8

Mathematics
Learner’s Module 7

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Department of Education
Republic of the Philippines
Mathematics – Grade 8
Learner’s Module
First Edition, 2013
ISBN: 978-971-9990-70-3

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over them.

Published by the Department of Education

Secretary: Br. Armin Luistro FSC
Undersecretary: Dr. Yolanda S. Quijano

Development Team of the Learner’s Module

Consultant: Maxima J. Acelajado, Ph.D.

Authors: Emmanuel P. Abuzo, Merden L. Bryant, Jem Boy B. Cabrella, Belen P.
Caldez, Melvin M. Callanta, Anastacia Proserfina l. Castro, Alicia R. Halabaso,
Sonia P. Javier, Roger T. Nocom, and Concepcion S. Ternida
Editor: Maxima J. Acelajado, Ph.D.
Reviewers: Leonides Bulalayao, Dave Anthony Galicha, Joel C. Garcia, Roselle
Lazaro, Melita M. Navarro, Maria Theresa O. Redondo, Dianne R. Requiza, and
Mary Jean L. Siapno
Illustrator: Aleneil George T. Aranas
Layout Artist: Darwin M. Concha
Management and Specialists: Lolita M. Andrada, Jose D. Tuguinayo, Jr.,
Elizabeth G. Catao, Maribel S. Perez, and Nicanor M. San Gabriel, Jr.

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E-mail Address: [email protected]
 Table of Contents
Unit 3

Module 7: How Stable Am I? Triangle Congruence ................................343

Module Map ....................................................................................................... 344
Pre-Assessment ................................................................................................ 345

Lesson 1: Definition of Congruent Triangles ................................................. 349

Activity 1 ........................................................................................................ 350
Activity 2 ........................................................................................................ 351
Activity 3 ........................................................................................................ 354
Activity 4 ........................................................................................................ 355
Activity 5 ........................................................................................................ 356
Activity 6 ........................................................................................................ 358
Activity 7 ........................................................................................................ 361
Activity 8 ........................................................................................................ 363
Activity 9 ........................................................................................................ 364
Activity 10 ...................................................................................................... 368
Activity 11 ...................................................................................................... 369
Summary/Synthesis/Generalization ............................................................... 372

iii
 TRIANGLE
CONGRUENCE

I. INTRODUCTION AND FOCUS QUESTIONS

Have you ever wondered how bridges and buildings are designed? What factors
are being considered in the construction of buildings and bridges?.
Designing structures requires the knowledge of triangle congruence, its properties,
and principles.
This module includes definition of congruent triangles, the congruence postulates
and theorems, and proving congruency of triangles. These concepts and skills will
equip you to investigate, formulate, communicate, analyze, and solve real-life problems
related to structure stability.
How are problems on structure stability solved?

Let us investigate the answers to these questions in this module.

II. LESSONS AND COVERAGE

In this module, you will examine these questions when you study the topics below:
Lesson 1 Definition of Congruent Triangles
Lesson 2 Triangle Congruence Postulates
Lesson 3 Proving Congruence of Triangles
Lesson 4 Applications of Triangle Congruence

343
 OBJECTIVES:

In these lessons you will learn to:

Lesson 1 Define and illustrate congruent triangles.
Lesson 2 State and illustrate the SAS, ASA, and SSS Congruence Postulates.
Apply the postulates and theorems on triangle congruence to prove
Lesson 3
statements on congruences.
Apply triangle congruences to perpendicular bisector and angle
Lesson 4
bisector.

Module Map
Module Map
Here is a simple map of the lessons that will be covered in this module.

Definition
and examples
of Congruent
Triangles

Triangle
Congruence
Triangle Proving Triangle
Postulates and
Congruence Congruence
Theorems

Applications
of Triangle
Congruence

Learning Goals and Targets

To do well in this module, you need to remember and do the following.

1. Define the terms that are unfamiliar to you.

2. Explore the websites which will help you to better understand the lessons.
3 Make a portfolio of your output
4. Answer and complete the exercises provided.
5. Collaborate with your teacher and peers.

