LESSON PLAN IN MATHEMATICS

8-Gates
S.Y. 2023-2024

Date: March 06, 2024 (9:45-10:45 AM)

I. OBJECTIVES
Content Standards The learner demonstrates demonstrates understanding of key concepts
of axiomatic structure of geometry and triangle congruence.
Performance Standards The learner is able to is 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.
Learning Competency solves corresponding parts of congruent triangles

At the end of the lesson, the students should be able to:

1. identify corresponding parts of a congruent triangles

2. find the measure of corresponding parts of congruent triangles
3. solve real- life problems involving triangle congruence
II. CONTENT SOLVING CORRESPONDING PARTS OF CONGRUENT TRIANGLES
III. LEARNING RESOURCES
A. References
Teacher’s Guide pages SDO- UC Activity sheets Quarter 3, Math 8 pages 15-19
Learner’s Materials SDO- UC Activity sheets Quarter 3, Math 8 pages 15-19
pages
B. Other Learning A. PowerPoint Presentation
Resources B. Visual Aids
C. Chalk and Board, Paper and Pen
D. Video Lesson
Virtual Math Teachers
@virtualmathteachers9528
https://www.youtube.com/watch?
v=yZtYC9xtRJk&list=PLavja0c745m3RCOWkum801sGKEiNC-
0hC&index=6
https://www.youtube.com/watch?
v=sO7ynz6XJgg&list=PLavja0c745m3RCOWkum801sGKEiNC-
0hC&index=5

IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson Begin with classroom routine:

a. Prayer
b. Reminder of the classroom health and safety protocols
c. Checking of attendance
d. Quick “Kumustahan”

Activity 1: VICE VERSA!

Complete the table below by providing the missing triangle congruent

corresponding parts.

Guide Questions:
1. Did you find difficulty in answering the activity above?
2. Were you able to determine the corresponding angles and
corresponding sides given the triangle congruence statement?

Group Activity:
1. The class will be divided into 4 groups. Each Group will be tasked to
draw the congruent triangles formed in Activity 1: VICE VERSA!
2. Each group will present their output.

B. Establishing a purpose .
for the lesson

The figure above is a TRUSS

Integration of English Vocabulary:

TRUSS is a triangulated system where straight structural elements

such as beams, bars or rods are interconnected. It is a strong frame
that supports a building or a bridge.
 SYNONYM: these are words with the same meaning

Activity 2: NAME IT!

Suppose we are going to assign points on the truss as shown below.

1. List down all possible pairs of triangles that appear to be congruent.

What was your basis in choosing those pairs of triangles?
2. Consider the two triangles ∆NIM and ∆ZER to be congruent. We
have the following 6 pairs of corresponding parts:

3. Discuss the answers through brain storming.

C. Presenting examples/ SOLVING CORRESPONDING PARTS OF CONGRUENT TRIANGLES

instances of the lesson
Two triangles are congruent if all of their parts coincide. That
is, for the two triangles to be congruent, they must have the same
shape and the same size. Consider the triangles at the right. Suppose
∆CAB is made to coincide with ∆OFX such that the vertices of ∆CAB fit
exactly over the vertices of ∆OFX.
 Points to Remember:

 C ↔ O is read as “vertex C corresponds to vertex O

 CA̅̅ ↔ OF is read as “side CA corresponds to side OF
 Given a correspondence CAB ↔ OFX between vertices of two
triangles. If every pair of corresponding sides are congruent,
and every pair of corresponding angles are congruent, then the
correspondence CAB ↔ OFX is called a congruence between the
two triangles.
 Two triangles are congruent if and only if their vertices can be
paired so that corresponding sides and corresponding angles
are congruent.
 Corresponding parts of congruent triangles are congruent
(CPCTC).

Example #1:

𝐺𝑖𝑣𝑒𝑛: ∆IEF ≅ ∆HGF

Find: ∠H

Answer: ∠H = 40o
Reason: ∠H ≅ ∠I

Example #2:

Given: ∆ABC ≅ ∆ADC

Find: y
Answer: Since AB̅̅ ≅ AD
3y = 18
y=6

D. Discussing new concepts Activity 3: Try it on your Own!

and practicing new skills
#1 Note: The teacher will post additional examples on the board and the
learners will be asked to answer it using paper and pen. After the
given time, the teacher will ask some volunteers to present the
answers. Short brainstorming will be done to explain further why the
answers are correct or not.

∆JOY is congruent to ∆FUL. Find the value of n and ∆L.

E. Discussing new concepts Activity 4: Lets Help Each Other!
and practicing new skills
#2 Note: Group the students by 4, each group is task to do the activity
below. The very purpose of the activity is to give deeper
understanding of the topic through brainstorming and team work.
After the given time, students will be asked to present their output.

The figure below shown that ∆BEN is congruent to ∆IVR. Find the
value of x.

F. Developing Mastery Activity 5. Thinking It Over!

 Determine whether each statement is true or false. Check the box of
your answer. If true, support it. If false, give a counterexample.

G. Finding practical Activity 6: Let’s Party!

applications of concepts
and skills in daily living
You are making party hats for your bestfriend’s birthday. The
measurements arehown in Figure 4. Find the value of x.

H. Making generalizations Activity 7: BLANK SPACES BETWEEN US!

and abstractions about
the lesson Complete the flowchart below on a separate sheet of paper to
summarize what you have learned about solving corresponding parts
of congruent triangles.
VALUES INTEGRATION:
I. Additional activities for Assignment: It’s Your Turn!
application or
remediation

If you were the official faced with the challenge of determining the
width of the river without actually measuring it, would you do the
same? Why or why not? Support your answer by stating your plan in
solving the challenge.
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