Mathematics

Quarter 3 – Module 2: 8
Week 5 – Week 9

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Mathematics – Grade 8
Alternative Delivery Mode
Quarter 3 – Module: Week 5-9
First Edition, 2020

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Published by the Department of Education

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Development Team of the Module

Authors: Flora S. Isada , Madilane A.Malla, Lanie M.Salamanes, Cherry F.Clerigo,
Daryl T.Dela Cruz, Florence C. Soriano , Caren Lynn N. Diaz , Cheryl B.
Caliguiran, Ma. Cristina Getigan, Lorelie R. Huidem , Beatrice Tarcena , Miriam F.
Genoza , Madilane A. Malla, Reggie D. Manzano, Hilda S. Fabriaga ,
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Illustrator:
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 8

Mathematics
Quarter 3 – Week 5-9:

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at [email protected].

We value your feedback and recommendations.

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Introductory Message

For the facilitator:

This module is designed to provide the facilitator with background

knowledge and understanding with these four basic components : (1) an
appreciation of the discipline of mathematics itself – what it means to “do
mathematics” , (2) an understanding on how students learn and construct
ideas, (3) an ability to design and select tasks so that students learn
mathematics in a problem solving environment, and (4) the ability to
integrate assessment with the teaching process in order to enhance
learning and improve daily instruction. This gives an instruction for you to
orient the learners and support the parents, elder sibling etc. of the
learners on how to use the module. Furthermore, this also instructs you to
remind the learners to use separate sheets in answering the pre-test, self-
check exercises, and post-test.).

For the learner:

To get the most out of this module, here are a few reminders:

1. Take your time in reading the lessons

2. Write down points for clarification. You may discuss these points
with your teacher or mentor.
3. Perform all activities and answer all exercises. The activities and/or
exercises here are designed to enhance your understanding of the
ideas and concepts being discussed.
4. Answer all tests in this module, including the assessment and check
your answers in the answer key. These tests will give you an idea,
how well you understand the lessons.
5. As a courtesy to the next user, PLEASE DO NOT WRITE ANYTHING on
any part of this module. Write all your answers on a separate sheet
of paper. These shall be part of your formative evaluation.

This module is self- instructional and allows you to learn in your own
space and pace. So, relax and enjoy!

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 What I Need to Know

CONTENT STANDARDS: The learner demonstrates understanding of key

concepts of axiomatic structure of geometry and triangle congruence.
PERFORMANCE STANDARDS: 1. The learner is able to formulate an organized
plan to handle a real-life situation. 2. The learner is able to communicate
mathematical thinking with coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving congruent triangles using
appropriate and accurate representations.

The module is divided into four lessons, namely:

 Lesson 5 – Solving corresponding parts of congruent triangles
 Lesson 6 – Proves two triangles are congruent.
 Lesson 7 – Proves statements on triangle congruence
 Lesson 8 - Applies triangle congruence to construct perpendicular bisector.
 Lesson 9 - Apply triangle congruence in constructing perpendicular and
angle bisector.

After going through this module, you are expected to:

 Solves corresponding parts of congruent triangles
 Proves two triangles are congruent.
 Prove statements on triangle congruence involving right triangles.
 Completes a proof by supplying the statements and reasons.
 Applies triangle congruence to construct perpendicular bisector.
 Applies triangle congruence in constructing angle bisector

What I
Know
Choose the letter of the best answer.

Write the chosen

letter on a separate sheet of paper For items 1-2

1) If ABC  DEF, mA = 82 and mF = 50, what is the measure of D?
a. 11 b. 48 c. 50 d. 82
2) If ABC  DEF, mA = 82 and mF = 50, mE = 5x – 7, find x.
a. 11 b. 48 c. 50 d. 82
For items 3-5, given WIN, mW = 2y + 7, mI = 6y, mN = 8y + 13.
3) What is the value of y?
a. 10 b. 27 c. 60 d. 93
4) What is the value of mW?
a. 10 b. 27 c. 60 d. 93
5) What is the value of mN
a. 10 b. 27 c. 60 d. 93.

