (APE)
3x – 2x = 13 – 4
x=9

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 If m∠YOH = (2x+13)0 If m∠IOR = (3x + 4)0

m∠YOH = (2x+13 )0 Substitute x = 9 m ∠IOR = (3x + 4)0 Substitute x =

m∠YOH = 2(9)+13 9
m∠YOH = 18 +13 m ∠IOR = 3(9) + 4
m ∠YOH = 310 m ∠IOR = 27 + 4
m ∠IOR = 310

To watch a video tutorial by Teacher Kim Channel visit this link: https://youtu.be/DsYl_MOgdXI

Let’s Dig In

Activity 1: TOSS, SPIKE, CONNECT!

Find the corresponding congruent parts of each of the following by connecting the
dots to its respective corresponding congruent parts.
For items 1-10, ∆KGE ≅ ∆YMA (refer to figure1)
G Y M

Figure 1

K A
E
1. ∠K 7 ∠K
2. ∠Y ∠E
3. ∠M ∠G
4. EG ∠M
5. AM ∠Y
6. ∠A ∠A
7. YM YA
8. KG GK
9. ∠E AM
10. ∠G EK
 For nos. 11-13, ∆HIN ≅ ∆ITA (refer to figure2) H A
̅̅̅
11. 𝐼𝐴 ̅̅̅̅
𝑇𝐴

12. ∠HIN ̅𝐼𝑁

̅̅̅ I

13. ̅̅̅̅̅
𝐻𝑁 ∠TIA

N T
For nos. 14-16, ∆ASM ≅ ∆OSM (refer to figure) Figure 2

14. ∠A ̅̅̅̅̅
𝑂𝑀
15. ̅̅̅̅̅
𝐴𝑀 ̅̅̅̅
𝑂𝑆
∠O
16. ̅̅̅̅
𝐴𝑆
A O
M

Activity 2: Challenge yourself!

Find the value of x. 2.
1. L U
S 16 – 2x T
A
5 1 1
𝑥+ 2𝑥 −
4 2 2

A
X K S
5x + 9
N
8

3. A 4. O
S
N N
N
0
Z R
L 𝑥
23° ൬ + 26 ൰
3
N V 1 3
I 𝑥−3 2− 𝑥
2 A 4
N
N
 5.
N
N
N
L 16°

N
R
N

M
Let’s Apply N

Activity 1: Try harder by solving it.

Lino wants to find the measure of the missing parts of a triangle. Help him do it.
For nos. 1-6 refer to the figure.

If ∆HST ≅ ∆RIA, m∠S = 36° and, m∠A = 120°.

H
1. m∠I = ___ ̅̅̅̅ = ___
4. 𝑇𝐻 A
12 8
2. ̅̅̅
𝑅𝐼 = ___ 5. m∠R = ___
I R
3. m∠T = ___ 6. m∠H = ___
T S

For nos. 7 – 8, refer to the figure. 9

A
If ∆JAE ≅ ∆GXR, find the indicated measures. R G

7. m∠A = ___ 8 6
55° 80°
̅̅̅̅ = ___ J E
8. 𝐴𝐸 9
X
For nos. 16-17 I S
̅̅̅̅ and ̅̅̅
9. Find 𝑋𝑆 𝐾𝐼

10. If ̅̅̅̅ ̅̅̅ , find ̅̅̅̅

𝐼𝑀 is 35 cm. less than 3𝐾𝐼 𝐴𝑆.

M X A
K
∆MIK ≅ ∆ASX
 Let’s Evaluate

Directions: Choose the letter of the best answer. Write your answer on the separate
sheet of paper.
U
1. What postulate guarantees that ∆LAX≅∆USX?
A. SSS S
X
B. SAS
C. ASA
D. AAS A

