4A’s Detailed Lesson Plan in Mathematics 8

Date:
Time: 7:30-8:30 AM

I. OBJECTIVES:

A. Content Standard:
The learners demonstrate understanding of the key concepts of
axiomatic structure of geometry and triangle congruence.

B. Performance Standard:
1. The learners are able to formulate and organized plan to handle
real-life situation.
2. The learners are 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 representations.

C. Learning Competency/Objectives:
At the end of the lesson, the learners should be able to:
1. identify conditions for SSS congruence postulate;
2. use triangle congruence postulates to prove that two
triangles are congruent; and
3. appreciate real-life applications of congruent triangles.
LC code: M8GE-IIIg-1

II. CONTENT:

Proving Two Triangles are Congruent Using SSS Congruence Postulate

III. LEARNING RESOURCES:

a) References:
1. Teacher’s Guide pages:
2. Learner’s Materials pages:
3. Textbook pages:
4. Additional Materials from Learning Resource (LR)portal:
b) Other Learning Resources:
Laptop, construction paper, manila paper, marker
 IV. LEARNING ACTIVITIES

TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES

A. ROUTINELY MATTERS:

1. Prayer
: Class, kindly stand for a prayer.
: Before we start, let me call on (Students will pray)
Trisha to lead the prayer.

2. Greetings
: Good morning, class. : Good morning, Ma’am.
: Before you take your seat kindly
arrange your chair and pick up
some pieces of trash.

3. Checking of Attendance
: Say PRESENT when your name is
called. (Students will answer)

4. Setting of standards
: Class, whenever somebody is talking in
front, what will you do? : Listen carefully, ma’am.

: Very good! How about when you want to

answer? : We will raise our hands, ma’am.

: Very good! Another, when you are

going to answer a question, you must : Yes, ma’am.
stand up for it is one way of showing
what?

: Very good! It shows respect to the one : Respect, ma’am.

who is asking you a question, right?

: When you are having a group activity? : Yes, ma’am.

: Very good! You should also cooperate : Cooperate with the group, ma’am.
with your groupmates.

: When you are given a group activity,

always be responsible in working
together to achieve what has been
desired.

: Because you know what class, when

you are working together, it will be less
difficult in accomplishing a certain task.
Do not make yourself to be a burden to
 others. Am I understood, class? : Yes, ma’am.

: Very good!

: Can I expect that from you? : Yes ma’am

B. REVIEW
: Before we proceed to our discussion, let us
first review the previous topic by answering
the activity.

Directions: Math each figure in Column A with the

corresponding triangle congruence
postulate in column B. Choose the letter
of the correct answer.

Column A Column B

(Expected Answers)
1. C
2. B
3. A
4. C
5. B

C. PRIMING
: I have here a plot summary of story, all you
have to do is to listen carefully as I read
this.

: Are you ready?

: Yes, ma’am.
: It is one of the master piece of William
Shakespeare, the tragic story of Romeo and
Juliet.

The Montague and Capulet families hate each

other. Montague’s son, Romeo, falls with Captulet’s
daughter, Juliet. Romeo and Juliet are secretly
married by friar Laurence, Juliet’s cousin, Tybalt, kills
Romeo’s bestfriend. This makes Romeo really really
mad, and he kills Tyblat so that Romeo is banished
from Verona. Capulet, not knowing Juliet is already
married, forces her to marry a rich guy named Paris.
To help Juliet escape, Friar Laurence gives her
sleeping potion that will make her appear to be dead.
Friar Laurence sends Romeo a message explaining
this, but it doesn’t reach Romeo. Romeo thinks Juliet
is dead, goes to her tomb, kills Paris in duel, then
poisons himself. When Juliet wakes up, sees
Romeo is dead, and then stab herself. Because of
that scenario the Montague and Capulet families
decide to stop hating each other. If you were Romeo
and Juliet, what will you do?

A. Would you let your family ruin your

relationship?
B. Will you accept the situation and move on? (Students answer may vary)
A. Or let your life end and continue to live in
your love one’s in another world?

: What do you think is the problem of Romeo

and Juliet?

: Very good! Romeo and Juliet’s problem is : Ma’am Romeo and Juliet problem is the conflict of
the conflict of both families. both families.

: Yes, ma’am! They both die for the sake of their

: Very good! They both die for the sake of love.
their love.

: What lesson can you get from the story?

: Ma’am, learn to prove or pursued your love as long

: Okay, very good! If you are in love class, as they didn’t hurt anyone or anybody.
what will you do to prove that you are in
love that person? By doing act not just a talk
only, u know what class talk is congruence
to action, remember actions speak louder
than words. Congruence also means
integrity, words and behavior are match.

: Okay, based on the story that I have read,

what do you think is our topic for this
morning?
: Congruence, ma’am.
: Okay very good! Another idea?
 : Okay, very good! It is all about proving two : About prove or proving ma’am.
triangles are congruent.