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 Week 5- Day 1&2
Lesson
Solving corresponding parts of congruent triangles
5

What’s In
Activity: Let us create a two triangle with equal side. Draw these illustrations in a piece of
paper and name each triangle as ABC and DEF with measurements 5” for AB and DE,
6” for BC and EF, 8” for AC and DF on each side.
a) Are the two triangles congruent? What postulate or theorem is used to prove that
they are ? _____
b) Using the protractor, measure the interior angles of both triangles. Fill in the table
below with correct angle measurement.
ABC DEF
A D
B E
C F
c) What do you notice with the angle measurements?
d) Are the corresponding parts congruent? _______

WHAT IS IT

CPCTC (Corresponding Parts of Congruent Triangles are Congruent)

This is the simple idea that if two triangles are proven congruent, then
corresponding parts (sides and angles) of those triangles must also be congruent
(or equal in measure).

This is the simple idea that if two triangles are proven

congruent, then corresponding parts (sides and
angles) of those triangles must also be congruent
(or equal in measure).
Example:

Given the figure below:

a) PQR & STU are  by ASA Postulate.

b) Using CPCTC, the remaining corresponding parts are congruent.
c) Identify the corresponding parts of each item:
PR  SU QR  TU U  R

Note:

Def. of congruent s: If A  B, then mA = mB

d) Given: mP = 59 and mT = 80…

 what is the mS? 59
 what is the mQ? 80
 what is the mU? 41
Note: Theorem: The sum of the measures of the angles of a triangle is 180.

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Solution:

mP + mQ + mR = 180

59 + 80 + 41 = 180

e) Given: mR = y + 10, mU = 2y – 40…

 what is the value of y? 50
 what is the mR? 60
 what is the mU? 60
Solution:

y + 10 = 2y – 40
10 + 40 = 2y – y
50 = y

What’s More
We all know that the sum of the interior angles of a triangle is equal to 180 0. And
the measure of one of the angles of a right triangle is 90.
In the example given below, ABE and CDE are right triangles, means that B
and D each measure 900. Also point E is the midpoint of line segment BD,
therefore, BE = DE/ BE  DE. Looking at the provided given, we can now say that
the two triangles are congruent.
By what postulate/theorem? ______

a) Given: mAEB = 2x – 15, mCED = x + 15

 what is the value of x? _____
 what is the
mCED? _____
 what is the mA? _____
 what is the mC? _____

b) Given the illustration above…

 what postulate/theorem is used to prove that the two triangles are
congruent? ____________
 what is the value of y? _____
 what is the value of x? _____

What I Have Learned

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 .
In this lesson, you have learned:

CPCTC means Corresponding Parts of Congruent Triangles are Congruent

In solving corresponding angles of congruent triangles, you should remember to consider
that the sum of interior angles of a triangle is 180

.
WHAT I CAN DO

A. Identify the corresponding parts of the following congruent triangles.

NK  _____ E
 _____
M  _____ EHF  _____
KL  _____ GH  _____

B. Solve for the measurements of the missing parts of the two triangles.
1) 2)

mBCA = _____ x = _____

mE = _____ mPSQ = _____
mDCE = _____ mRQS = _____

C. Solve for the measurements of the missing parts of the two triangles.
2) 2)

mBCA = _____ x = _____

mE = _____ mPSQ = _____
mDCE = _____ mRQS = _____

Assessment
For items 1-3, use
the illustration,
1) If HIL and KIJ are congruent and mHIL=38, then
what is the mKIJ?
a) 38 b) 52 c) 68 d) 102
2) If HIL and KIJ are congruent, mL = (2a + 3) and mJ = (5a)0, what is the value of a?
0

a) 1 b) 5 c) 13 d) 45

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3) From item 2, what is the mL = ____?
a) 1 b) 5 c) 13 d) 45
4) Refer on the figure at the right, BAC and EDC are
congruent. What is the value of x?
a) 1 b) 5 c) 13 d) 45
5) If BAC and EDC are congruent, what is the mECD?
a) 35 b) 45 c) 55 d) 90

ADDITIONAL ACTIVITY

Given ΔAEB  CDB, solve the following:

1) y = ________________
2) A = ______________
3) x = ________________
4) C = ______________
5) D = ______________

Given ΔPQR  ΔXYZ, mR = (5x + 70)0 and

mZ = (24x – 25)0
1) x = ________________
2) mR = ________________
3) mZ = ________________

Week 5- Day 3&4

WHAT I KNOW

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1) If ABC  DCB, then DB  ___?
a. AB b. AC c. BC d. DC
2) If ABC  DCB, AC = 9, and BC = 13 then what is the measurement of CB?
a. 3 b. 7 c. 9 d. 14

3) If JKI  LKI and JI  LI, then what is the value of x?

a. 3 b. 7 c. 9 d. 14

4) Refer on item 3, what is the value of JI = ___?

a. 3 b. 7 c. 9 d. 14

5) If the two triangles from the illustration are congruent and right, what is the
measure of IK?
a. 6 b. 9 c. 12 d. 15

WHAT’S IN

We have learned that when two triangles are congruent, it follows that the
remaining corresponding parts are also congruent by definition of CPCTC. With
the previous discussion, we showed that missing angles can be solved by identifying

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corresponding angles. This session will focus in solving corresponding sides of two
triangles.

