LEARNING GUIDE

BASIC EDUCATION ASSISTANCE FOR MINDANAO

THIRD YEAR - MATHEMATICS

TRIANGLE CONGRUENCE

Module 10 - Triangles: Different And Yet The Same

LEARNING GUIDE
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Written, edited and produced by Basic Education Assistance for Mindanao, August 2007
 BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
THIRD YEAR - MATHEMATICS
TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 5

Basic Education Curriculum Competencies

Year 9 mathematics: Congruent Triangles
• Manifest ability to illustrate and apply the conditions for triangle congruence in solving real
life problems
• state and apply the properties of congruence.
• Reflexive Property
• Symmetric Property
• Transitive Property
• Use inductive skills to prove congruence between triangles.
• Apply deductive skills to show congruence between triangles.
• SSS Congruence
• SAS Congruence
• ASA Congruence
• SAA Congruence

Objectives
At the end of this module, the students are expected to:
• define and illustrate congruent triangles
• state the equivalence relation for segments and angles
• use the following Congruence Postulates to show triangle congruence

Essential concepts, knowledge and understandings targeted

• Triangle Congruence is a condition wherein all corresponding parts of one triangle coincide
with the parts of another triangle.
• If three sides of a triangle are congruent respectively to three sides of another triangle,
then the triangles are congruent. This is the SSS Congruence Postulate, where S stands for
side.
• If two sides and an included angle of one triangle are congruent respectively to two sides
and an included angle of another triangle, then the triangles are congruent. This is the SAS
Congruence Postulate where S stands for side and A stands for the included angle.
• If two angles and an included side of one triangle are congruent respectively to two angles
and an included side of another triangle, then the two triangles are congruent. this is the
ASA Congruence Postulate, where A stands for angle and S stands for the included side.
• If two triangles and a non-included side of one triangle are congruent to the corresponding
angles and a non-included side of another triangle, then the triangles are congruent. This

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LEARNING GUIDE
THIRD YEAR - MATHEMATICS
TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

called the SAA Congruence Postulate where A stands for angle and S stands for non-
included side.
• Addition Property of Equality. If equal numbers are added to equal numbers, the sums are
equal.
• Subtraction Property of Equality. If equal numbers are subtracted from equal numbers,
the differences are equal.
• Multiplication Property of Equality. If equal numbers are multiplied by equal numbers,
the products are equal.
• Division Property of Equality. If equal numbers are divided by equal nonzero numbers, the
quotients are equal.
• Reflexive Property of Equality. Any number is equal to itself.
• Symmetric Property of Equality. An equality in reversed.
• Transitive Property of Equality. Two numbers equal to the same or equal numbers are
equal to each other.

Specific vocabulary introduced

• Postulate - a statement that is accepted without proof
• Theorem - a statement that has been proven
• Congruence - a condition wherein all corresponding parts of a figure coincide
• Congruent triangles - triangles having the same or equal size
• Corresponding angles - two angles in corresponding positions relative to two lines

Suggested organizational strategies

• Have the classroom ready to cater the groups of students to learn and explore the
activities where they will feel comfortable to move and explore.
• Assign roles to students within the groups.
• Prepare with you the materials to be used by students in performing the activities.
• Ready to hand in enough and clear copies of the activity sheets prior to the lessons.

Activities in this Learning Guide

Activity 1: SHAPE MATE

Multiple Intelligences
• Visual/Spatial
• Logical/Mathematical
• Interpersonal

Skills
• Organization of parts
• Seeing patterns

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TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

• Use methods, concepts, theories in new situations

• Observation and recall of information
Activity 2: KEEP WHAT YOU WILL LEARN

Multiple Intelligences
• Logical/Mathematical
• Verbal/Linguistic
• Interpersonal

Skills
• Predict, draw conclusions
• Understanding information
• Knowledge of major ideas
• Grasp meaning
• Recognize subjectivity
Activity 3: PROPERTIES VERSUS PROPERTIES

Multiple Intelligences
• Visual/Spatial
• Logical/Mathematical
• Interpersonal

Skills
• Use information
• Grasp meaning
• Observation and recall of information

Text Types
• Procedural Recount
Activity 4: BRAIN CONDITIONER

Multiple Intelligences
• Logical/Mathematical
• Verbal/Linguistic
• Interpersonal