For nos. 2-3 refer to the figure below. O

L
2. If ̅̅̅̅
𝑌𝑈≅𝑂𝑁̅̅̅̅ and ∠1≅ ∠2 which corresponding parts should
be congruent to make ∆NOY≅∆YUN by SAS? 3 1
Y N
2 4
A. YN≅NY B. NU≅YO
C. ∠Y≅∠N D. ∠O≅∠U
U
3. YU≅ON and ∠1≅ ∠2 which corresponding parts should
be congruent to make ∆NOY≅∆YUN by ASA?
̅̅̅̅ ≅𝑁𝑌
A. 𝑌𝑁 ̅̅̅̅ NY ̅̅̅̅≅𝑌𝑂
B. 𝑁𝑈 ̅̅̅̅

C. ∠Y≅∠N D. ∠O≅∠U
A
For nos. 4-5 refer to the figure . 1 2
10
4. If AI bisects ∠YAM, then

A. ̅̅̅̅
𝑌𝐴 ≅ ̅̅̅̅̅
𝐴𝑀 3 4
B. ∆YAI≅∆MAI Y M
I
C. ∠Y≅∠M
D. ∠A≅∠I
5. ∠AYI≅∠AMI and ∠1≅ ∠2 which corresponding parts should be congruent to make
∆ YAI≅∆AMI by ASA?
A. ̅̅̅̅
𝑌𝐴 ≅ ̅̅̅̅̅
𝐴𝑀 B. ̅̅̅
𝑌𝐼 ≅ ̅̅̅̅
𝑀𝐼
C. ∠Y≅∠N D. ∠O≅∠U
6. What postulate states that if 3 sides of one triangle are congruent to the
corresponding 3 sides of another triangle, then the triangles are congruent?
A. AAS
B. SAS
C. ASA
D. SSS
I U

7. In the figure at the right, find the value of x. 4 L 1

𝑥+1 2
A. 13
B. 12
C. 9 A
D. 7 K
U
8. What is the value of x in the figure.
𝑥 𝑥 S
A. 9 − X
B. 11 2 3
5
C. 5 A
D. 7 6

L
9. Asta was given a task by Captain Yami to make a design of the flooring of their fort
using triangles. The available materials are square tiles. How is he going to make a
design?
A. Applying ASA Postulate
B. Applying AAS Theorem
C. Applying SSA Postulate
D. Applying SSS Postulate

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10. If ∆ARG ≅ ∆TOU and if AR TO, R O, G U, then what postulate
justifies this?
A. SSS B.SAS
C. AAS D.SSA

Alternatively, you may answer these questions online!

Use this link on your smartphone, laptop, or desktop:
http://bit.ly/MATH835E
Use proper capitalization to activate the link.
Or you may scan the QR code and start answering!
Make sure you are connected to the internet!
References You will see your score after completing the test. Make sure to
screenshot your work as proof to your teacher.
Nivera, Gladys C., et. al., MAKING IN MATHEMATICS, VICARISH Publication and Trading ,
Inc., 2010
Tatil., et. al., SKILLBOOK IN MATHEMATICS III (Geometry),Blue Denim Enterprise,2005
Dilao, Soledad Jose, Ed.D., GEOMETRY,S.D.Publication Inc.
MATHEMATICS GRADE 9, LEARNERS MATERIAL, Department of Education, First Edition, 2014

Development Team of the Module

Author: JENIFFER N. CONSTANTINO
Editor: Content Editor: RICHELLE RIVERA
JACOB RACELIS
DEXIE JAY GUTIERREZ
JOLIE B. CARDOZO
NARCISA STA. BARBARA
Language Editor: GLADYSMIE ROSARIO
Reviewers: NARCISA STA. BARBARA
JOLIE B. CARDOZO
JENNICA ALEXIS B. SABADO
DR. MELEDA POLITA
Management Team: DR. MARGARITO B. MATERUM, SDS
DR. GEORGE P. TIZON, SGOD Chief
DR. ELLERY G. QUINTIA,CID Chief
MIRASOL I. RONGAVILLA , EPS – Mathematics
DR. DAISYL. MATAAC, EPS – LRMS/ALS

For inquiries, please write or call:

Schools Division of Taguig City and Pateros Upper Bicutan, Taguig City

Telefax: 8384251

Email Address: sdo.tapat@deped.gov.ph

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