WHAT’S NEW

Let us identify the corresponding parts of these triangles.

ABC  DCB AC  DB
ACB  DBC BA  CD
A  D BC  CB

It is easier to identify the correct corresponding parts of congruent triangles, if the name
of the triangles are given.

WHAT IS IT

We have shown how to solve the corresponding angles of two congruent

triangles. Now, we will show an example in solving corresponding sides of two congruent
triangles.

Example:

1) If ABC  DEF, and AB  DE, BC  EF, AC  DF, then DE = 10,

BC = 8 and DF = 5.

2) If ACB  DBC, and AB = 7y, DC = (3y + 20).

Solution:
7y = 3y + 20
4y = 20 AB = 7y DC = 3y + 20
y=5 AB = 35 DC = 15 + 20 = 35

3) If KJN  KLM, and JK = 8, KM = 10. What is the value of LK and KN?

Solution:
JK = LK, LK = 8
KM = KN, KN = 10

WHAT’S MORE

The previous item showed a right triangle example and in solving the sides of a right
triangle, we may use the Pythagorean Theorem.

a2 + b2 = c2, where a and b are the lengths of the legs of a right triangle and c is the
length of the hypotenuse.

Example:

From item 3, we can notice that only sides JN and LN are missing.
We can complete the lengths by using Pythagorean theorem.

Solution:

a2 + b2 = c2 b2 = 36
(8)2 + b2 = (10)2 b=6
64 + b2 = 100 JN = 6 and LN = 6

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More examples:

1) BAC  EDF, find the length of the remaining sides of the

triangle.

Solution:

BA  ED, AC  DF, BC  EF

ED = 3, then BA = 3
AC = 4, then DF = 4

Now, BC and EF can only be solved using Pythagorean Theorem. In this case, both of the
unknown are called hypotenuse.

a2 + b2 = c2
32 + 42 = c2
Therefore, BC = 5 and EF = 5.9 + 16 = c2

25 = c2
5=c
2) ADB  CDB, solve for the value of x.

Then identify the length of each side of the triangle.

Solution:

AD = CD AD = 8x – 6 CD = 3x + 9
8x – 6 = 3x + 9 AD = 8(3) – 6 CD = 3(3) + 9
5x = 15 AD = 18 CD = 18
x=3

a2 + b2 = c2
182 + 242 = c2
324 + 576 = c2
900 = c2 AB = 30
30 = c CB = 30

WHAT I HAVE LEARNED

In this lesson, you have learned:

- Solving corresponding parts of congruent triangles using Pythagorean Theorem.

WHAT I CAN DO

A. Identify the corresponding parts of the following congruent triangles.

1) DEG  FEG

DE  _____
FG  _____
EG  _____

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 2) RVS  TUS

RV  _____
TS  _____
VS  _____

B.. Identify the length of each side of the triangles.

1) GHJ  IJH,
GH = 10, JH = 13, JG = 7
HI = ___, HJ = ___, IJ = ___.

2) ADF  BEC,
AD = 5y - 7, BE = 3y + 21
y = ___, AD = ___, BE = ___.

ASSESSMENT

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

For items 1-3, given ABC and XYZ are congruent and AB = 12, XZ =8, BC = 10.

1) What is the value of XY?

a) 8 b) 10 c) 12 d) 16

2) What is the value of YZ?

a) 8 b) 10 c) 12 d) 16

3) What is the value of AC?

a) 8 b) 10 c) 12 d) 16

4) For items 4-5, PQS  RQS. What is the value of x?

a) 8 b) 10 c) 12 d) 16

5) What is the value of y?

a) 8 b) 10 c) 12 d) 16

ADDITIONAL ACTIVITY

Solve for the lengths of the sides of the given congruent triangles.

A. Given ΔABC  DEF, solve the following:

1) x = ________________
2) DE = ______________
3) DF = ______________

B. Given ΔJKN  LKM, solve the following:

1) x = ________________ 4) JN = ____ LM = ____
2) y = ________________ 5) JK = ____ LK = ____

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 3) z = ________________ 6) NK = ____ MK = ____

Proving that two triangles are

Lesson 6
congruent

What I Know
Directions: Name the postulate/theorem that can be used to prove that the two
triangles are congruent.

