Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SANTA ROSA CITY
PULONG STA. CRUZ NATIONAL HIGH SCHOOL
PUROK DOS, BARANGAY PULONG SANTA CRUZ, CITY OF SANTA ROSA, LAGUNA

Learning Area MATHEMATICS

Learning Delivery Modality Face-to-Face
Lesson School Pulong Sta. Cruz National High School Grade Level Eight
Teacher Alecs Gerswin R. Carillo Learning Area Mathematics
Exemplar
Teaching Date March 4-8, 2024 Quarter Third
Teaching Time 12:40 – 7:00 PM No. of Days 5

I. Objectives Monday Tuesday Wednesday Thursday Friday

A. Content The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.
Standard
B. Performance The learner 1. is able to formulate an organized plan to handle a real - life situation. 2. is able to communicate mathematical thinking with coherence and clarity in
Standards formulating, investigating, analyzing, and solving real-life problems involving congruent triangles using appropriate and accurate representations.
C. Learning At the end of this lesson, the learners At the end of this lesson, the learners At the end of this lesson, the learners At the end of this lesson,
Competencies At the end of this lesson, the will be able to: will be able to: will be able to: the learners will be able to:
or Objectives learners will be able to: a. State the SSS triangle congruence a. State the SAS triangle congruence a. State the ASA triangle congruence a.Practice critical thinking
a. Define congruent triangles. postulate. postulate. postulate. skills
b. Name and illustrate the b. Show congruence in triangle b. Show congruence in triangle b. Show congruence in triangle b. Apply concept of
corresponding parts of two through markings. through markings. through markings. geometric shapes and
congruent triangles. c. Apply the concept of Triangle c. Apply the concept of Triangle c. Apply the concept of Triangle congruent triangles in
c. Show the importance of Congruence Postulate in real life Congruence Postulate in real life Congruence Postulate in real life tangrams
congruent triangles in real life situation by identifying congruent situation by identifying congruent situation by identifying congruent c. Actively participate in the
triangles in the community. triangles in the community. triangles in the community. class activities.
D. Most Essential
Learning Illustrates triangle Illustrates the SSS congruence Illustrates the SAS congruence Illustrates the ASA congruence
Competencies congruence. (M8GE - IIId - 1) postulate. (M8GE-IIId-e-1) postulate. (M8GE-IIId-e-1) postulate. (M8GE-IIId-e-1)
(MELC) (if available,
write the indicated (MELC)

E. Enabling
Competencies
II. CONTENT CONGRUENT TRIANGLES SSS CONGRUENCE POSTULATE SAS CONGRUENCE POSTULATE ASA CONGRUENCE POSTULATE CATCH-UP FRIDAY
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III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide K to 12 Basic Curriculum K to 12 Basic Curriculum K to 12 Basic Curriculum K to 12 Basic Curriculum
Pages Guide 3rd Quarter page 6-8 Guide 3rd Quarter page 9-12 Guide 3rd Quarter page 9-12 Guide 3rd Quarter page 9-12
b. Learner’s Geometry III. 2009 p. 9-13 Geometry III. 2009 p. 15-21 Geometry III. 2009 p. 15-21 Geometry III. 2009 p. 15-21
Material Pages
c. Textbook Pages
d. Additional
Materials from
Learning Resources
B. List of Learning Grade 8 LCTG by DepEd Grade 8 LCTG by DepEd Cavite, Grade 8 LCTG by DepEd Cavite, Grade 8 LCTG by DepEd Cavite,
Resources for Cavite, Mathematics 2016 Mathematics 2016 Mathematics 2016 Mathematics 2016
Development and
Projector, PowerPoint Projector, PowerPoint presentation, Projector, PowerPoint presentation, Projector, PowerPoint presentation,
Engagement Activities
presentation, and laptop and laptop and laptop and laptop
IV.PROCEDURES
A. Introduction  Opening prayer  Opening prayer  Opening prayer  Opening prayer  Opening prayer
 Checking Attendance  Checking Attendance  Checking Attendance  Checking Attendance  Checking Attendance
 Stating the Objective.  Stating the Objective.  Stating the Objective.  Stating the Objective.  Stating the Objective.
Motivational Activity Review of the previous lesson Review of the previous lesson:
What can you see in the Side-Angle-Side (SAS) Congruence
pictures? CPCTC – Corresponding Parts of Side-Side-Side (SSS) Congruence Postulate states that if two sides
What are common amongst Corresponding Triangles are Postulate states that if three sides of and the included angle of one triangle
them? Congruent. one triangle are congruent to three are congruent to two sides and the
sides of another triangle, then the two included angle of another triangle,
triangles are congruent. then the two triangles are congruent.

B. Development The students will recite their
answers.
Then, the teacher will start giving
the discussion of Congruent
Triangles and their Corresponding
Parts. This will be followed by the
illustration of examples.
There are some Postulates and
Theorems about Triangle
Congruence which CPCTC is reduced
from 6 congruent parts, to 3
congruent parts.
Aside from SSS, there is another one
Congruence Postulate that we may use
to prove a triangle.
The last Triangle Congruence
Postulate also involves the
measurement of both sides and
angles of the triangles.
ACTIVITY
“Tangrams”
The class will be grouped
into 4. Each group must
form the tangram shape that
is required for the round.