Skills
• Predict, draw conclusions
• Understanding information
• Organization of parts

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TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

• Use information
• Knowledge of major ideas
• Solve problems using required skills or knowledge

Text Types
• Procedural Recount
Activity 5: LEARNING STATIONS

Multiple Intelligences
• Logical/Mathematical
• Verbal/Linguistic
• Interpersonal

Skills
• Understanding information
• Mastery of subject matter
• Organization of parts
• Use information
• Knowledge of major ideas
• Solve problems using required skills or knowledge
Activity 6: 100% LOOK ALIKE

Multiple Intelligences
• Visual/Spatial
• Logical/Mathematical
• Interpersonal

Skills
• Understanding information
• Mastery of subject matter
• Organization of parts
• Use information
• Knowledge of major ideas
• Solve problems using required skills or knowledge
• Generalize from given facts
Activity 7: KEEP WHAT YOU LEARNED

Multiple Intelligences
• Logical/Mathematical

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TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

• Verbal/Linguistic
• Interpersonal

Skills
• Understanding information
• Mastery of subject matter
• Organization of parts
• Translate knowledge into new context
• Knowledge of major ideas
• Verify the value of evidence

Key Assessment Strategies

• Class Participation Checklist
• Integrated Learning
• Practical Work Approach

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TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

Mind Map
The Mind Map displays the organization and relationship between the concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on
the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.

Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for that
stage have been achieved. Where possible, and if needed, teachers can use the formative
assessment tasks for summative assessment purposes i.e as measures of student performance.
It is important that your students know what they will be assessed on.

Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that the
stages do not represent individual lessons. Rather, they are a series of stages over one or
more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.

1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
This stage will rekindle what students have learned about a triangle – the relationships that
exist between and among its parts which include the sum of the measures of the angles and
the measures of its sides.

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TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

Strategy
CONSIDER ALL FACTORS (CAF). This is a thinking tool that promotes consideration of all
factors involved. This strategy may be considered in any other learning areas. This is done by
encouraging students to think about the factors involved when thinking about something. In
Mathematics, identify a topic where you let students think about it and consider all the
factors involved therein.
Activity 1: “Shape Mate”
Divide the class into groups of four and ask them to perform Student Activity 1, Shape Mate,
on page 19 of this learning guide. This activity would measure how much students have
learned about a triangle, the relationships that exist between and among its parts with
respect to sides and angles.
Formative Assessment
Ask the following questions:
1. If one side of a triangle is congruent to one side of another triangle, are the two
triangles congruent?
2. Are two equilateral triangles always congruent?
3. What are the possible ways of indicating congruence between the two triangles?
Roundup
Students were able to identify the congruence of two triangles from the activity according to
the relationships that exist between and among their parts – sides and angles.

2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.
Background or purpose
The framework of the module will be presented at this stage. Using the KWL Chart, students
will brainstorm among themselves what they knew about triangles as discussed prior to this
lesson and will enumerate what else they want to know as the course of the subject will be
presented.
Strategy
KWL CHART. A chart to ascertain what students KNOW about a topic, what they WANT to
know and what they have LEARNED about a topic.
Materials
5 KWL charts, marking pens, masking tape
Activity 2: “Keep What you will Learn”
Regroup the class into five and give each group a KWL Chart. This chart aims to help students
activate their prior knowledge and experience as bridge to a new concept, lesson, or unit of
work. Each group will write what they knew and what they want to know about certain
figures/situations/terms in the first column. Ask them to fill in the K (KNOW) and W (WANT)
columns. Tell them to leave blank the L (LEARNED) column. This will be completed at the
end of this lesson.
Next to this page is the sample KWL chart for you to prepare in five sets.

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TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

K W L
What You What You WANT What Have You
KNOW? to know? LEARNED?

1.

2. Two equilateral
triangles

3. 7 7

4.

5. The reflection of an
object on a plain
mirror

Formative Assessment
Let each group discuss their output to the class. Note the things they have presented to make
sure that what they have noted down under the W column will be addressed on the next
stages of learning.
Roundup
Students were able to write essential concepts they already knew from what are given in the
first column and the additional ideas they want to know with each figure/situation/term.

3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.

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Background or purpose
This stage conveys different interactive and engaging activities which lead the students to
discover the concepts of triangle congruence and its properties.
Strategies
1. LECTURETTE. A mini-lecture focusing on the key ideas of the lesson.
2. COOPERATIVE LEARNING. This strategy incorporated by some structures is used as a
basic tool for group work skills. The activities prepared have definite aims and
purposes and should not be seen in isolation but as an overall part of the learning
environment. The activities in this strategy encourage the learners to enhance their
mathematical and logical intelligences.
Materials
Visual aids, Student Activity Sheets – pages 20-23
Ruler, protractor, compass, art/colored papers, pencil, scissor, glue/paste, manila paper,
marking pen, masking tape
Lecturette:
Begin the lesson by showing these two triangles drawn in different visual aids and ask the
students if they are congruent or not.

A
Z Y

B C
X
Guide Questions:
1. Are the two triangles congruent? Prove it.
2. What is/are the condition(s) needed to prove that two triangles are congruent?
3. What property of equality is illustrated by these congruences?
Two triangles are congruent if they have the same shape and the same size. You have proved
their congruency by:
✔ measuring the lengths of the sides and degrees of the angles.
✔ overlapping the two triangles in such a way that one coincides with the other.
Suppose ∆ABC is made to coincide with ∆XYZ such that the vertices of ∆ABC fit exactly over
the vertices of ∆XYZ, the correspondence between vertices will be:
A↔X B↔Y C↔Z
( A ↔ X is read as “vertex A corresponds to vertex X”)

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TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

The sides and angles will then match up like this:

CORRESPONDING ANGLES CORRESPONDING SIDES
∠A ↔ ∠X AB ↔ XY
∠B ↔ ∠Y BC ↔ YZ
∠C ↔ ∠Z AC ↔ XZ
Since the corresponding angles and sides of ∆ABC and ∆XYZ are congruent, then the two
triangles are congruent. Hence,

∆ABC ≅ ∆XYZ
This time, ask the students to recall and name the different properties of equality. The
purpose of asking the properties is to relate them with the properties of triangle congruence.
They may give the following:
✔ Addition property
✔ Subtraction property
✔ Multiplication property
✔ Division property
✔ Reflexive property
✔ Symmetric property
✔ Transitive property
You can a give a short review of these properties using real numbers to refresh their previous
understanding on properties of equality. Write these on the board or in a manila paper. Then,
call student volunteers to answer simple exercises in every property of equality.
Addition Property of Equality:
If equal numbers are added to equal numbers, the sums are equal.
If a = b and c = d, then a + c = b + d
Example:
If a = b and c = d; and a = 4 and c = -7, then what is b? how about d? Is a + c = b + d?
Subtraction Property of Equality:
If equal numbers are subtracted from equal numbers, the differences are equal.
If a = b and c = d, then a - c = b – d
Example:
If a = b and c = d; and b = -9 and c = 12, then what is a? how about d? Is a - c = b – d?
Multiplication Property of Equality:
If equal numbers are multiplied by equal numbers, the products are equal.
If a = b and c = d, then ac = bd
Example:
1 4
If a = b and c = d; and a = and d = − , prove that ac = bd.
8 9

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TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

Division Property of Equality:

If equal numbers are divided by equal nonzero numbers, the quotients are equal.
a b a c
If a = b and c = d, then = and =
c d b d
Example:
If a = b and c = d; and b = -10 and c = 2, find a and d. Prove the equality under this property.
Reflexive Property of Equality:
Any number is equal to itself.
a=a
15 = 15
Symmetric Property of Equality:
An equality may be reversed.
If a = b, then b = a
Transitive Property of Equality:
Two numbers equal to the same or equal numbers are equal to each other.
If a = b and b = c, then a = c
ab a
If a = b and b = c; and a = -8, prove that = .
bc c

After completing these exercises, regroup them into six groups. Challenge them to perform
this activity. Provide each group a manila paper and a marking pen.
Activity 3: “Properties vs. Properties”
TASKS:
1. Complete the table by showing a comparison between the properties of equality for
real numbers and triangle congruence.
2. Use the three properties given in the table.
3. Assign any real numbers for a, b and c under the first column in the proceeding table.
In the third column, use the parts of the triangles. To explore the properties of
triangle congruence, refer to the given figures below.

A X Z

B C Y

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TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

Note: Show these figures to the class. Option 1: You may have this as an activity sheet and
distribute to each group. Option 2: You may draw the figures on the board including the
table.

FOR REAL PROPERTIES OF FOR

EQUALITY/ CONGRUENCE
NUMBERS TRIANGLES

Reflexive Property

Symmetric Property

Transitive Property

Let them present their answers through a reporter in a group. Facilitate the discussions and
be ready to clear up some issues/doubts within the reporting.
Activity 4: “Brain Conditioner”
This next activity can be of great help for the students to deeply comprehend the conditions
for triangle congruences. With the same groups, let them perform Student Activity 4, Brain
Conditioner, on pages 20-23. Since there are four worksheets under this activity, it is
expected that there will be 2 or 3 groups working with one activity sheet. Assign the tasks
that each group will work on and later, ask them to publish their answers on the board for the
discussion of outputs through their chosen reporter.
When all the groups have finished reporting, summarize their responses on the different
conditions for triangle congruence with the following:

If three sides of a triangle are congruent respectively to three sides of another

triangle, then the triangles are congruent.
This is the SSS Congruence Theorem, where S stands for side.

If two sides and an included angle of one triangle are congruent respectively
to two sides and an included angle of another triangle, then the triangles are
congruent. This is the SAS Congruence Theorem, where S stands for side and
A stands for the included angle.

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TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

If two angles and an included side of one triangle are congruent respectively
to two angles and an included side of another triangle, then the two
triangles are congruent.
This is the ASA Congruence Theorem, where A stands for angle and S for the
included side.

If two angles and a nonincluded side of one triangle are congruent to the
corresponding angles and a nonincluded side of another triangle, then the
triangles are congruent.
This is called the SAA Congruence Theorem, where S stands for the non-
included side and A for the angle.

Formative Assessment
Students may be assessed at this stage from the questions within the activity sheets provided
under Student Activity 4.
Roundup
Students were able to discover and establish the different triangle congruence theorems
based on the activity given. They were able also to develop confidence to apply these
theorems for the next learning experiences.

4. Check for Understanding of the topic or skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
Background or purpose
To check how much students have understood on the triangle congruence theorems, they will
work and solve problems related to these.
Strategy
ROTATING LEARNING STATIONS. These are stations which contain setups designed to
investigate concepts or perform activities that would allow students to understand a concept.
They are installed in strategic places in the classroom where group of students go from one
station to another in a round manner and do the task indicated in each of the learning
station.
Materials
Four Tasks (each written in a manila paper to be posted on the designated learning station)
on pages 24-25 , marking pen, masking tape, strips of cartolina/manila paper where Learning
Station 1, Learning Station 2, Learning Station 3 and Learning Station 4 are written.
Activity 5: “Learning Stations”
This time, four groups of students will solve problems validating the triangle congruence.
Assign them in four different learning stations situated inside your classroom. Write one
problem in a manila paper. Remind the students that after answering one station, they will
proceed immediately to the next station and so on. Inform them to answer each task in 3
minutes. Once each group has completed the four stations, let them publish their works and

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give them time to discuss their answers. Refer to Teacher Resource Sheet 1, Learning
Stations, on pages 24-25 for the tasks to be written on a manila paper.
Possible solutions to these problems are found on page 26 under Teacher Support Material 1.
Formative Assessment
You may use the Class Participation Checklist to assess students' involvement in the activity.
See Assessment Tool for Teacher (Group Participation Checklist) on page 27 of this
learning guide.
Roundup
Students were able to identify the congruence theorems specified in every learning station.
They can now solve relevant exercises and even apply the concepts in a real situation.

5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
Background or purpose
At this stage, students will be proving that two triangles are congruent using the different
conditions for congruence. The activity under this stage is designed to help them organize
their thinking about how the parts of the two triangles will come together to prove their
congruency.
Strategy
COOPERATIVE LEARNING. This strategy, incorporated by some structures is used as basic tool
for group work skills. The activities prepared have definite aims and purposes and should not
be seen in isolation but as an overall part of the learning environment. The activity that lie
behind this strategy encourages the learners to enhance their mathematical intelligence and
analytical thinking as well.
Materials
Student Activity Sheets – pages 28-31
manila paper, marking pen, masking tape
Activity 6: “100% Look Alike”
This is where the students will prove that two triangles are congruent by applying the
theorems or the conditions for congruence. The tasks are provided on pages 28-31, Student
Activity 6, 100% Look Alike, where the same groupings will work together as teams. Again,
two or three groups may work on similar task. Let each group present their output to the
class through a reporter to validate their findings. Facilitate the discussions and afterwards,
process the activity by asking the questions under formative assessment.
You may refer to Teacher Support Material 2 on page 32 of this learning guide for the
possible solutions to the problems.
Formative Assessment
Questions:
1. Cite statement/s from the activity which you were uncertain of the reason/s?
2. How did your group able to come up with the conclusion?

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Roundup
Students were able to prove accurately the congruency between two triangles using the
triangle congruence theorems. They had justified the given statements as true by providing
appropriate reasons.

6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.
Background or purpose
Since students have gained proficiency of the mathematical concepts on triangle congruence,
they will signify their understanding of the lesson by completing the KWL Chart and check if
what they have written under W (WANT) column were all addressed by the preceding
activities.
Strategy
KWL CHART REVISIT. This strategy aims to ascertain what students have LEARNED about a
topic by completing the L (LEARNED) column.
Materials
5 KWL Charts which were used in Stage 1, marking pen, masking tape
Activity 7: “Keep What you Learned”
To check how far your students have mastered the content of the lesson, distribute again to
each group the KWL Charts used in Activity 2. This time, they will complete the same chart
by filling the third column, L (LEARNED). Ask them to write what they have learned about the
figures/situations/terms in the first column. Let them check also if their concerns under the
second column were all addressed.
Formative Assessment
Sample paper-pencil test found on page 33 may be given to the students to assess their
understanding of the lesson. Let them answer the test individually.
Roundup
At the end of this stage, students can name and describe the four (4) conditions/theorems for
triangle congruence on their own words which include:
➢ SSS Congruence. If three sides of one triangle are congruent to the three sides of
another triangle, the two triangles are congruent.
➢ ASA Congruence. If two angles and the included side of one triangle are congruent
to two angles and the included side of another triangle, the triangles are congruent.
➢ SAS Congruence. If two sides and the included angle of one triangle are congruent to
two sides and the included angle of another triangle, the two triangles are
congruent.
➢ AAS Congruence. If two angles and a nonincluded side of one triangle are congruent
to two angles and the corresponding nonincluded side of another triangle, the two
triangles are congruent.

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TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.

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STUDENT ACTIVITY 1
Shape Mate
Materials:
ruler, pencil, protractor
Directions:
Given the triangle in Column A, look for its congruent figure in Column B. Measure
one more angle or side in each triangle and give the reason for the congruence.

COLUMN A COLUMN B WHY?

1.

55º
5 5
35º 60º

2.

2.5 cm
60º
2.5 cm 90º
45º

3.
75º
2 cm 2 cm
2 cm
75º 80º

4. 1.8 cm
1.8 cm 1.8 cm
45º
45º 45º 45º

5.
2 2 1.5
60º
1.5

60º 60º
1.5
2
6.
45º
55º

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STUDENT ACTIVITY 4
Brain Conditioner

Objectives:
To discover the congruency between two triangles and
establish a theorem from the given facts.
Materials:
ruler, protractor, pencil, colored paper/bond paper, a pair
of scissors, manila paper, marking pen, masking tape

Conditioner Brand- 1

A. Directions: Subdivide your group into two. These two groups will simultaneously
perform the procedures. Make sure that your group will be able to make two
triangles.
B. Procedures:
1. Using a ruler, draw a line segment 15 cm long. Call it AB .
2. With a protractor and ruler, construct an angle with a measure of 60º, with
A as vertex and AB as one side. Name the angle, ∠CAB.
3. On 
AC , locate a point 10 cm from A. Call this point D.
4. Draw a line segment DB to complete ∆DAB.
5. Cut out your two triangles and compare them.
C. Questions:
1. Compare and describe the two triangles.
2. Based on the given data, what corresponding parts of the two triangles are
congruent?
3. What is the relationship of the given angle to the two given sides?
4. Are these parts of the triangle enough to show that two triangles are
congruent?
D. What general statement can you establish with these conditions?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________.

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 BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
THIRD YEAR - MATHEMATICS
TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

STUDENT ACTIVITY 4
Brain Conditioner

Objectives:
To discover the congruency between two triangles and
establish a theorem from the given facts.
Materials:
ruler, protractor, pencil, colored paper/bond paper, pair
of scissors, manila paper, marking pen, masking tape

Conditioner Brand – 2

A. Directions: Subdivide your group into two. These two groups will simultaneously
perform the procedures. Make sure that your group will be able to make two
triangles.
B. Procedures:
1. Using a protractor and a ruler, draw an angle with a measure of 70º. Name it
∠JAK.
2. On 
AJ , locate a point 12 cm from A. Name this point B.
3. With B as the vertex and BA as one side, draw another angle with a
measure of 50. Call this angle, ∠ABM.
4.  AK will intersect at point C. You should now have ∆ABC.
BM and 
5. Cut out your two triangles and compare them.
C. Questions:
1. Compare and describe the two triangles.
2. Note that the parts of the triangle with given specific measures were ∠BAC,
∠ABC and side AB. With the measures of two angles and the included side of
two triangles, what general statement can you establish?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________.

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 BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
THIRD YEAR - MATHEMATICS
TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

STUDENT ACTIVITY 4
Brain Conditioner

Objectives:
To discover the congruency between two triangles and establish a theorem
from the given facts.
Materials:
compass, ruler, protractor, pencil, colored paper/bond paper, pair of
scissors, manila paper, marking pen, masking tape
Conditioner Brand – 3

A. Directions: Subdivide your group into two. These two groups will simultaneously perform the
procedures. Make sure that your group will be able to make two triangles.
B. Procedures:
1. With a ruler, draw a line segment 12 cm long. Name it AB .
2. Set the compass so that its opening will have a measure of 10 cm. With this compass
setting, place the compass point at A and draw an arc on one-half of line AB.
3. Set the compass so that its opening will have a measure of 8 cm. With this compass setting,
place the compass point at B and draw another arc so that it will intersect the first arc at a
point. Call the point C.
A B

4. Draw AC and BC .
5. With your ruler, measure the sides of your triangle.
6. Cut out your two triangles and compare them.
C. Questions:
1. Compare and describe the two triangles.
2. Based on the given data, what corresponding parts of the two triangles are congruent?
3. Are these parts of the triangle enough to show that two triangles are congruent?
D. What general statement can you establish with these conditions?
______________________________________________________________________________
______________________________________________________________________________________
__________________________________________________________________.

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 BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
THIRD YEAR - MATHEMATICS
TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

STUDENT ACTIVITY 4
Brain Conditioner

Objectives:
To discover the congruency between two triangles and establish a
theorem from the given facts.
Materials:
compass, ruler, protractor, pencil, colored paper/bond paper, pair
of scissors, manila paper, marking pen, masking tape

Conditioner Brand – 4

A. Directions: Subdivide your group into two. These two groups will simultaneously
perform the procedures. Make sure that your group will be able to make two
triangles.
B. Procedures:
1. Using a protractor and a ruler, draw an angle with a measure of 55º. Name
this ∠PQR.
2. On 
QP , locate a point 13 cm from Q. Name this point T.
3. On 
QR , locate a point 10 cm from Q. Call this point M.
4. Using a ruler, draw a line connecting the points T and M.
5. You should now have ∆MTQ.
6. Cut out your two triangles and compare them.
C. Questions:
1. Compare and describe the two triangles.
2. What were the parts given to form your triangles? What does QM mean
with respect to the given two angles in ∆MTQ?
3. Are these parts of the triangle enough to show that two triangles are
congruent?
D. What general statement can you establish with these conditions?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________.

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 BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
THIRD YEAR - MATHEMATICS
TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

TEACHER RESOURCE SHEET 1

Learning Stations

Objectives:
To solve problems on triangle congruence and verify the
results with the statement on each of the stipulated
theorems.
Directions:
Write each thinking station in a manila paper to be posted on
one station inside your classroom.

LEARNING STATION 1

Is ∆PQR congruent to ∆SVT? Prove it.

P S

4 4

100° 100°
Q 5 R V 5 T

LEARNING STATION 2

Show that ∆QYN is congruent to ∆QYP.

Y Q

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LEARNING GUIDE
THIRD YEAR - MATHEMATICS
TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

LEARNING STATION 3

Prove that ∆BAP is congruent to ∆CDP.

P 5 D
A 5

LEARNING STATION 4

Show that ∆CAB is congruent to ∆ZYX.

C 10 cm Y
X
75°
65°

65°
75°
A B Z
10 cm

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 BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
THIRD YEAR - MATHEMATICS
TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

TEACHER SUPPORT MATERIAL 1

Possible Answers on Thinking Stations

Thinking Station 1 Solutions:

PR is congruent to ST because PR = ST = 4
∠R is congruent to ∠T because m∠R = m∠T = 100°.
QR is congruent to VT because QR = VT = 5.
Therefore, ∆PQR ≅ ∆SVT by Side-Angle-Side Congruence.

Thinking Station 2 Solutions:

QN is congruent to QP and YN is congruent to YP because these are
given/shown in the figure.
YQ is congruent to YQ by the Reflexive Property of Congruence, which
says that “any figure is congruent to itself.”
Therefore, ∆QYN ≅ ∆QYP by Side-Side-Side Congruence.

Thinking Station 3 Solutions:

∠A is congruent to ∠D because they are both right angles.
AP is congruent to DP because both segments measure 5 units.
∠BPA and ∠CPD are congruent because vertical angles are congruent.
Therefore, ∆BAP ≅ ∆CDP by Angle-Side-Angle Congruence.

Thinking Station 4 Solutions:

∠A and ∠Y are congruent because this information is given in the figure.
∠C is congruent to ∠Z because this information is given in the figure.
AB corresponds to YX because this information is given in the figure.
Therefore, ∆CAB ≅ ∆ZXY by Angle-Angle-Side Congruence.

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LEARNING GUIDE
THIRD YEAR - MATHEMATICS
TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

ASSESSMENT TOOL FOR THE TEACHER

GROUP PARTICIPATION CHECKLIST

Directions: Check the boxes appropriately as manifested by the student in the

activity given.

Name of Students Alertness in Attention to Ability to follow Listening to

responding the task directions other ideas

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

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LEARNING GUIDE
THIRD YEAR - MATHEMATICS
TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

STUDENT ACTIVITY 6
100% Look Alike

Objectives:
To determine and prove the condition for congruence of two triangles.
Directions:
1. Study the figure and the given statements in the table.
2. Indicate A (for angle) and S (for side) in Column 1 if the statement in
Column 2 describes congruence in angles or sides.
3. Discuss and decide in your group what appropriate reason/s can be used to
support that each statement is TRUE.
4. Write the reason/s in the third column for their congruency.
5. Present your complete and correct solutions in a manila paper.

GROUP 1

C D

A B E

Given: ∠A ≅ ∠E; ∠CBA ≅ ∠DBE; B is the midpoint of AE

Prove: ∆ABC ≅ ∆EBD.
Angle or Side Statements Reasons

1. ∠A ≅ ∠E

2. AB ≅ BE

3. ∠CBA ≅ ∠DBE

4. ∆ABC ≅ ∆EBD

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LEARNING GUIDE
THIRD YEAR - MATHEMATICS
TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

GROUP 2
100% Look Alike

Objectives:
To determine and prove the condition for congruence of two triangles.
Directions:
1. Study the figure and the given statements in the table.
2. Indicate A (for angle) and S (for side) in Column 1 if the statement in
Column 2 describes congruence in angles or sides.
3. Discuss and decide in your group what appropriate reason/s can be used to
support that each statement is TRUE.
4. Write the reason/s in the third column for their congruency.
5. Present your complete and correct solutions in a manila paper.

B C

A D

Given: E is the midpoint of BD ; AE ≅ EC

Prove: ∆AEB ≅ ∆CED

Angle or Side Statements Reasons

1. BE ≅ ED

2. ∠BEA ≅ ∠DEC

3. AE ≅ EC

4. ∆AEB ≅ ∆CED

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LEARNING GUIDE
THIRD YEAR - MATHEMATICS
TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

GROUP 3
100% Look Alike

Objectives:
To determine and prove the condition for congruence of two triangles.
Directions:
1. Study the figure and the given statements in the table.
2. Indicate A (for angle) and S (for side) in Column 1 if the statement in
Column 2 describes congruence in angles or sides.
3. Discuss and decide in your group what appropriate reason/s can be used to
support that each statement is TRUE.
4. Write the reason/s in the third column for their congruency.
5. Present your complete and correct solutions in a manila paper.
D

B
Given: ∠D ≅ ∠A
C ∠BCD ≅ ∠BCA
Prove: ∆ABC ≅ ∆DBC

Angle or Side Statements Reasons

1. ∠D ≅ ∠Α

2. ∠BCD ≅ ∠BCA

3. BC ≅ BC

4. ∆ABC ≅ ∆DBC

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LEARNING GUIDE
THIRD YEAR - MATHEMATICS
TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

GROUP 4
100% Look Alike

Objectives:
To determine and prove the condition for congruence of two triangles.
Directions:
1. Study the figure and the given statements in the table.
2. Indicate A (for angle) and S (for side) in Column 1 if the statement in
Column 2 describes congruence in angles or sides.
3. Discuss and decide in your group what appropriate reason/s can be used to
support that each statement is TRUE.
4. Write the reason/s in the third column for their congruency.
5. Present your complete and correct solutions in a manila paper.

K
J
4.

Given: HI ≅ LK ; HL bisects IK ; IK bisects HL

Prove: ∆HIJ ≅ ∆KLJ
Angle or Side Statements Reasons

1. HI ≅ LK

2. J is midpoint of HL
J is midpoint of IK

3. HJ ≅ JL

4. IJ ≅ JK

5. ∆HIJ ≅ ∆KLJ

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LEARNING GUIDE
THIRD YEAR - MATHEMATICS
TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

TEACHER SUPPORT MATERIAL 2

Possible Solutions to 100% Look Alike
Group 1:

Angle or Side Reasons

A Given

S Midpoint of a segment divides the segment into two congruent parts

A Given

ASA Congruence

Group 2:

Angle or Side Reasons

S Midpoint of a segment divides the segment into two congruent parts

A Vertical angles are congruent

S Given

SAS Congruence

Group 3:

Angle or Side Reasons

A Given

A Given

S Reflexive Property (shared side)

AAS Congruence

Group 4:

Angle or Side Reasons

S Given

Bisector of a segment intersects the segment at its midpoint

S Midpoint of a segment divides the segment into two congruent parts

S Midpoint of a segment divides the segment into two congruent parts

SSS Congruence

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LEARNING GUIDE
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TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

A Quiz For You

Directions:
Give the correct answer in each of the following
items.

1. In triangle ABC, AB = 12, BC = 12 and ∠B = 45°. In ∆XYZ, XY = 12,

YZ = 12, and ∠Y = 45°. Are the triangles congruent? If they are, what
condition for triangle congruence can attest their congruency?
_______________________________________________________________
2. In two non-right triangles, how many measures do you need to prove that
they are congruent? Explain.
_________________________________________________________________
3. When proving two congruent triangles, except for SSS, at least what parts of
the triangles you need to know the measures?
_________________________________________________________________
4. Is “angle-angle-angle” a valid rule for proving triangles congruent? Prove it.
________________________________________________________________
B C

5. E

A D
Given: BA ≅ DC ; BD bisects AC ; AC bisects BD
Prove: ∆AEB ≅ ∆DEC
Angle or Side Statements Reasons

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LEARNING GUIDE
THIRD YEAR - MATHEMATICS
TRIANGLE CONGRUENCE – TRIANGLES: DIFFERENT AND YET THE SAME

For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application

Strategies

Activities from the

Learning Guide

Extra activities you

may wish to include

Materials and
planning needed

Estimated time for

this Stage

Total time for the Learning Guide Total number of lessons needed for this Learning Guide

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