1. 2.

3.

What’s In
You have learned to compare figures and objects according to their sizes. Now,
you will learn congruency to compare figures and objects according to their size
and shape. In general, two figures are said to be congruent if they have same
shape and size. Hence, congruent figures can fit each other exactly. Aside from
fitting, we can also use proving to conclude if the two figures are congruent. In
this lesson we are going to use the two-column form of writing proofs.

What is it

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Let’s start this lesson by answering yes or no.

Description: This activity will enable you identify if the two triangles are
congruent. Directions: Determine if the two given triangles are
congruent by answering yes or no

1. 2.

WHAT IS IT

Using the given in What’s New, we can say that the two triangles in each number
is congruent,

1.

and BL≌BL by Reflexive Property, therefore △BOL≌△LEB by SSS Postulate.

In #1, the parts that are congruent are BO≌LE, BE≌LO because of the markings

2.

In #2, the parts that are congruent are BA≌ED, BC≌EF and ∠B≌∠E because of
the markings, therefore △ABC≌△DEF by SAS Postulate.

In proving triangle congruency, we used postulate or theorem, we need to have

at least three pairs of congruent parts. Congruent part/s of the given figure can
be identify using the markings. What if there’s no markings? How can we say
that the two triangles are congruent? We can use writing proofs. There are four
ways in writing proofs: Paragraph, Flow-chart, Two-column Form and Indirect
Proof. But in this topic, we are going to use the Two-column form because among
the four this is the easiest way. How to proves two triangles are congruent by
two-column form? This question will be answered in the next part of the module.

What’s More

Activity 1: COMPLETE ME!

Directions: Complete the table by filling a valid reason in each statement.

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 Statements Reasons

∠NER ≌ ∠NVR Given

RN bisects ∠ERV Given

∠ERN ≌ ∠VRN _____________________

RN ≌ RN _____________________

△ERN ≌ △VRN _____________________

Based on the given, we need to identify the congruent parts to complete the
proof. Remember we can prove that triangles are congruent if we can apply the
SSS, SAS, or ASA Postulate and AAS Theorem.
Let’s check if you got it correctly!

Statements Reasons

∠NER ≌ ∠NVR Given

RN bisects ∠ERV Given

∠ERN ≌ ∠VRN Definition of angle

bisector

RN ≌ RN Reflexive Property

△ERN ≌ △VRN AAS or SAA

Theorem

Activity 2: LET’S INVESTIGATE!

Look at the figure, can you identify if the two triangles are congruent? If yes, can
you prove it by completing the table below? Can you easily find the parts that
are congruent? Why?

Statements Reasons

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Note: Ordering of the statements are not necessary in writing proofs but we need
to remember that consecutive statements are related to each other. In putting
reason, we need to remember that the reason justifies the statement.
Based on Activity 1 and Activity 2, we can say that identifying congruent parts
are more easily if the given figure contains congruent markings. And we can also
realize that in proving triangle congruency the number of the statements and
reasons is not constant. As long as we complete the necessary statements and
reasons so that we can use one of the postulate or theorems in triangle
congruency

DAY 2
Activity 3: LET’S EXPLORE MORE!
Let’s continue.

Do you encounter difficulties in answering Activity 3? What is it? Are you ready
for some exercises?
Exercises 1:

2.

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3.

DAY 3

Exercise 2:

1.

2.

What I Have Learned

A two-column proof consists of a list of statements, and reasons why those

statements are true. The statements are in the lef t column and reasons are in
the right column. The statements consists of steps toward solving the
problem. Look the example below.

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 WHAT I CAN DO

Draw △KBL. Draw a second triangle that shows a common side with △KBL and is

theorem did you use to make the second triangle congruent to △KBL?
congruent to it. How did you draw your second triangle? What postulate or

DAY 4

Assessment
A. Tell whether ASA, SSS, and SAS Postulate or the SAA Theorem can be
used to prove the pairs of triangles congruent and complete the congruence
statement. If it is not possible to prove that they are congruent, write not
possible
1. 2.

3. 4.

5.

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B. Complete the proof of the following.

1.

2.

3.

