Self-Learning Module

SY 2022-2023

Grade Level: 8

Subject (Code): Math

Quarter/Term: Q3
G8MATHQ305-TRIANGLE CONGRUENCE
Module Title:
Lesson 3: Triangle Congruence
At the end of the module, the student will be able to
1. illustrate triangle congruence
Learning 2. illustrate the SAS, ASA, and SSS congruence postulates
Objectives: 3. solve corresponding parts of congruent triangles
4. prove two triangles are congruent
5. prove statements on triangle congruence
1. PowerPoint Slides
Instructional
2. Instructional Videos
Materials:
3. Any e-gadgets and internet
Resources: 1. Realistic Math 8 (Textbook)

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 Grade / Subject: 8 / Mathematics
Module Title: Triangle Congruence Page 2 of 11

General Instructions for the Module

1. Every module in Mathematics uses the textbook REALISTIC MATH (SCALING

GREATER HEIGHTS).
2. A weekly/daily schedule is given for your guide.
3. This module is designed for self-paced independent learning. You are going to go
over this module in advance during your study time side by side with your textbook and
answer the activities prepared for every session. To check whether you get the correct
answers for each activity, refer to the answer keys given at the last part of the module.
These answer keys are intended only for self-checking. Do not go to the answer key if
you have not finished answering all items in a particular activity. You have the option to
print the module if you need a hard copy.
4. Be ready with your questions or things that you have not understand for further
clarifications during the synchronous session.
5. A 40-minute Long Test is given at the end of each module during synchronous time. The
WELA System will be used in administering the Long Test. The test will be administered
with a time limit, so make sure to report to the Silid Aralan on time.

What is self-paced learning? – An approach with which learners hold the power or right to
regulate and control their own learning activities. Learners are in charge of their own
learning processes with autonomy. (Shimmer, 2007)

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 Grade / Subject: 8 / Mathematics
Module Title: Triangle Congruence Page 3 of 11

CHAPTER 3
GEOMETRY
LEARNING MODULE 5
TRIANGLE CONGRUENCE

Check your schedule!

Date Session Topics

Lesson 6: Triangle Congruence
Session 1
page 277-284
Week 27
Lesson 6: Triangle Congruence
Feb 20 – Feb 24 Session 2
page 281-284
Session 3 Quiz 5
Session 1 Long Test 5
Week 28
Session 2 PT Making
Feb 27 – Mar 3
Session 3 PT Making
Lesson 6: Triangle Congruence
Session 1
page 284-287
Week 29
Lesson 6: Triangle Congruence
Mar 6 – Mar 10 Session 2
page 284-287
Session 3 Quiz 6

WEEK 27 – SESSION 1

LESSON 6: TRIANGLE CONGRUENCE

Specific Objectives
At the end of the lesson, the student should be able to,
1. illustrate triangle congruence
2. illustrate the SAS, ASA, and SSS congruence postulates

Introduction

Congruence means having the same shape and size, and it is denoted by ≅ . The top part of the
symbol, , is the sign for similarity and indicates the same shape. The bottom part, ¿, is the sign
of equality and indicates the same size.

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Grade / Subject: 8 / Mathematics
Module Title: Triangle Congruence Page 4 of 11

What you already know…

REMEMBER!

Definition:

Two triangles are congruent if and only if their corresponding angles and
sides are congruent

The definition of congruent triangles is a biconditional statement, therefore it can

be interpreted in two ways.

1. If two triangles are congruent, then their corresponding angles and sides
are congruent, or the corresponding parts of congruent triangles are
congruent.
2. If the corresponding angles and sides of two triangles are congruent, then
the two triangles are congruent.

These are the postulates and theorem that can be used in order to conclude that
the two triangles are congruent.

SSS Congruence Postulate

If three sides of a triangle are congruent to the corresponding sides of another
triangle, then the two triangles are congruent.

SAS Congruence Postulate

If two sides of a triangle and the included angle of a triangle are congruent to the
corresponding parts of another triangle, then the two triangles are congruent.