: But before that I want you to know our

Lesson Objectives so that you will be
guided and let us see if these objectives will
be gained or obtained.

(The teacher let the students read the

objectives of the lesson)

At the end of the lesson, the learners should be able

to:
1. identify conditions for SSS congruence
postulate; (Students are reading the objectives)
2. use triangle congruence postulates to prove
that two triangles are congruent; and
3. appreciate real-life applications of congruent
triangles.

D. ACTIVITY
: This time we will have a group activity.
Each group will be given a manila paper
and a marker, and all you have to do is
to answer what is being asked. If your
group is done answering, you may post
your answer in the board. Choose a
representative to present your answer. I
will give you 5 minutes to answer.

: But before that, let me read to you the

rubric.

RUBRICS FOR GROUP ACTIVITY

Points Criteria
All of the members of the group
5 were participated and shared their
ideas about what is asked.
The group shared what is asked
3 and only 2-3 students participated.
The group did not share their ideas
1 and did not present their work.
None of them participated.

Directions: List down the corresponding congruent

parts of each pair of congruent triangles and answer
the questions that follow.

For Group 1:
 (Expected Answers)
Group 1:
AR ≅ SR
For Group 2:
WR ≅ DR
∠ ARW ≅ ∠ SRD

Group 2:
CE ≅ ℜ
ER ≅ EC
CR ≅ CR

: Time starts now!

: Time is up!

E. ANALYSIS

(Presentation of Groups’ Outputs/Answers)

1. How do you find the activity?

2. Were you able to list down the corresponding

congruent parts of each pair of congruent
triangles? If yes, what is your basis in
identifying the congruent parts?

3. Are the corresponding congruent parts (Students answer may vary)

enough to prove that the two triangles are
congruent?

F. ABSTRACTION
In this lesson, we are going to prove that two
triangles are congruent using SSS congruence
postulate. And we all know from our previous lesson
that if the three sides of one triangle are congruent to
the three sides of another triangle, then the two
triangles are said to be congruent.

A P

B C Q R
Below are the definitions that can be used in proving
triangles congruent.

Vertical Angles Theorem

If two angles are vertical angles, then they are
congruent.
Example: ∠ 1 ≅ ∠ 3 and ∠2 ≅ ∠ 4

Properties of Triangle Congruence

Reflexive Property of Triangle Congruence

∆ ABC ≅ ∆ ABC

Symmetric Property of Triangle Congruence

If ∆ ABC ≅ ∆ EFG , then ∆ EFG ≅ ∆ ABC

Transitive Property of Triangle Congruence

If ∆ ABC ≅ ∆ EFG and ∆ EFG ≅ ∆ JKL, then ∆ ABC
≅ ∆ JKL

Steps in Proving Congruence of Two Triangles

Step 1. Identify what the given are, and what is to be
proved. Mark the given information on the diagram.
Step 2. Identify the congruence postulate to be used
and the additional information needed and why.
Step 3. Write down the statements and the reasons
in a two-column proof. Make sure the last statement
contains what should be proved.

Now, let us apply the SSS congruence postulate in

proving congruent triangles using the illustrative
examples below.

Example 1. Given: ℜ ≅ CA , EC ≅ AR . Prove that

∆𝑅𝐸𝐶 ≅ ∆𝐶𝐴𝑅.

Step 1. Identify what the given are and what is to be

proved.
Given: ℜ ≅ CA , EC ≅ AR
Prove: ∆𝑅𝐸𝐶 ≅ ∆𝐶𝐴R

Step 2. Identify the congruence postulate to be used

and the additional information needed and why.

CR is the common side of ∆𝑅𝐸𝐶 𝑎𝑛𝑑 ∆𝐶𝐴𝑅, so by

reflexive property. Hence, SSS postulate can be
used to prove ∆𝑅𝐸𝐶 ≅ ∆𝐶𝐴𝑅 because each of the
three sides of ∆REC is congruent respectively to the
three sides of ∆CAR
Step 3. Write down the statements and the reasons
in a two-column proof. Make sure the last statement
contains what should be proved.

Statements Proofs
1). ℜ ≅ CA , EC ≅ AR 1). Given
2). CR ≅ CR 2). Reflexive Property
3). ∆𝑅𝐸𝐶 ≅ ∆𝐶𝐴𝑅 3). SSS Congruence
Postulate

Example 2: Given: Point F is the midpoint EB and

AD . DE ≅ AB
Prove that ∆DFE ≅ ∆AFB.