Find out how much you already know about this module. Please answer all items.
Take note of the items that you were not able to answer correctly and look for the right
answer as you go through this module.

344
III. PRE-ASSESSMENT
1. In the figure ∆POG ≅ ∆SOR, what is the side corresponding to PO?
P G
a. OS
b. RO
c. RS O
d. SO

R S
2. Listed below are the six pairs of corresponding parts of congruent triangles. Name
the congruent triangles.

SA ≅ JO ∠D ≅ ∠Y
AD ≅ OY ∠A ≅ ∠O
SD ≅ JY ∠S ≅ ∠J

a. ∆ASD ≅ ∆JOY
b. ∆ADS ≅ ∆YJO
c. ∆SAD ≅ ∆JOY
d. ∆SAD ≅ ∆JYO

3. In ∆DOS, what side is included between ∠D and ∠O ?

D
a. DO
b. DS
c. SD
d. SO
S O
4. Name the corresponding congruent parts as marked that will make each pair of
triangles congruent by SAS. B R

a. BY ≅ NR, ∠BOY ≅ ∠NOR, BO ≅ NO O

b. BO ≅ NO, ∠BOY ≅ ∠NOR, RO ≅ YO
c. YO ≅ OR, BO ≅ ON, ∠BOY ≅ ∠NOR
d. ∠B ≅ ∠N,BO ≅ NO, OY ≅ OR
Y N
5. If corresponding congruent parts are marked, how can you prove ∆BEC ≅ ∆BAC?
B
a. ASA
b. LL
c. SAS
d. SSS
C
E A

345
 6. Identify the pairs of congruent right triangles and tell the congruence theorem
used. M T

a. ∆PMA ≅ ∆APS
b. ∆MAP ≅ ∆SPA
c. ∆MPA ≅ ∆SPA
d. ∆AMP ≅ ∆PAS

A P

7. What property of congruence is illustrated in the statement? If AB ≅ DE, EF ≅ DE

then AB ≅ EF.

A. Symmetric C. Reflexive
B. Transitive D. Multiplication

8. ∆GIV ≅ SAV deduce a statement about point V.

G


a. V is in the interior of ∆GIV.
b. V is in the exterior of ∆SAV.
V A

I c. V is in the midpoint of GS.
d. V is collinear with G and I.

9. Is the statement “corresponding parts of congruent triangles are congruent” based

on

a. Definition c. Theorem
b. Postulate d. Axiom

10. Use the marked triangles to write a correct congruence statement.

S
L O S
A. LT ≅ MS C. LT ≅ MS
LO ≅ ME OL ≅ ME
OT ≅ ES OT ≅ SE
∆LOT ≅ ∆MES ∆LOT ≅ ∆MSE

B. LT ≅ SM D. TL ≅ MS
LO ≅ ME LO ≅ ME
OT
E
M ≅ ES OT ≅ ME
T
∆LOT ≅ ∆SME ∆TOL ≅ ∆SME
T E M

346
 11. Hexagon CALDEZ has six congruent sides.
CE, CD, CL are drawn on the hexagon
forming 4 triangles. C A
Which triangles can you prove congruent?

a. ∆CEZ ≅ ∆CDE
∆CDE ≅ ∆CAL
Z L
b. ∆CEZ ≅ ∆CLA
∆CED ≅ ∆CLD
c. ∆CED ≅ ∆CEZ
∆CLA ≅ ∆CLD
d. ∆CZE ≅ ∆CED E D
∆DEC ≅ ∆LCD

12. If ∆ABC ≅ ∆DEF, which segment is congruent to AB:

a. BC
b. AC
c. DE
d. EB

13. If ∆SUM ≅ ∆PRO, which angle is congruent to ∠M?

a. ∠S
b. ∠P
c. ∠R
d. ∠O

14. If ∆TIN ≅ ∆CAN, then ∆NAC is congruent to ____.

a. ∆ITN
b. ∆NIT
c. ∆TNI
d. ∆INT

15. Jancent knows that AB = XY and AC = XZ. What other information must he know
to prove ∆ABC ≅ ∆XYZ by SAS postulate?

a. ∠B ≅ ∠Y
b. ∠C ≅ ∠Z
c. ∠A ≅ ∠X
d. ∠C ≅ ∠X

347
16. Miguel knows that in ∆MIG and ∆JAN, MI = JA, IG = AN, and MG = JN. Which
postulate or theorem can he use to prove the triangles congruent?