Purok 2, Pulong Sta. Cruz, City of Santa Rosa, Laguna 4026

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C. Engagement TGA (Tell, Guide, Act)
TELL:
Two triangles are congruent if
their vertices can be paired so
their corresponding sides are
congruent and corresponding
angles are
congruent.
Corresponding angles are
pairs of angles whose vertices
are paired in a given
correspondence between two
triangles.
Corresponding sides are the
pairs of sides whose endpoints
are the vertices that are
paired in a given
correspondence between two
triangles.
CPCTC – Corresponding Parts
of Corresponding Triangles are
Congruent.
Important Symbols to be
used:
↔ corresponds Δ triangle
≅ congruent ∠ angle
Example:
1. 3 pairs of corresponding
congruent angles
a. ∠A ≅ ∠D
b. ∠C ≅ ∠F
c. ∠B ≅ ∠E
Purok 2, Pulong Sta. Cruz, City of Santa Rosa, Laguna 4026
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TGA (Tell, Guide, Act):
TRIANGLE CONGRUENCE POSTULATES
a. Side-Side-Side (SSS) Congruence
Postulate states that if three sides of
one triangle are congruent to three
sides of another triangle, then the two
triangles are congruent.
The following are examples of SSS
Congruence Postulate.
Through symbols:
Through measurements:
Applying some properties,
postulates, or theorem:
KM ≅ KM Reflexive Property.
PR ≅ PR by Reflexive Property.
Given: Point I is a midpoint of XM
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TGA (Tell, Guide, Act):
TRIANGLE CONGRUENCE POSTULATES
b. Side-Angle-Side (SAS) Congruence
Postulate states that if two sides
and the included angle of one triangle
are congruent to two sides and
the included angle of another triangle,
then the two triangles are congruent.
The following are examples of SSS
Congruence Postulate.
Through symbols:
Through measurements:
Applying some properties,
postulates, or theorem:
∠ DFE ≅ ∠ HFG by Vertical Angle
Theorem.
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TGA (Tell, Guide, Act): ACTIVITY
TRIANGLE CONGRUENCE POSTULATES “Tangrams”
c. Angle-Side-Angle (ASA) Congruence
Each group will build the
Postulate states that if two
tangram puzzle for each
angles and the included side of one
round to gain a point. The
triangle are congruent to two angles
group with the highest score
and the included side of another for the end of the round wins
triangle, then the two triangles are
the game
congruent.
The following are examples of SSS
Congruence Postulate.
Through symbols:
Through measurements:
Applying some properties,
postulates, or theorem:
Given: AM is an angle
bisector.
∠ XAM ≅ ∠ YAM by
Def. of Angle Bisector
 2. 3 pairs of corresponding 5. Given: R is a midpoint of QT. and AO.
congruent sides
a. BC ≅ FE
b. AB ≅ DE
c. AC≅ DF

QR ≅ TR by Def. of Midpoint XI ≅ MI and AI ≅OI by Def. of

Midpoint
∠ XIA ≅ ∠ MIO by Vertical Angle
Theorem.

D. Assimilation Answer the following exercises.
1. ΔPAN ≅ ΔTAN. What are the
six pairs of corresponding
congruent parts?
2. Which triangles are congruent
if
3. Illustrate the triangles given in
#2
Identify if the following pairs of Triangles Identify if the following pairs of Triangles Identify if the following pairs of Triangles
are Congruent by SSS Congruence are Congruent by SAS Congruence are Congruent by ASA Congruence
Postulate or Not. If yes, tell what Postulate or Not. If yes, tell what Postulate or Not. If yes, tell what
property/theorem you applied to prove property/theorem you applied to prove property/theorem you applied to prove the
the “unknown” corresponding sides. the “unknown” corresponding sides or “unknown” corresponding sides or angles.
1. Given: BAR is an isosceles triangle; T is a angles. 1.
midpoint of BR. 1. Given: LO and MP are segment
bisectors of each other.
The winning group will
receive plus points for the
next seatwork.
2. CW = 5 cm, RW = 5 cm
2. Given: AM ⊥ XY, point M is a midpoint
of XY. 2.

V.REFLECTION I The students will write their personal insights The students will write their personal insights about the The students will write their personal
understand that__________________ about the lesson using: lesson using: The students will write their personal insights about the The students will write their personal insights about the insights about the lesson using:
_______________________________ a) Things I learned today __________________ a) Things I learned today __________________ lesson using: lesson using: a) Things I learned today
__ I realize that b) Thing I need to Improve _________________ b) Thing I need to Improve _________________ a) Things I learned today __________________ a) Things I learned today __________________ __________________
______________________ c) On our next class, I will be c) On our next class, I will be ________________. b) Thing I need to Improve _________________ b) Thing I need to Improve _________________ b) Thing I need to Improve
_______________________________ ________________. c) On our next class, I will be ________________. c) On our next class, I will be ________________. _________________
__ c) On our next class, I will be

Section
A. No. of learners who
earned 80% in the
Purok 2, Pulong Sta. Cruz, City of Santa Rosa, Laguna 4026

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 evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
(F = failed/no work,
A= absent)

Prepared by: Checked by: Noted by:

ALECS GERSWIN R. CARILLO ROSALIE D. MONTESA ANDY M. ALCACHUPAS GRAZIELA JUDY A. PACHECO
Teacher I Mathematics Coordinator Master Teacher I Principal II

Purok 2, Pulong Sta. Cruz, City of Santa Rosa, Laguna 4026

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