ASA Congruence Postulate

If two angles of a triangle and the included side of a triangle are congruent to the
corresponding parts of another triangle, then the two triangles are congruent.

SAA Theorem
If two angles and a side not included between the angles of a triangle are
congruent to the corresponding parts of another triangle, then the two triangles
are congruent.

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Grade / Subject: 8 / Mathematics
Module Title: Triangle Congruence Page 5 of 11

Read more on triangle congruence on pages 277-284 of your textbook and

answer the given activity. Refer to the answer key in checking your answers.

Questions to Ponder

1. How is congruence different from correspondence?

______________________________________________________________

2. Can you determine the corresponding sides and angles of the triangles from
any congruence statement by following the order of the letters?
______________________________________________________________

3. How do you examine whether the two triangles are congruent or not?
______________________________________________________________

4. Is it really necessary to check all of the corresponding parts to say that the two
triangles are congruent?
_____________________________________________________________

5. Why are postulates and theorems useful in proving triangle congruence?

_____________________________________________________________

6. What is an included angle? Included side?

_____________________________________________________________

7. Is SAA the same as ASA?

_____________________________________________________________

8. Is the order of the letters important in determining the congruence between

two triangles?
_____________________________________________________________

Activity 1

Refer to your textbook. Answer the following.

Classwork no’s 1-10 and 15-20 on pages 288-291.

Practice no’s 1-10 on pages 291-292.

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 Grade / Subject: 8 / Mathematics
Module Title: Triangle Congruence Page 6 of 11

WEEK 27 – SESSION 2

Specific Objectives
At the end of the lesson, the student should be able to,

1. solve corresponding parts of congruent triangles

Study the examples on how to solve missing angle measures and side lengths on page 280 of
your textbook and answer the given activity. Refer to the answer key in checking your answers.

Activity 3

Direction: Answer Practice no’s 11-20 on pages 292-293 of your textbook.

WEEK 27 – SESSION 3
QUIZ 5

WEEK 28 – SESSION 1
LONG TEST 5

WEEK 29 – SESSION 2
PT MAKING

WEEK 29 – SESSION 3
PT MAKING

WEEK 30 – SESSION 1

Specific Objective
At the end of the lesson, the student should be able to,

1. prove two triangles are congruent

2. prove statements on triangle congruence

What you will know…

Study the examples on proving that two triangles are congruent as well as proving
statements on triangle congruence on pages 284-287 of your textbook.

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 Grade / Subject: 8 / Mathematics
Module Title: Triangle Congruence Page 7 of 11

Activity 4
Direction: Answer Practice no’s 21-23 on pages 294-295 of your textbook.

WEEK 30 – SESSION 2

Specific Objective
At the end of the lesson, the student should be able to,

1. prove two triangles are congruent

2. prove statements on triangle congruence

What you will know…

Study the examples on proving that two triangles are congruent as well as proving
statements on triangle congruence on pages 284-287 of your textbook.

Activity 5

Direction: Answer Practice no’s 24-25 on page 295 of your textbook.

WEEK 30 – SESSION 3
QUIZ 6

WEEK 31 – SESSION 1
LONG TEST 6

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Grade / Subject: 8 / Mathematics
Module Title: Triangle Congruence Page 8 of 11

ANSWER KEY
ACTIVITY 1 ACTIVITY 3
Pages 288-289 – Classwork Pages 292-293 – Practice