Statements Proofs
1). Point F is the 1). Given
midpoint EB and AD
2). BF ≅ EF , DF ≅ 2). Definition of Midpoint
AF
3). DE ≅ AB 3). Given
4.) ∆DFE ≅ ∆AFB 4.) SSS Congruence
Postulate

Example 3: Given DA ≅ CB , AC ≅ BD
Prove: ∆DAC ≅ ∆CBD

Statements Proofs
1). DA ≅ CB 1). Given
2). AC ≅ BD 2). Given
3). DC ≅ DC 3). Reflexive Property
4.) ∆DAC ≅ ∆CBD 4.) SSS Congruence
Postulate
: Now, let us try to answer this using the
figure.
The Buntun bridge spans the Cagayan River. It is
1,369 m long and said to be the longest river bridge
in the country. It was opened in 1947 and has been
known as the gateway to the City of Tuguegarao.
The bridge has never been flooded by the river but it
almost did when typhoons Ondoy and Juan hit the
city. One of the reasons why it still stands
magnificently until today because of its structures
that are made of congruent triangles.

In the figure at the right, it is given that AB ≅ CB and

AD ≅ CD . Prove that ∆ABD ≅ ∆CBD by completing
the two-column proof below.

STATEMENT PROOFS
1. AB ≅ CB
2. BD ≅ BD
3. AD ≅ CD
4. ∆ABD ≅ ∆CBD

: What is the reason of the statement no. 1?

: Very good, that's correct. How about
statement no. 2?
: How about statement no. 3? And also, how
about statement no. 4?
: In general, when can you prove that the two
triangles are congruent?
: What are the steps to prove that two
triangles are congruent?
(Students raise their hands)
: Given ma'am.
: Reflexive property of congruence.
: Given ma’am.
: SSS Congruence Postulate, ma’am.
: We can prove that the two triangles are congruent
if all of their parts coincide. Also, we can prove it by
using the SSS congruence postulate.
: The first step is “identify what the given are, and
what is to be proved. Mark the given information on
the diagram”. The second step is “identify the
congruence postulate to be used and the additional
information needed and why”. The last step is “write
down the statements and the reasons in a two-
column proof. Make sure the last statement contains
 what should be proved”.
: Why it is important to be a congruence in
constructing a building or bridge? (Students answer may vary)
: If you will become an Engineer someday,
how are you going to apply triangle
congruent in building? (Students answer may vary)

: Do you have any clarifications/questions

regarding our topic? : None, ma’am.

: Since you already understand our lesson

today, let’s have an activity.

G. APPLICATION
: Now, you are going to apply what you have
learned on our discussions. We will have
another activity with the same group. Same
rubrics will be applied.

Activity: My Home
Direction: Fill the missing statements and proofs to
complete the table.

Group 1
1. Trusses in our houses form congruent
triangles similar to the picture below

Given: HO ≅ MO , HE ≅ ME (Expected Answers)

Prove: ∆𝐻𝑂𝐸 ≅ ∆𝑀𝑂E
Statement Proofs 1.
1). HO ≅ MO , HE ≅ ME 1). Statements Reasons Reasons
2). 2). Reflexive Property 1). HO ≅ MO , HE ≅ ME 1). Given
3). ∆𝐻𝑂𝐸 ≅ ∆𝑀OE 3). 2). OE ≅ OE 2). Reflexive Property
3). ∆𝐻𝑂𝐸 ≅ ∆𝑀OE 3). SSS Congruence
Group 2 Postulate
´
2. Given: GH ≅ HJ , H́I bisect GJ
Prove: ∆GIH ≅ ∆JIH

2.
 Statement Proofs
1). GH ≅ HJ 1). Given
2). H́I bisect 2). Given
´
GJ
3). GI ≅ JI 3). Definition of Line Bisector
Statement Proofs 4.) HI ≅ HI 4.) Reflexive Property
1). GH ≅ HJ 1). 5.) ∆GIH ≅ ∆JIH 5.) SSS Congruence Postulate
2). 2). Given
3). GI ≅ JI 3). Definition of
4.) HI ≅ HI 4.)
5.) 5.) SSS Congruence Postulate

H. EVALUATION
Direction: Complete the table below. Choose the
letter of the correct answer from the choices
provided.

Given: AB and CD are the legs of Isosceles ∆ABC.

´ intersect AC at midpoint D.
BD
Prove: ∆ABD ≅ ∆CBD

A. Legs of an Isosceles Triangle is Congruent

B. AD ≅ CD
C. Given
D. Reflexive Property
´ intersect AC at midpoint D.
E. BD

Statement Proofs
AB and CD are the legs of 1).
Isosceles ∆ABC (Expected Answer)
AB and CD 2). 1. C
3). Given 2. A
4.) Definition of Midpoint 3. E
BD ≅ BD 5.) 4. B
∆ABD ≅ ∆CBD SSS Congruence
5. D
Postulate

IV. ASSIGNMENT
Please study in advance about Proving Statement on Triangle Congruence.

V. REMARKS:
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation:
B. No. of learners who required additional activities for remediation who
scored below 80%:
C. Did the remedial lesson work? No. of learners who have caught up with
the lesson:
D. No. of leaners who continue to require remediation:
E. Which of my teaching strategies worked well? Why did this work?
F. What difficulties did I encounter which my principal or supervisor can
help me solve?
G. What innovation or localized materials did I use/discover which I wish to
share with other teachers?: