8

Mathematics
Quarter 3 – Module 8:
Applying Triangle Congruence to
Construct Perpendicular Lines
and Angle Bisectors

CO_Q3_Mathematics 8_ Module 8
Mathematics – Grade 8
Alternative Delivery Mode
Quarter 3 – Module 8: Applying Triangle Congruence to Construct Perpendicular
Lines and Angle Bisectors
First Edition, 2020

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 8

Mathematics
Quarter 3 – Module 8:
Applying Triangle Congruence to
Construct Perpendicular Lines
and Angle Bisectors
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this
module or if you need to ask your facilitator or your teacher’s assistance for
better understanding of the lesson. At the end of each module, you need to
answer the post-test to self-check your learning. Answer keys are provided
for each activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the
exercises and tests. And read the instructions carefully before performing
each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you apply triangle congruence to construct perpendicular lines and angle bisectors.
You are provided with varied activities to process the knowledge and skills learned
and to deepen and transfer your understanding of the lesson. The scope of this
module enables you to use it in many different learning situations. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.

This module contains:

 Lesson 1- Applying Triangle Congruence to Construct Perpendicular

Lines and Angle Bisectors

After going through this module, you are expected to:

1. use triangle congruence to construct perpendicular lines and angle

bisector; and
2. relate perpendicular lines and angle bisectors in real life setting.

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CO_Q3_Mathematics 8_ Module 8
 What I Know

Pre-Assessment:
Directions: Read and answer each of the following items accurately. Write the
letter of the correct answer on your answer sheet.
1) How many line/s is/are needed to bisect a given angle?
A. four B. one C. three D. two
2) What do you call the line, ray or segment that divides the angle into two
congruent parts?
A. Midpoint C. Angle Bisector
B. Betweenness D. Segment Bisector

Use the figure below to answer the items 3 – 6.

F

E D G
3) Which of the following is true about the figure above?
̅̅̅̅ ⊥ 𝐷𝐺
A. 𝐸𝐷 ̅̅̅̅ ̅̅̅̅ ⊥ 𝐸𝐺
C. 𝐹𝐷 ̅̅̅̅
̅̅̅̅ ⊥ ̅̅̅̅
B. 𝐹𝐺 𝐸𝐺 ̅̅̅̅ ⊥ 𝐸𝐹
D. 𝐺𝐸 ̅̅̅̅

4) If we connect points 𝐹 and 𝐸 and points 𝐹 and 𝐺, what figure is formed?

A. Kite C. Square
B. Rhombus D. Triangle
5) After connecting the said points in item 4, what is the common side that
divides the figure into two parts?
A. ̅̅̅̅
𝐸𝐷 B. ̅̅̅̅
𝐸𝐺 C. ̅̅̅̅
𝐷𝐺 D. ̅̅̅̅
𝐹𝐷
6) What do you call the lines that intersect and form a right angle?
A. intersecting C. perpendicular
B. parallel D. skew

For items 7 – 8, use ⊿𝑀𝐻𝑇 at the right:

̅̅̅̅ 𝑖𝑠 𝑡ℎ𝑒 𝑝𝑒𝑟𝑝𝑒𝑛𝑑𝑖𝑐𝑢𝑙𝑎𝑟 𝑏𝑖𝑠𝑒𝑐𝑡𝑜𝑟 𝑜𝑓 𝑀𝑇
Given: 𝐻𝐴 ̅̅̅̅̅ M

7) Which of the following angles are congruent? A H

A. ∠𝑀𝐴𝐻 and ∠𝑇𝐴𝐻 C. ∠𝐴𝐻𝑇 and ∠𝐻𝑇𝐴
B. ∠𝐴𝐻𝑇 and ∠𝐴𝑀𝐻 D. ∠𝐻𝐴𝑀 and ∠𝑇𝐻𝐴 T

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CO_Q3_Mathematics 8_ Module 8
 8) Which postulate or theorem justifies ∆𝑀𝐻𝐴 ≅ ∆𝑇𝐻𝐴?
A. AAS B. ASA C. LL D. SSS

For items 9 – 15, use the figure below to answer the questions that follow.
A B
2 3
4
1
6
D 5
C
9) What triangle congruence postulate/theorem is illustrated by the figure
above?
A. ASA B. HyA C. HyL D.SSS
10) What is the common side of ∆𝐴𝐵𝐷 𝑎𝑛𝑑 ∆𝐶𝐵𝐷?
A. ̅̅̅̅
𝐴𝐵 B. ̅̅̅̅
𝐵𝐶 C. ̅̅̅̅
𝐵𝐷 D. ̅̅̅̅
𝐶𝐷
11) Which of the following is the set of correct statements of congruence of the
corresponding sides?
A. ̅̅̅̅
𝐴𝐷 ≅ ̅̅̅̅
𝐶𝐷 , ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅̅
𝐶𝐵, 𝑎𝑛𝑑 ̅̅̅̅
𝐵𝐷 ≅ ̅̅̅̅
𝐵𝐷.
̅̅̅̅ ≅ 𝐴𝐵
B. 𝐴𝐷 ̅̅̅̅ , 𝐴𝐵
̅̅̅̅ ≅ ̅̅̅̅ ̅̅̅̅ ≅ 𝐵𝐷
𝐶𝐵 , 𝑎𝑛𝑑 𝐵𝐷 ̅̅̅̅.
̅̅̅̅ ≅ 𝐵𝐷
C. 𝐴𝐷 ̅̅̅̅ , 𝐴𝐵
̅̅̅̅ ≅ 𝐶𝐵,
̅̅̅̅̅ 𝑎𝑛𝑑 𝐵𝐷
̅̅̅̅ ≅ 𝐶𝐷
̅̅̅̅.
̅̅̅̅ ≅ 𝐶𝐷
D. 𝐴𝐷 ̅̅̅̅ , 𝐵𝐷
̅̅̅̅ ≅ ̅̅̅̅ ̅̅̅̅ ≅ 𝐴𝐵
𝐶𝐵 , 𝑎𝑛𝑑 𝐵𝐷 ̅̅̅̅.

12) Which of the following is the set of correct statements of congruence of the
corresponding angles?
A. ∠1 ≅ ∠2, ∠3 ≅ ∠4, and ∠5 ≅ ∠6.
B. ∠1 ≅ ∠3, ∠2 ≅ ∠4, and ∠5 ≅ ∠6.
C. ∠1 ≅ ∠4, ∠2 ≅ ∠6, and ∠3 ≅ ∠5.
D. ∠1 ≅ ∠6, ∠2 𝑎 ≅ ∠5, and ∠3 ≅ ∠4.
13) Which of the following pairs are adjacent angles?
A. ∠1 𝑎𝑛𝑑∠2 C. ∠1 𝑎𝑛𝑑 ∠5
B. ∠1 𝑎𝑛𝑑∠3 D. ∠1 𝑎𝑛𝑑 ∠6
14) Which of the following describes the adjacent angles in the given figure
above?
A. Congruent and are both right angles.
B. Congruent and are supplementary angles.
C. Congruent and are complementary angles.
D. Congruent and are corresponding angles of the congruent triangles.
15) If ̅̅̅̅
𝐵𝐷 bisects ∠𝐴𝐷𝐶, then which one describes the angles formed?
A. Two congruent acute angles C. Two congruent obtuse angles
B. Two congruent right angles D. Two congruent reflex angles

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CO_Q3_Mathematics 8_ Module 8
 Lesson Applying Triangle Congruence to

1 Construct Perpendicular Lines and

Angle Bisectors
Flying kites is a summer activity that is loved by almost everyone. It offers
adventure, enjoyment, and awaken the child within every one of us at low cost. If
you were to join in a kite festival, what features of your kite will you consider to
ensure its smooth and stable flight and eventually win?
There are things to consider in making a kite especially the principle of
balance. This is an application of triangle congruence, perpendicular lines, and
angle bisectors which is the focus of this lesson.
Start this lesson by recalling the triangle congruence postulates and
theorems.

What’s In

Activity: Remember Me!

Directions: Identify the congruence postulate or theorem that can be used to
prove the congruence of the triangles in every pair. Choose the correct
answer from the box below and write it on a separate sheet of paper.

AAS Theorem ASA Postulate Hypotenuse-Acute Theorem

Leg-Acute Theorem SAS Postulate Hypotenuse-Leg Theorem
Leg-Leg Theorem SSS Postulate

3.
4.
1. 2.

5. 6. 8.
7.

Questions:
1. How did you identify the congruence postulate or theorem to be used to
prove that the pair of triangles are congruent?
2. When can you say that two triangles are congruent?

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CO_Q3_Mathematics 8_ Module 8
 What’s New

Directions: Read the situation below and answer the questions that follow.
Situation: Suppose you will make a kite that looks like the one below.

Questions:
1) What do you think will happen if the right part of the kite is bigger or smaller
than its left part?
2) Is it necessary that the right and left parts of the kite are balanced?
3) What will you do to make sure that these parts of the kite are balanced?
4) Which corresponding sides of the kite should be made congruent?
5) Generally, what should be considered in order to have a good kite?

What is It

The activity in the previous section talks about the application of triangle
congruence and the importance of angle bisectors. Here, you will learn how to use
triangle congruence in forming angle bisectors and perpendicular lines.

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CO_Q3_Mathematics 8_ Module 8
Let’s start this discussion with the following:
A. Construction of angle bisector using two congruent triangles
Example 1:
Steps:
1. Given two congruent triangles by SAS Postulate, determine the other
corresponding parts that are congruent.

Using Corresponding Parts of Congruent Triangles are Congruent

(CPCTC), the following corresponding parts are congruent.
∠1 ≅ ∠5 ∠2 ≅ ∠6 ̅̅̅̅ ≅ 𝐷𝐵
𝐴𝐵 ̅̅̅̅

2. Put the two triangles together in such a way

that a pair of corresponding sides coincide. See
the thicker line.

3. Determine the common side or the side shared

by the triangles.
Common side: ̅̅̅̅
𝐵𝐶

4. Determine the adjacent angles formed

Adjacent angles:
Pair 1: ∠1 and ∠5
Pair 2: ∠3 and ∠4

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CO_Q3_Mathematics 8_ Module 8
 5. Determine the relationship of the adjacent
angles.
The two pairs of adjacent angles are congruent as
they are corresponding parts of the congruent
triangles.

6. Determine the relationship of any one of adjacent

angles to the sum of their measures.
𝑚∠1 = 𝑚∠5
𝑚∠𝐴𝐵𝐷 = 𝑚∠1 + 𝑚∠5
𝑚∠𝐴𝐵𝐷 = 𝑚∠1 + 𝑚∠1
𝑚∠𝐴𝐵𝐷 = 2(𝑚∠1)
𝑚∠1 = ½ (𝑚∠𝐴𝐵𝐷)

𝑚∠3 = 𝑚∠4
𝑚∠𝐴𝐶𝐷 = 𝑚∠3 + 𝑚∠4
𝑚∠𝐴𝐶𝐷 = 𝑚∠3 + 𝑚∠3
𝑚∠𝐴𝐶𝐷 = 2(𝑚∠3)
𝑚∠3 = ½(𝑚∠𝐴𝐶𝐷)

Thus, one of the adjacent angles is half of the whole angle. Since the two
adjacent angles are congruent and one of the angles is half of ∠𝐴𝐵𝐷 or half of ∠𝐴𝐶𝐷,
it follows then that side BC divides both ∠𝐴𝐵𝐷 and ∠𝐴𝐶𝐷 congruently. Thus, ̅̅̅̅ 𝐵𝐶
̅̅̅̅
bisects both ∠𝐴𝐵𝐷 and ∠𝐴𝐶𝐷. Hence, 𝐵𝐶 is an angle bisector.

Example 2:
Steps:
1. Given two congruent triangles by ASA Postulate, determine the other
corresponding parts that are congruent.

Using Corresponding Parts of Congruent Triangles are Congruent

(CPCTC), the following corresponding parts are congruent.
∠3 ≅ ∠5;
̅̅̅̅
𝑋𝑍 ≅ ̅̅̅̅
𝑋𝐶 ; and
̅̅̅̅̅
𝑌𝑍 ≅ ̅̅̅̅
𝑌𝐶

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CO_Q3_Mathematics 8_ Module 8
2. Put the two triangles together in such a way
that a pair of corresponding sides coincide.
Change the label of the overlapping sides.

See the thicker line.

3. Determine the common side or the side

shared by the triangles.

̅̅̅̅
Common side: 𝑋𝑌

4. Determine the adjacent angles formed.

Adjacent angles: ∠1 and ∠4; ∠2 and ∠6

5. Determine the relationship of the adjacent

angles.

The adjacent angles are congruent as they

are corresponding parts of the congruent
triangles.

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CO_Q3_Mathematics 8_ Module 8
 6. Determine the relationship of any one of adjacent angles to the sum of
their measures.

𝑚∠1 = 𝑚∠4
𝑚∠𝑍𝑋𝐶 = 𝑚∠1 + 𝑚∠4
𝑚∠𝑍𝑋𝐶 = 𝑚∠1 + 𝑚∠1
𝑚∠𝑍𝑋𝐶 = 2(𝑚∠1)
𝑚∠1 = ½ (𝑚∠𝑍𝑋𝐶)

𝑚∠2 = 𝑚∠6
𝑚∠𝑍𝑌𝐶 = 𝑚∠2 + 𝑚∠6
𝑚∠𝑍𝑌𝐶 = 𝑚∠2 + 𝑚∠6
𝑚∠𝑍𝑌𝐶 = 2(𝑚∠2)
𝑚∠2 = ½ (𝑚∠𝑍𝑌𝐶)

Thus, one of the adjacent angles is half of the whole angle.

Since the two pairs of adjacent angles are congruent and one of the angles is
half of ∠𝑍𝑋𝐶 or half of ∠𝑍𝑌𝐶, it follows that side 𝑋𝑌̅̅̅̅ divides both ∠𝑍𝑋𝐶 and ∠𝑍𝑌𝐶
̅̅̅̅ bisects both ∠𝑍𝑋𝐶 and ∠𝑍𝑌𝐶. Hence, side 𝑋𝑌
congruently. Thus, side 𝑋𝑌 ̅̅̅̅ is an angle
bisector.

An angle bisector is a line, ray, or segment that divides the angle

into two congruent angles.

B. Constructing Perpendicular lines using two congruent right triangles

Example 1
Steps:
1. Given two congruent right triangles by LA Theorem, determine the other
corresponding parts that are congruent.

Using Corresponding Parts of Congruent Triangles are Congruent

(CPCTC), the following corresponding parts are congruent.
∠𝐴𝑋𝑌 ≅ ∠𝑋𝐷𝐶 ̅̅̅̅
𝐴𝑋 ≅ ̅̅̅̅
𝑋𝐷 ̅̅̅̅̅
𝑌𝑋 ≅ ̅̅̅̅
𝐶𝐷

2. Put the two triangles side by side in such a

way that the vertices labeled with X
coincide.

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CO_Q3_Mathematics 8_ Module 8
 3. Determine the relationship of ∠𝐴𝑋𝑌 and ∠𝐶𝑋𝐷
𝑚∠𝐴 + 𝑚∠𝐴𝑋𝑌 + 𝑚∠𝐴𝑌𝑋 = 180°
𝑚∠A + 𝑚∠AXY + 90 ° = 180 °
𝑚∠A + 𝑚∠AXY = 180 – 90 °
𝑚∠A + 𝑚∠AXY = 90 °
𝑚∠AXY = 90 ° − 𝑚∠A

Since ∠𝐴 ≅ ∠𝐶𝑋𝐷, then 𝑚∠𝐴𝑋𝑌 = 90° − 𝑚∠𝐶𝑋𝐷 or

𝑚∠𝐴𝑋𝑌 + 𝑚∠𝐶𝑋𝐷 = 90°

Thus, ∠𝐴𝑋𝑌 and ∠𝐶𝑋𝐷 are complementary.

Since the sum of the measures of ∠𝐴𝑋𝑌 and ∠𝐶𝑋𝐷 is equal to 90 degrees,
then 𝐴𝑋 is perpendicular to ̅̅̅̅
̅̅̅̅ 𝑋𝐷, or ̅̅̅̅
𝑋𝐷 is perpendicular to ̅̅̅̅
𝐴𝑋 by definition of
perpendicularity.

Example 2
1. Given two congruent right triangles by
LA Theorem, determine the other
corresponding parts that are
congruent
Using Corresponding Parts of Congruent Triangles are Congruent
(CPCTC), the following corresponding parts are
congruent.
̅̅̅̅
𝐵𝐴 ≅ ̅̅̅̅
𝐵𝐷 and ̅̅̅̅̅
𝐴𝐶 ≅ ̅̅̅̅
𝐷𝐶

2. Put the two triangles side by side in such a way

that a pair of corresponding sides coincide.

3. Determine the common side shared by the two

triangles.

Common Side: ̅̅̅̅

𝐵𝐶

4. Determine the pairs of adjacent angles.

Adjacent angles:

Pair 1: ∠𝐴𝐵𝐶 and ∠𝐷𝐵𝐶

Pair 2: ∠𝐴𝐶𝐵 and ∠𝐷𝐶𝐵

5. Determine the relationship of the adjacent

angles.
Pair1: ∠𝐴𝐵𝐶 and ∠𝐷𝐵𝐶 are congruent.
Pair 2: ∠𝐴𝐶𝐵 and ∠𝐷𝐶𝐵 are congruent
and at the same time both are right angles

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CO_Q3_Mathematics 8_ Module 8
 6. Determining relationships
A. Determine the relationship of the common side and the vertex angle.
The common side is the angle bisector of the vertex angle since
∠𝐴𝐵𝐶 ≅ ∠𝐷𝐵𝐶.
B. Determine the relationship of the common side and the base of the
larger triangle.

They are perpendicular lines since the angles formed, ∠𝐴𝐶𝐵

and ∠𝐷𝐶𝐵 are right angles.

Perpendicular segments or lines are segments or lines that

intersect at a common point forming 90 – degree angle.

What’s More

Activity 1: Answer Me!

Directions: Use the given two congruent triangles to answer the questions that
follow. Use a separate sheet of paper.
A. Given: ∆𝑯𝑱𝑰 ≅ ∆𝑯𝑲𝑰.

1. What triangle congruence postulate is

illustrated in the figure?
2. What are the corresponding congruent
sides?
3. What are the corresponding congruent
angles?
4. If you put together the two triangles in
such a way that side 𝐻𝐼 ̅̅̅̅ of ∆𝐻𝐽𝐼 coincides
̅̅̅̅ of ∆𝐻𝐾𝐼, what new figure
with the side 𝐻𝐼
is formed?
5. Do the sides of the two triangles that coincide appear to be congruent?
Why?
6. What are the pairs of adjacent angles?
7. How are the adjacent angles related to each other?
̅̅̅̅ do to ∠𝐽𝐻𝐾 and ∠𝐽𝐼𝐾?
8. What does 𝐻𝐼

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CO_Q3_Mathematics 8_ Module 8
 B. Given: ∆𝑴𝑵𝑶 ≅ ∆𝑴𝑵𝑷

1. What triangle congruence postulate is

illustrated by the figure above?
2. What are the corresponding congruent
sides?
3. What are the corresponding congruent
angles?
4. If you put together the two triangles in such a way that 𝑀𝑁 ̅̅̅̅̅ of ∆𝑀𝑁𝑂
̅̅̅̅̅ of ∆𝑀𝑁𝑃, what new figure is formed?
coincides with the 𝑀𝑁
5. What is the common side shared by the two triangles?
6. What are the adjacent angles formed when the common side divides
∠𝑂𝑀𝑃 which is the vertex angle?
7. Are these adjacent angles congruent? Why?
8. How will you describe the common side in relation to ∠𝑂𝑀𝑃?
̅̅̅̅̅ intersects with 𝑂𝑃
9. What are the adjacent angles formed when 𝑀𝑁 ̅̅̅̅?
10. Are these adjacent angles congruent? Why?
̅̅̅̅̅ and 𝑂𝑃
11. How are 𝑀𝑁 ̅̅̅̅ related to each other?

What I Have Learned

Directions: Fill in the blank with the correct word/phrase which you can be
chosen from the choices in
the box below. Write your
answer on a separate sheet
of paper.

WXZ ̅̅̅̅
𝑋𝑌 𝑋𝑌𝑍
∠1 𝑎𝑛𝑑 ∠4
they are corresponding parts of the congruent
∠2 𝑎𝑛𝑑 ∠5 90 degrees
triangles
∠3 𝑎𝑛𝑑 ∠6
∠1 𝑎𝑛𝑑 ∠4 perpendicular
∠𝑋𝑌𝑊 𝑎𝑛𝑑 ∠𝑋𝑌𝑍
∠3 𝑎𝑛𝑑 ∠6 bisector
̅̅̅̅ 𝑎𝑛𝑑 𝑋𝑌
𝑋𝑌 ̅̅̅̅
𝑏𝑖𝑠𝑒𝑐𝑡𝑠 LL Theorem
𝑊𝑌 𝑎𝑛𝑑 ̅̅̅̅
̅̅̅̅̅ 𝑍𝑌

12
CO_Q3_Mathematics 8_ Module 8
 I know that (1)____________ is the triangle congruence postulate that can be
used to prove that ⊿ 𝑋𝑌𝑊 ≅ ⊿𝑋𝑌𝑍. The corresponding congruent sides are
(2)____________. The corresponding congruent angles are (3)____________. If I put
together the two triangles in such a way that 𝑋𝑌 ̅̅̅̅ of ⊿𝑋𝑌𝑊 coincides with 𝑋𝑌
̅̅̅̅ of
(4)____________, (5)____________ is formed. The common side shared by the two
triangles is (6)____________. The adjacent angles formed when the common side
divides ∠𝑊𝑋𝑍 are (7)____________. These adjacent angles are congruent because
(8)____________. 𝑋𝑌 ̅̅̅̅ (9)____________ ∠𝑊𝑋𝑍 , hence it is an angle bisector. The
adjacent angles formed when the common side intersects ̅̅̅̅̅ 𝑊𝑍 are (10)____________
which are both (11)____________ in measure. Because of this fact, it is rightful to
̅̅̅̅ as ____________.
call 𝑋𝑌

What I Can Do

Situation: Your barangay will hold a kite-making contest and submission of

kite design is required. On a clean bond paper, draw the design
of the kite that you want as an entry for the contest. The
following rubric will be used to judge your kite design.

Rubrics:

Categories and 4 3 2
Criteria Good Fair Poor
None or only one of
Geometry, Right Any two of geometry,
geometry, right
Angles, and right angles and
angles, and
Design Symmetry are symmetry are
symmetry is
properly illustrated illustrated in the
illustrated in the
in the design. design.
design.
Design
incorporates Design is artistic, Design is basic, 20%
Creativity artistic elements, 50% functional, and functional, and 20%
100% functional, 50% original. original.
and 100% original.

13
CO_Q3_Mathematics 8_ Module 8
 Assessment

Post-Assessment
Directions: Read and answer each of the following items accurately. Write the
letter of the correct answer on your answer sheet of paper.
1) Which of the following is true about an angle bisector?
A. It divides an angle into halves.
B. It divides an angle at 45⁰.
C. It divides an angle at 90⁰.
D. It divides an angle into three parts.

2) What do you call the segments or lines that intersect forming a 90-degree
angle?
A. angle bisector C. skew segments/lines
B. auxiliary lines D. perpendicular segments/lines

For items 3 – 7, use the figure at the right to answer the questions that follow.

3) Which among the following theorems of triangle

congruence can be used to prove that ∆𝐻𝐸𝑃 ≅ ∆𝐻𝑂𝑃?
A. AAS B. HyA C. LA D.LL

̅̅̅̅?
4) What is the corresponding side of 𝑂𝑃
A. ̅̅̅̅
𝐸𝐻 ̅̅̅̅
B. 𝐸𝑃 C. ̅̅̅̅
𝐻𝑂 D. ̅̅̅̅
𝐻𝑃

̅̅̅̅?
5) Which of the following is true about 𝑃𝐻
A. ̅̅̅̅
𝑃𝐻 bisects ∠𝐸𝑂𝑃 C. ̅̅̅̅
𝑃𝐻 bisects ∠𝑃𝐸𝑂
B. ̅̅̅̅
𝑃𝐻 bisects ∠𝐸𝑃𝑂 D. ̅̅̅̅
𝑃𝐻 bisects ∠𝑃𝑂𝐸

̅̅̅̅ ≅ 𝑃𝐻
6) Which of the following reasons justifies 𝑃𝐻 ̅̅̅̅?

A. Definition of congruent segments

B. Definition of Perpendicular
C. Reflexive Property
D. Congruent Parts of Congruent Triangles are Congruent

7) What other information must be added in the figure above to prove ⊿ 𝐻𝐸𝑃 ≅
⊿ 𝐻𝑂𝑃 by SAS Postulate?
A. ̅̅̅̅
𝐸𝐻 ≅ 𝐸𝑃̅̅̅̅ ̅̅̅̅ ≅ 𝐸𝑃
C. 𝑂𝐻 ̅̅̅̅
̅̅̅̅ ≅ 𝑂𝑃
B. 𝐸𝑃 ̅̅̅̅ ̅̅̅̅ ≅ 𝐻𝑃
D. 𝑂𝐻 ̅̅̅̅

14
CO_Q3_Mathematics 8_ Module 8
For items 8 – 11, use the figure at the right to answer the questions that follow.
8) When two triangles are put together in such a
way that a pair of corresponding sides coincide,
what figure is formed?
A. trapezoid C. square
B. hexagon D. triangle
9) In the resulting figure in item 8, what is the
common side of the ⊿𝐸𝐹𝐺 𝑎𝑛𝑑⊿ 𝐻𝐹𝐺?
A. ̅̅̅̅
𝐸𝐹 B. ̅̅̅̅
𝐸𝐺 C. ̅̅̅̅
𝐹𝐺 D. ̅̅̅̅
𝐹𝐻
10) What postulate or theorem proves that ⊿ 𝐹𝐸𝐺 ≅ ⊿ 𝐹𝐻𝐺?
A. AAS B. SAS C. SSS D. ASA

11) What is the relationship of ∠1 and ∠2 ?

A. They are congruent angles.
B. They are linear pair angles.
C. They are non-congruent angles
D. They are supplementary angles.

For items 12-15, use the figure at the right to answer the questions that follow.

12) What postulate or theorem illustrates that ⊿ 𝐺𝐸𝐷 ≅ ⊿ 𝐺𝐸𝐹?

A. ASA C. HyL
B. HyA D. LL

13) If you put together the two triangles in such a

way that ̅̅̅̅
𝐺𝐸 of ⊿𝐺𝐸𝐷 coincides with the ̅̅̅̅
𝐺𝐸 of
⊿ 𝐺𝐸𝐹, what are the adjacent angles formed
when the common side divides ∠𝐷𝐺𝐹?
A. ∠1 and ∠2, ∠3 and ∠6 C. ∠1 and ∠4, ∠2 and ∠5
B. ∠1 and ∠2, ∠2 and ∠5 D. ∠1 and ∠4, ∠3 and ∠6

14) If you put together the two triangles in such a way that ̅̅̅̅ 𝐺𝐸 of ⊿𝐺𝐸𝐷
̅̅̅̅ of ⊿ 𝐺𝐸𝐹, which of the following is NOT TRUE about
coincides with the 𝐺𝐸
̅̅̅̅
𝐺𝐸 to ∠𝐷𝐺𝐹?
A. ̅̅̅̅
𝐺𝐸 bisects ∠𝐷𝐺𝐹 ̅̅̅̅ is in the interior of ∠𝐷𝐺𝐹
C. 𝐺𝐸
̅̅̅̅ is in the exterior of ∠𝐷𝐺𝐹
B. 𝐺𝐸 ̅̅̅̅ is the angle bisector of ∠𝐷𝐺𝐹
D. 𝐺𝐸

15) If you put together the two triangles in such a way that ̅̅̅̅ 𝐺𝐸 of ⊿𝐺𝐸𝐷
coincides with the 𝐺𝐸 of ⊿ 𝐺𝐸𝐹, what is the relationship of 𝐺𝐸 and ̅̅̅̅
̅̅̅̅ ̅̅̅̅ 𝐷𝐹 ?
A. ̅̅̅̅
𝐺𝐸 bisects ̅̅̅̅
𝐷𝐹 C. ̅̅̅̅
𝐺𝐸 do not lie in side ̅̅̅̅
𝐷𝐹
B. ̅̅̅̅
𝐺𝐸 is congruent to ̅̅̅̅
𝐷𝐹 ̅̅̅̅ ̅̅̅̅
D. 𝐺𝐸 is parallel to 𝐷𝐹

15
CO_Q3_Mathematics 8_ Module 8
 Additional Activities

Consider the simple house drawing with parts properly labeled and answer
the questions that follow.

A B C

O F
P G
Q

M I

K
L J
N H

Questions:
1. Using a protractor, which parts of the house drawing are perpendicular
segments?
2. How did you determine that the segments are perpendicular?
3. Using a protractor, which parts of the house are angle bisectors?
4. How did you determine that the segments are angle bisectors?
5. How important are perpendicular lines and angle bisectors in building a house?

16
CO_Q3_Mathematics 8_ Module 8
References
Abuzo,E.P., Bryant,M.L., Cabrella,J.B., Caldez,B.P., Callanta,M.M., Castro,A.I.,
Halabaso,A.R., et.al (2013). Mathematics 8 – Learner’s Module. Department
of Education, Pasig City, Philippines, pp. 364-366.

Baccay, A. Geometry for Secondary Schools. Philippines: Phoenix Publishing

House), pp. 140-190

Manalo,C.B, Suzara J.L., Mercado J.P.,Esparraga M.S.,Jr.Reyes N.V.,New Century

Mathematics. Phoenix Publishing House

Ulpina,J.N., Tizon,L.T.,(2014). Math Builders 8. JO-ES Publishing House, Inc.,

pp.318-322.

17
CO_Q3_Mathematics 8_ Module 8
CO_Q3_Mathematics 8_ Module 8
18
WHAT I WHAT’S IN WHAT’S NEW
KNOW
1) SSS Postulate 1) The structure of the kite
1) B
2) ASA Postulate will not be balanced.
2) C 3) Hypotenuse Acute
3) C 2) Yes
Theorem
4) D 4) Hypotenuse-Leg Theorem 3) The left and right part of
5) D 5) AAS Theorem the kite must be equal.
6) C 6) Leg-Acute Theorem 4) The sides containing the
7) A 7) SAS Postulate upper part of the kite
8) Leg-Leg Theorem should be equal. The sides
8) C
9) D containing the lower part of
Guide Questions: the kite should be equal.
10) C
1) Through the use of 5) To have a good kite, it must
11) A
markings. have two pairs of equal
12) D
2) Two triangles are length-sides that are
13) D
congruent if the adjacent to each other. Its
14) D diagonals must form a 90-
corresponding parts are
15) A congruent degree angle.
WHAT’S MORE
Activity: Answer Me!
A. B.
1) SSS Congruence 1) LL Congruence Theorem
̅̅̅̅ ≅ ̅̅̅̅
2) 𝐻𝐽 𝐻𝐾 , 𝐽𝐼 ≅ ̅̅̅
𝐾𝐼 , 𝑎𝑛𝑑 𝐻𝐼 ̅̅̅̅
̅̅̅̅ ≅ 𝐻𝐼 ̅̅̅̅̅ ≅ 𝑀𝑁
2) 𝑀𝑁 ̅̅̅̅
̅̅̅̅ ≅ 𝑁𝑃
̅̅̅̅̅, 𝑁𝑂
3) ∠1 ≅ ∠4, ∠2 ≅ ∠5, 𝑎𝑛𝑑 ∠3 ≅ ∠6, 3) ∠1 ≅ ∠4, ∠2 ≅ ∠5, 𝑎𝑛𝑑 ∠3 ≅ ∠6
4) A kite/ kite HJIK 4) A triangle/ ⊿𝑀𝑃𝑂
5) Yes because it is the common ̅̅̅̅̅
5) 𝑀𝑁
side. 6) ∠1 ≅ ∠4, ∠2 ≅ ∠5,
6) ∠1 ≅ ∠4 and ∠2 ≅ ∠5 7) Yes, because they are corresponding
7) The pairs of adjacent angles are parts of the congruent triangles.
congruent as they are 8) 𝑀𝑁
̅̅̅̅̅ bisects ∠𝑂𝑀𝑃, hence it is an
corresponding parts of angle bisector.
congruent triangles.
9) ∠2 ≅ ∠5 or ∠𝑀𝑁𝑂 ≅ ∠𝑀𝑁𝑃
̅̅̅̅
8) 𝐻𝐼 bisects both ∠𝐽𝐻𝐾𝑎𝑛𝑑 ∠𝐽𝐼𝐾,
10) Yes, because they are both right
hence 𝐻𝐼 ̅̅̅̅ is an angle bisector.
angles.
̅̅̅̅
̅̅̅̅̅ ⊥ 𝑂𝑃
11) 𝑀𝑁
Answer Key
CO_Q3_Mathematics 8_ Module 8
19
ASSESSMENT
WHAT I HAVE LEARNED
I know that LL Theorem is the triangle 1) A
congruence postulate that can be used to prove 2) D
⊿ 𝑋𝑌𝑊 ≅ ⊿𝑋𝑌𝑍. The congruent corresponding
̅̅̅̅ 𝒂𝒏𝒅 𝑿𝒀 3) C
sides are 𝑿𝒀 ̅̅̅̅ 𝒂𝒏𝒅 𝑾𝒀
̅̅̅̅̅ 𝒂𝒏𝒅 𝒁𝒀̅̅̅̅. The
congruent corresponding angles are ∠𝟏 𝒂𝒏𝒅 ∠𝟒, 4) B
∠𝟐 𝒂𝒏𝒅 ∠𝟓, and ∠𝟑 𝒂𝒏𝒅 ∠𝟔. If I put together the
5) B
two triangles in such a way that 𝑋𝑌 ̅̅̅̅ of ⊿𝑋𝑌𝑊
coincides with 𝑋𝑌 ̅̅̅̅ of 𝑿𝒀𝒁, 𝑾𝑿𝒁 is formed. 6) C
The common side shared by the two triangles is 7) B
𝑿𝒀
̅̅̅̅. The adjacent angles formed when the
8) C
common side divides ∠𝑊𝑋𝑍 are ∠𝟏 𝒂𝒏𝒅 ∠𝟒 and
∠𝟑 𝒂𝒏𝒅 ∠𝟔. These adjacent angles are congruent 9) C
because they are corresponding parts of the 10) C
congruent triangles. 𝑋𝑌 ̅̅̅̅ 𝒃𝒊𝒔𝒆𝒄𝒕𝒔 ∠𝑊𝑋𝑍 , hence
it is an angle bisector. The adjacent angles 11) A
formed when the common side intersect 𝑊𝑍 ̅̅̅̅̅ are 12) D
∠𝑿𝒀𝑾 𝒂𝒏𝒅 ∠𝑿𝒀𝒁 which are both 90 degrees in
13) D
measure. Because of this fact, it is rightful to
call 𝑊𝑍
̅̅̅̅̅ as perpendicular bisector. 14) B
15) A
ADDITIONAL ACTIVITIES
̅̅̅̅
1) 𝐴𝑄 and ̅̅̅̅ ̅̅̅̅
𝑃𝐺 , 𝐸𝐵 and ̅̅̅̅ ̅̅̅̅
𝐵𝐶 , 𝐶𝐷 and 𝐵𝐶 𝑁𝑂
̅̅̅̅ ̅̅̅̅ and 𝑃𝑂
, ̅̅̅̅, ̅̅̅̅
𝐻𝐹 and 𝐹𝐺
̅̅̅̅ , 𝑁𝑂
̅̅̅̅ and 𝑁𝐻 𝐹𝐻
̅̅̅̅̅, ̅̅̅̅
and 𝑁𝐻̅̅̅̅̅, ̅̅̅̅
𝑀𝐿 and 𝑀𝐼 ̅̅̅̅, ̅̅̅̅
𝑀𝐿 and 𝐿𝐽 , 𝐼𝐽 and 𝐼𝑀̅̅̅̅, 𝐼𝐽 and 𝐿𝐽
2) By the use of protractor and look for segment that form 90 degrees.
3) 𝑀𝐽 ̅̅̅̅
̅̅̅̅ and 𝐴𝑄
4) By the use of protractor and look for segments that divide angles into two
equal parts
5) (Answers will vary with students)
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]