a. ASA
b. AAS
c. ASA
d. SSS

17. In ∆ABC, AB = AC. If m∠B = 80, find the measure of ∠A.

a. 20
b. 80
c. 100
d. 180

18. You are tasked to make a design of the flooring of a chapel using triangles. The
available materials are square tiles. How are you going to make the design?

a. Applying triangle congruence by ASA

b. Applying triangle congruence by SAS.
c. Applying triangle congruence by SSS
d. Applying triangle congruence by AAS

For items 19 to 20
Complete the proof. Fill in the blank with the letter of the correct answer.

a. CO ≅ CO
b. ASA
c. SAS
d. ∠BCO ≅ ∠ACO

In ∆ABC, let O be a point in AB such that CO bisects ∠ACB, if AC ≅ BC.

Prove that ∆ACO ≅ ∆BCO.

Statements Reasons

1. AC ≅ BC 1. Given
2. CO bisects ∠ACB 2. Given
3. ____(19)_____ 3. Definition of angle bisector
4. CO ≅ CO 4. Reflexive Property of Congruence
5. ∆ACO ≅ ∆BCO 5. ____(20)_______

348
 1
Definition of
Lesson Congruent Triangles

What to
What to Know
Know

Let’s begin this lesson by finding out what congruent triangles are. As you go over
the activities, keep this question in mind, “When are two triangles congruent?”

Activating Prior Knowledge

1. What is the symbol for congruence?

2. If ∆ABC ≅ ∆XYZ, what are the six pairs of corresponding congruent parts?
3. How do we measure an angle?
4. How can you draw an angle of specified measure?
5. What is the sum of the measures of the angles of a triangle?

For numbers 6 to 10 define or illustrate each of the following:

6. Midpoint
7. Vertical angles
8. Right Triangle
9. Hypotenuse
10. Isosceles Triangle

The wonders of Geometry are present everywhere, in nature and in structures. Designs
and patterns having the same size and same shape play important roles especially on the
stability of buildings and bridges. What ensures the stability of any structures?

In coming to school, have you met Polygon? Name it and indicate where you met it.
(Answers vary: I saw rectangles in windows; I have a 20-peso bill in my pocket and its shape
is rectangle. I saw triangles in bridges.)

349
A ctivity 1
PICTURE ANALYSIS
Form a group. Answer the following questions based on the pictures above.

1. How will you relate the picture to your ambition?

2. If you were an architect or an engineer, what is your dream project?
3. What can you say about the long bridge in the picture? How about the tall building?
4. Why are there triangles in the structures? Are the triangles congruent? When are
two triangles congruent?
5. Why are bridges and buildings stable?

You gave your initial ideas on congruent triangles and the stability of bridges and
buildings.

Let us now find out how others would answer the question and compare their ideas
to our own.

350
What to
What to Process
Process

Let’s begin by finding out what congruent triangles are.

A ctivity 2
FIND YOUR PARTNER
Instruction
Your group (with 10 members) will be given ten figures, one figure for each member. At
the count of three, find your partner who is holding the same shape as yours.

ES TIO 1. Why/How did you choose your partner?

2. Describe the two figures you have.
?
QU

NS

3. What can you say about the size and shape of the two figures?
4. We say that congruent figures have the same size and the same
shape. Verify that you have congruent figures.

For each group pick up a pair of congruent triangles

B E

A C F D
Name your triangles as ∆ABC and ∆DEF as shown in the figure.

Investigate: Matching vertices of the two triangles

First Match: ABC ↔ EDF (A corresponds to E, B corresponds to D, C
corresponds to F)
Second Match: ABC ↔ EFD
Third Match: ABC ↔ DEF

In which of the above pairings are the two triangles congruent? Fill
up the activity sheet on the next page.

351
 Group No.__________

Congruent Congruent
Corresponding Corresponding
Match or not or not
Sides Angles
congruent? congruent?
First
Second
Third

Two triangles are congruent if their vertices can be paired so that corresponding
sides are congruent and corresponding angles are congruent.

∆ABC ≅ ∆DEF Read as "triangle ABC is congruent to triangle DEF."

≅ symbol for congruency
∆ symbol for triangle.

The congruent corresponding parts are marked identically.

Can you name the corresponding congruent sides? Corresponding congruent angles?

Answer the questions below. Write your answers in your journal.

 What are congruent triangles?
 How many pairs of corresponding parts are congruent if two triangles are congruent?
 Illustrate ∆TNX ≅ ∆HOP. Put identical markings on congruent corresponding parts.
 Where do you see congruent triangles?

Exercise 1 A C
B

D
1. ∆ABD ≅ ∆CBD, Write down the six pairs of congruent corresponding parts
2. Which triangles are congruent if MA ≅ KF, AX ≅ FC, MX ≅ KC; ∠M ≅ ∠K, ∠A ≅ ∠F,
∠X ≅ ∠C. Draw the triangles.

352
 3. Which of the following shows the correct congruence statement for the figure
below?

a. ∆PQR ≅ ∆KJL
b. ∆PQR ≅ ∆LJK
c. ∆PQR ≅ ∆LKJ
d. ∆PQR ≅ ∆JLK

You can now define what congruent triangles are. In order to say that the two
triangles are congruent, we must show that all six pairs of corresponding parts of the two
triangles are congruent.
Let us see how we can verify if two triangles are congruent using fewer pairs of
congruent corresponding parts.

Lesson 2: Triangle Congruence Postulates

Before we study the postulates that give some ways to show that the two triangles
are congruent given less number of corresponding congruent parts, let us first identify the
parts of a triangle in terms of their relative positions..

Included angle is the angle between two sides of a triangle.

Included side is the side common to two angles of a triangle.

In ∆SON S
∠S is an included angle between SN and SO.
∠O is an included angle between OS and ON.
∠N is an included angle between NS and NO.
SO is an included side between ∠S and ∠O.
ON is an included side between ∠O and ∠N.
SN
O is an included side between ∠S and ∠N.

353
Exercise 2
Given ∆FOR, can you answer the following questions even without the figure?

1. What is the included angle between FO and OR?

2. What is the Included angle between FR and FO?
3. What is the included angle between FR and RO?
4. What is the included side between ∠F and ∠R?
5. What is the included side between ∠O and ∠R?
6. What is the included side between ∠F and ∠O?

A ctivity 3 LESS IS MORE

SAS (Side-Angle-Side) Congruence Postulate

Prepare a ruler, a protractor, a pencil, a bond paper, and a pair of scissors

Work in groups of four.
Do the following activity.
1. Draw a 15-cm segment.
2. Name it BE.
3. Using your protractor, draw angle B equal to 70 degrees.
4. From vertex B, draw BL measuring 18 cm long.
5. Draw LE.
6. What figure is formed?
7. Compare the figure you have drawn with the figures drawn by the other
members of your group.
8. What can you say about the figures? Justify your answer.

SAS (Side-Angle-Side) Congruence Postulate

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

If MA ≅ TI, ∠M ≅ ∠T, MR ≅ TN
Then ∆MAR ≅ ∆TIN by SAS Congruence Postulate
Mark the congruent parts.
A I

M R T N

354
Exercise 3
Complete the congruence statement using the SAS congruence postulate.

1. ∆BIG ≅ ∆_____ 3. ∆ABO ≅ ∆_____

B
I A

A O D

B G F T

C
2. ∆PON ≅ ∆____ 4. ∆PAT ≅ ∆_____
N A
D

O
E

P P S
S T

After showing that the two triangles are congruent with only two sides and the
included angle of one triangle congruent to two sides and the included angle of another
triangle, you try another way by doing activity 4.

A ctivity 4 TRY MORE

ASA (Angle-Side Angle) Congruence

Prepare the following materials: pencil, ruler, protractor, pair of scissors

Working independently, use a ruler and a protractor to draw ∆BOY with two angles and
the included side having the following measures: m∠B = 50, m∠O = 70, and BO =18 cm.

1. Compare the triangle you have drawn with the triangles drawn by four of your
classmates.
2. What can you say about the triangles. Justify your answer.

355
 ASA (Angle-Side-Angle) Congruence Postulate
If the two angles and the included side of one triangle are congruent to the cor-
responding two angles and an included side of another triangle, then the triangles are
congruent.

If ∠A ≅ ∠E, JA ≅ ME, ∠J ≅ ∠M, then ∆JAY ≅ ∆MEL

Draw the triangles and mark the congruent parts.

A ctivity 5 SIDE UP

SSS (Side-Side-Side) Congruence Postulate

You need patty papers, pencil, and a pair of scissors

1. Draw a large scalene triangle on your patty paper.

2. Copy the three sides separately onto another patty paper and mark with a dot
each endpoint. Cut the patty paper into three strips with one side on each strip.

3. Arrange the three segments into a triangle by placing one endpoint on top of the
another.

4. With a third patty paper, trace the triangle

formed. Compare the new triangle with the
original triangle. Are they congruent?

5. Try rearranging the three segments into another triangle. Can you make a triangle
not congruent to the original triangle? Compare your results with the results of
your classmates.

356
 SSS (Side-Side-Side) Congruence Postulate
If the three sides of one triangle are congruent to the three sides of another triangle,
then the triangles are congruent.

If EC ≅ BP, ES ≅ BJ, CS ≅ PJ, then ∆ESC ≅ ∆BJP. Draw the triangles and mark the
congruent parts. Then answer exercise 4.

Exercise 4
Corresponding congruent parts are marked. Indicate the additional corresponding parts
needed to make the triangles congruent by using the specified congruence postulates.

A D

a. ASA _______
b. SAS _______

C B F E

P

L
a. SAS ______
b. SSS ______
O
M

T

a. SAS ______
b. ASA ______

With your knowledge of the definition of congruent triangles and the different triangle
congruence postulates, you are now ready to prove deductively the congruence of two
triangles.

357
Lesson 3: Proving Congruence of Triangles

A ctivity 6
LET’S DO IT

Let us find out how we can apply the Congruence Postulates to prove that two triangles
congruent. Study the following example.
B E
Given: AB ≅ DE
∠B ≅ ∠E
BC ≅ EF
Prove: ∆ABC ≅ ∆DEF
A C F D

Statements Reasons
1. AB ≅ DE 1. Given
2. ∠B ≅ ∠E 2. Given
3. BC ≅ EF 3. Given
4. ∆ABC ≅ ∆DEF 4. SAS Postulate

You are now ready to do Exercise 5.

Exercise 5

B E

Given: BE ≅ LO, BO ≅ LE
Prove: ∆BEL ≅ ∆LOB

O L

358
Let us try to prove a theorem on congruence,

Given the triangles below, a pair of corresponding sides are congruent, and two pairs of
corresponding angles have the same measure.
D
C
47o
47o

O
A
48o 48o
G T

Work in pairs and discuss the proof to show that ∆DOG ≅ ∆CAT

When you completed the proof, review the parts of the two triangles which are given
congruent.
Have you realized that you have just proved the AAS Congruence Theorem?

359
 AAS (Angle-Angle-Side) Congruence Theorem
If two angles and a non-included side of one triangle are congruent to the
corresponding two angles and a non-included side of another triangle, then the triangles
are congruent.

Study the example below.

Example:
Given: ∠NER ≅ ∠NVR
RN bisects ∠ERV
Prove: ∆ENR ≅ ∆VNR

Statements Reasons
1. ∠NER ≅ ∠NVR 1. Given
2. RN bisects ∠ERV 2. Given
3. ∠NER ≅ ∠NVR 3. Definition of angle bisector
4. RN ≅ RN 4. Reflexive Property
5. ∆ENR ≅ ∆VNR 5. AAS Congruence Theorem

You are now ready to do Exercise 6.

Exercise 6
For each figure prove that the two triangles are congruent.
Figure Proof

360
 CM bisects BL at A
∠L ≅ ∠B

How are we going to apply the congruence postulates and theorems in right triangles?
Do activity 7.

A ctivity 7
KEEP RIGHT

Recall the parts of a right triangle with your groupmates.

B M
1. Get a rectangular sheet of paper.
2. Divide the rectangle diagonally as shown.
3. What kind of triangles are formed? Explain
your answer.
4. Discuss with your group and illustrate the I G
the sides and angles of a right triangle using
your cutouts.
• What do you call the side opposite the right angle?
• What do you call the perpendicular sides?
• How many acute angles are there in a right triangle?

5. Name your triangles as shown below.

B S M

I G L

361
 6 . Based on number 5, what do you know about ∆BIG and ∆SML?

7. How would you prove that ∆BIG ≅ ∆SML?

8. Discuss the proof with your group.

9. Answer the following questions:

• What kind of triangles did you prove congruent?
• What parts of the right triangles are given congruent?
• What congruence postulate did you use to prove that the two triangles are
congruent?
• Complete the statement: If the ______ of one right triangle are congruent to the
corresponding ___ of another right triangle, then the triangles are _____.

The proof you have shown is the proof of the LL Congruence Theorem .
LL Congruence Theorem
If the legs of one right triangle are congruent to the legs of another right triangle, then
the triangles are congruent.

Consider the right triangles HOT and DAY with right angles at O and A, respectively,
such that HO ≅ DA, and ∠H ≅ ∠D.

Prove: ∆HOT ≅ ∆DAY. H D

T Y
O A
Discuss the proof with your group.
• What congruence postulate did you use to prove ∆HOT ≅ ∆DAY?

The proof you have shown is the proof of the LA (leg-acute angle) Congruence
Theorem.

LA (Leg-Acute angle) Congruence Theorem

If a leg and an acute angle of one right triangle are congruent to a leg and an acute
angle of another right triangle, then the triangles are congruent.

Now, it is your turn to prove the other two theorems on the congruence of right triangles.

362
A ctivity 8
IT’S MY TURN

1. Form a group of 4.
2. Make a power point presentation to prove the following theorems.

HyL (Hypotenuse-Leg) Congruence Theorem

If the hypotenuse and a leg of one right triangle are congruent to the
corresponding hypotenuse and a leg of another triangle, then the triangles
are congruent.

HyA (Hypotenuse-Acute angle) Congruence Theorem

If the hypotenuse and an acute angle of one right triangle are
congruent to the corresponding hypotenuse and an acute angle of another
right triangle, then the triangles are congruent.

3. Include the following in your presentation:

a. Figures that are completely labeled
b. The given and what is to be proved
b. The proof

You are now ready to do Exercise 7.

Exercise 7
In each figure, congruent parts are marked. Give additional congruent parts to prove
that the right triangles are congruent and state the congruence theorem that .justifies your
answer. A B A B

1. 2. 3. F

A C C
D E

B C
D D

___________________ ___________________ ___________________

___________________ ___________________ ___________________

363
 State the congruence theorem on right triangles to show that the two right triangles are
congruent.

4. __________ 5. __________

6. __________ 7. __________ 8. __________

Lesson 4: Applications of Triangle Congruence

After studying the congruence postulates and theorems you are now ready to apply
them.
How can you prove that two angles or two segments are congruent?
If they are parts of congruent triangles, we can conclude that they are congruent. Let us
see how.

A ctivity 9 Vertex
WHAT ELSE? Angle
Do you still remember what an isosceles triangle is? leg
leg
A triangle is isosceles if two of its sides are
congruent. The congruent sides are its legs; the third
side is the base; the angles opposite the congruent
sides are the base angles; and the angle included by Base
Base
the legs is the vertex angle. Angle Angle

364
 Consider ∆TMY with TM ≅ TY
Is ∠M ≅ ∠Y? Justify your answer.

T

M O Y

Isosceles Triangle Theorem:

If two sides of a triangle are congruent, then the angles opposite these sides are
congruent.

Exercise 8

Is the converse of the isosceles triangle theorem true? Justify your answer.
If two angles of a triangle are congruent, then the sides opposite these angles are
congruent.

Exercise 9

Discuss with your group the proof of the statement: An equilateral triangle is equiangular.
Use the figure and be guided by the questions below. M

Given: ∆MIS is equilateral

Prove: ∆MIS is equiangular

1. MI ≅ MS Why? I S
2. What kind of triangle is ∆MIS?.
3. What angles are congruent? Why?
4. MI ≅ MS Why?
5. What angles are congruent? Why?
6 ∠M ≅ ∠I ≅ ∠S Why?

How will you show that each angle of an equilateral triangle measures 60°?
Guide Questions:
a. What is the sum of the measures of the angles of a triangles?
b. What is true about equilateral triangle?

You are now ready to write the proof to show the ∆MIS is equiangular.

365
Exercise 10
1. What is the difference between an equilateral triangle and an isosceles triangle?
2. One angle of an isosceles triangle measures 60°. What are the measures of the
other two angles?
3. An angle of an isosceles triangle measures 50°. What are the measures of the
other two angles? With this as given, how many possible triangles can you draw?
Explain your answer.

Discuss the proof of: The bisector of the vertex angle of an isosceles triangle is
perpendicular to the base at its midpoint. Do this with your group. (Hint: Draw an isosceles
triangle and the bisector of the vertex angle.)

Your work will be presented in class.

Theorem: The bisector of the vertex angle of an isosceles triangle is perpendicular to the
base at its midpoint.

In this module, the discussion was on Triangle Congruence.

Reflect and then compare your initial ideas with the ideas we have discussed in this
module. How much of your initial ideas are found in the discussion? Which of your initial
ideas are not discussed?
Write your reflections on a sheet of paper (see page 367 for your guide).
Now that you know the important ideas about triangle congruence, let us go deeper
by applying what you have learned in solving real-life problems.

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REFLECTION

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t I h a v e l
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Wh a
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What to
What to Understand
Understand

Keep in mind the question: “How does knowledge on triangle congruence

help you solve real-life problems?”

Before doing activities 10 and 11, try answering the following questions:

Questions:
• When are two triangles congruent?
• How can we show congruent triangles through paper folding?
• What are the conditions for triangle congruence?
• What is an isosceles triangle.
• Is an equilateral triangle isosceles?
• Is an equilateral triangle equiangular?
• What can you say about the bisector of the vertex angle of an isosceles triangle?

A ctivity 10
FLY FLY FLY
In a Mathematics Fair, one of the activities is a symposium
in which the delegates will report on an inquiry about an important
concept in Mathematics.
Suppose you are one of the delegates and you are asked
to make a report on: How the concept of triangle congruence is
applied in real life. In making your report be guided by these tasks.

1. Design at most 5 different paper planes using congruent triangles.

2. Fly the paper planes one at a time. Record the flying time of each plane. Then, choose
the most stable one.
3. Point out the factors that affect the stability of the plane.
4. Explain why such principle works.
5. Draw out a conclusion and make recommendations.

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A ctivity 11
SARANGOLA NI PEPE
Another application of triangle congruence is on stability of
kites.

Show how triangle congruence works in the situation below.

Assume that you are one of the contestants.

Situation:
In the upcoming City Festival, there will be a contest on kite
flying. As a contestant, you are to submit the design of your kite
and an instruction guide on how to make and fly a kite. You will also
submit the mechanics on how you came up with your design.

What to
What to Transfer
Transfer
At this point, you will be given a practical task which will demonstrate your
understanding of triangle congruence.

Performance
GRASPS TASK

One of the projects of the City Council for economic development is to connect a nearby
island to the city with a suspension bridge for easy accessibility of the people. Those from the
island can easily deliver their produce and those from the city can enjoy the beautiful scenery
and beaches of the island.

Suppose you are one of the engineers of the DPWH who is
commissioned by the Special Project Committee to present a design/
blueprint of a suspension bridge to the City Council. How would your
design/blueprint look like? How would you convince the City Council that
the design is stable and strong. Make a power point presentation of your
answers to the questions. Your presentation will be evaluated according to
its accuracy, practicality, stability, and mathematical reasoning.