1. ∠ D ↔∠ B, ∠ A ↔∠ L , 11. AB=8 , AC=12 , ZY =10

∠ Y ↔∠ E 12. m∠ U =60 , m∠ F=60 , DF=7.5
2. DA ↔ BL, DY ↔ BE , AY ↔ ¿ 13. ¿=12.5 , m∠ H=40 ,m ∠ GIH=80
3. ¿ ↔ FO , LA ↔ FR, EA ↔ ¿ m∠ TIS=60 ,m ∠ S=80
4. ∠ L↔ ∠ F , ∠ E ↔∠ O , 14.
∠ A ↔∠ R m∠ K =60 , m∠ RQJ =m ∠ RQK =30
5. ∠ H ↔∠ E , ∠ O↔ ∠ R , 15. m∠ N =120
∠ W ↔∠ S m∠ L=120
6. HO ↔ ER, HW ↔ ES , OW ↔ RS OQ=5
7. DI ↔ EC , DR ↔ ET , IR ↔ CT m∠ O=120
8. ∠ D ↔∠ E , ∠ I ↔ ∠ C , m∠ P=40
∠ R ↔∠T LM =7
9. ∆ AUT ↔ ∆ HOR 16. m∠ X=50
10. ∆ CHR ≅ ∆ TEA VX=4
m∠ Z=50
Pages 289-291 – Classwork AE=4
m∠ A=80
15. ∠ E ≅ ∠ L m∠ E=50
16. OB ↔ KL 17. m∠ G=45
17. GN ≅ KL GK =6
18. SO ≅ NA or SC ≅ NT m∠ K =75
19. ET ≅ HD m∠ R=60
20. TB ≅ ES PR=8
m∠ P=45
Pages 291-292 – Practice 18. m∠ U =45
m∠ Y =45
1. SAA
m∠ B=45
2. SAS
m∠ D=90
3. SAS
4. ASA UW =4
5. SSS m∠ F=45
6. SAS 19. m∠ J =40
7. ASA m∠ O=40
8. SAA m∠ Q=40
9. ASA OS=5
10. SSS m∠ S=100
QS=5

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 Grade / Subject: 8 / Mathematics
Module Title: Triangle Congruence Page 9 of 11

20. m∠ M =50
m∠ L=65
m∠ N =50
NP=6
m∠ O=65
NO=6
m∠ P=65
KM =6
m∠ K =65

ACTIVITY 4
Pages 294 – Practice

21.

STATEMENT REASON
1. EY bisects ∠ VER 1. Given
2. ∠ VEY ≅∠ REY 2. Definition of bisector of an angle
3. EY ≅ EY 3. Reflexive Property
4. VE ≅ ℜ 4. Given
5. ∆ VEY ≅ ∆ REY 5. SAS Postulate

22.
STATEMENT REASON
1. ∠ A and ∠ N are right 1. Given
angles
2. m∠ A=90 2. Definition of bisector of an angle
m∠ N =90
3. m∠ A=m ∠ N 3. Transitive Property
4. ∠ A ≅ ∠ N 4. Definition of Congruence
5. I is the midpoint of AN 5. Given
6. AI ≅ ¿ 6. Definition Of Midpoint
7. ∠ S ≅ ∠T 7. Given
8. ∆ SAI ≅ ∆ TNI 8. SAA Theorem

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 Grade / Subject: 8 / Mathematics
Module Title: Triangle Congruence Page 10 of 11

ACTIVITY 5
Pages 295 – Practice

24.

STATEMENT REASON
1. AC ≅ TE 1. Given
∠ A ≅∠T
2. ∠ AXC ≅ ∠TXE 2. Vertical angles are congruent
3. ∆ ACX ≅ ∆ TEX 3. SAA Theorem

ACTIVITY 6
Pages 295 – Practice

23.

STATEMENT REASON
1. ln bisects ∠ ILE 1. Given
2. ∠ ELN ≅ ∠ILN 2. Definition of bisector of an angle
3. ln bisects ∠ INE 3. Given
4. ∠ ENL ≅ ∠ INL 4. Definition of bisector of an angle
5. ln ≅ ln 5. Reflexive Property
6. ∆ LIN ≅ ∆ LEN 6. ASA Postulate
7. ¿ ≅ EN 7. CPCTC

25.
STATEMENT REASON
1. AB ≅ KR 1. Given
BK ≅ KR
2. AK ≅ AK 2. Reflexive Property

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Grade / Subject: 8 / Mathematics
Module Title: Triangle Congruence Page 11 of 11

3. ∆ ABK ≅ ∆ KRA 3. SSS Postulate

4. ∠ B ≅ ∠ R 4. CPCTC

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