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 Now that you are done, check your work using the rubric below.
Outstanding Satisfactory Developing Beginning
CRITERIA RATING
4 3 2 1
The The Some The
computations computations computations computations
are accurate are accurate are erroneous are erroneous
and show and show use and show and do not
Accuracy
wise use of of the concepts use of some show use of
the concepts of triangle concepts the concepts
of triangle congruence. of triangle of triangle
congruence. congruence. congruence.
The design is The design is The design The design
comprehensive presentable and makes use of doesn’t use
and displays makes use of the geometric geometric
the aesthetic the concepts representations representations
Creativity
aspects of the of geometric but not and not
mathematical representations. presentable. presentable.
concepts
learned.
The design The design The design The design
is stable and is stable, makes use of does not use
comprehensive presentable triangles, but triangles and is
and displays and makes use not stable. not stable.
Stability the aesthetic of congruent
aspects of triangles.
the principles
of triangle
congruence.
The The explanation The The
explanation is clear and explanation is explanation is
is clear, coherent. It understandable incomplete and
exhaustive covers the but not logical. inconsistent.
Mathematical
or thorough, important
reasoning
and coherent. concepts.
It includes
interesting facts
and principles.
OVERALL
RATING

Another challenge to you are these tasks. Accomplish them at home.

Task A: Submit a journal. In your journal include answers to the following questions:
1. What have you learned?
2. Which part of the module did you enjoy most?
3. Do you still have question(s) in mind that you want to seek an answer?
Task B: Take a picture of objects in your house where you can see traingles. For each
picture, identify congruent triangles. Justify why these triangles are congruent.
Make a portfolio of this task.
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SUMMARY/SYNTHESIS/GENERALIZATION

Designs and patterns having the same size and the same shape are seen in almost all
places. You can see them in bridges, buildings, towers, in furniture even in handicrafts, and
fabrics.

Congruence of triangles has many applications in the real world. Architects and
engineers use triangles when they build structures because they are considered to be the
most stable of all geometric figures. Triangles are oftentimes used as frameworks, supports
for many construction works. They need to be congruent.

In this module you have learned that:

• Two triangles are congruent if their vertices can be paired such that corresponding
sides are congruent and corresponding angles are congruent.
• The three postulates for triangle congruence are:
a. SAS Congruence: If two sides and the included angle of one triangle are congruent
respectively to the two sides and the included angle of another triangle, then the
triangles are congruent.
b. ASA Congruence: If two angles and the included side of one triangle are congruent
respectively to the two angles and the included side of another triangle, then the
triangles are congruent.
c. SSS Congruence: If the three sides of one triangle are congruent respectively to
the three sides of another triangles, then the triangles are congruent.
• AAS Congruence Theorem: If the two angles and the non-included side of one triangle
are congruent to the two angles and the non-included side of another triangle, then
the triangles are congruent.
• The congruence theorems for right triangles are:
a. LL Congruence: If the legs of one right triangle are congruent respectively to the
legs of another right triangle, then the triangles are congruent.
b. LA Congruence: If a leg and an acute angle of one triangle are congruent
respectively to a leg and an acute angle of another right triangle, then the triangles
are congruent.
c. HyL Congruence: If the hypotenuse and a leg of one right triangle are congruent
respectively to the hypotenuse and a leg of another right triangle, then the triangles
are congruent.
d. HyA Congruence: If the hypotenuse and an acute angle of one right triangle are
congruent respectively to the hypotenuse and an acute angle of another right
triangle, then the triangles are congruent.

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 • Isosceles Triangle Theorem: If two sides of a triangle are congruent, then the angles
opposite these sides are congruent.
• Converse of Isosceles Triangle Theorem: If two angles of a triangle are congruent
,then the sides opposite these angles are congruent.
• An equilateral triangle is equiangular.
• The measure of each angle of an equilateral triangle is 60°.

POST-ASSESSMENT
Now take the test that you took at the start of this module. If there are questions whose
answers you are not sure of, study the module again.

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