Answer Key 3. 1. Given

3. ∠X≌∠Z
2. AIC Theorem
Answer Key: 4. Reflexive Property
What I Know 5. AAS or SAA Theorem
1. SSS Postulate Exercises 2:
1.
2. SAS Postulate
3. ASA Postulate Statements Reasons

JL bisects ∠KLM of Given

4. AAS or SAA Theorem
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What’s New the Philippines
∠KJL≌∠MJL Def. of ∠ bisector
1. Yes
2. Yes
What’s More
∠K≌∠M
Activity 2
Given
 Proving Statements on Triangle
Lesson 7
Congruence.
Week 7- Day 1&2
What I Know
Tell whether each statement is TRUE or FALSE.
1. A right triangle has one right angle.
2. The side opposite the right angle is called the hypotenuse.
3. If in ∆FAR and ∆MET, FA ≅ ME, AR ≅ ET, and FR ≅ MT, then the two

4. If in ∆BES and ∆HON, BE ≅ HO, ∠E ≅ ∠O, and ES ≅ ON, then the two
triangles are congruent by SAS Postulate.

5. If in ∆JAM and ∆ONE, ∠J ≅ ∠O, JA ≅ ON, and ∠A ≅ ∠N, then the two
triangles are congruent by SSS Postulate.

Consider two right

triangles are congruent by ASA Postulate.
triangles ABC and
MON What’s
shown hereIn with
the given ∆ABC ∆DEF
corresponding parts.

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 Right angle: ∠C ∠F
Hypotenuse: AB DE
Legs: AC DF

∠A ∠D
BC EF

∠B ∠E
Acute angles:

What’s New

Consider the following proof.

LL Congruence Theorem
*If two legs of a right triangle are congruent to the corresponding legs of
another
right triangle, then the two right triangles are congruent.

Given: ∠N and ∠Q are right angles.

MN ≅ PQ, NO ≅ QR
Prove: ∆ABC ≅ ∆DEF

Statements Reasons

2.∠N and ∠Q are right angles.

1.MN ≅ PQ, NO ≅ QR 1.Given

3.∠N ≅ ∠Q
2.Given
3.Right Angle Postulate
4.∆MNO ≅ ∆PQR 4.SAS Postulate
What is it

Activity1:
A. LA Congruence Theorem
*If a legs and an acute angle of a right triangle are congruent to the
corresponding leg and an acute angle of another right triangle, then the two
right triangles are congruent.

Given: ∠B and ∠E are right angles.

AB ≅ DE, ∠A ≅ ∠D
Prove: ∆ABC ≅ ∆DEF
Proof:

Statements Reasons

2. (1)
1.AB ≅ DE, BC ≅ EF 1.Given

3. (2)
2.Given
3. (3)
4.∆ABC ≅ ∆DEF 4. (4)
To complete the proof find the missing statement or reason below. Choose the

C. ∠B and ∠E are right angles.

letter of the correct answer.

D. ∠B ≅ ∠E
A. Right Angle Postulate
B. ASA Postulate

B. HL Congruence Theorem

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

Given: D is the midpoint of BC.

AB ≅ AC
Prove: ∆ABD ≅ ∆ACD
Proof:
Statements Reasons

2. (1)
1.AB ≅ AC 1.Given

3.BD ≅ DC
2.Given

4. AD ≅ AD
3. (2)
4. (3)
5.∆ABD ≅ ∆ACD 5. (4)
To complete the proof find the missing statement or reason below. Choose the
letter of the correct answer.
A. Reflexive Property C. SSS Postulate
B. D is the midpoint of BC. D. Definition of Midpoint

What I Have Learned

Congruence For Right Triangles:

1. LL Congruence Theorem
*If two legs of a right triangle are congruent to the corresponding legs of
another right triangle, then the two right triangles are congruent.
2. LA Congruence Theorem
*If a leg and an acute angle of a right triangle are congruent to the
corresponding leg and an acute angle of another right triangle, then the
two right triangles are congruent.
3. HL Congruence Theorem
*If the hypotenuse and a leg of a right triangle are congruent to the
corresponding hypotenuse and a leg of another right triangle, then the two
right triangles are congruent.
4. HA Congruence Theorem
*If the hypotenuse and an acute angle of a right triangle are congruent to
the corresponding hypotenuse and an acute angle of another right
triangle, then the two right triangles are congruent.

Answer Key:
Answer Key
What I Know
1. True
2. True
3. False
4. False
5. True

What Is It
A. 1. C
Week 7- Day 1&2 2. D
3. A
WHAT’S IN 4. B
B. 1. B
2. D
3. A
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Match the statement in Column A with its reason in Column B. Write the letter of
the correct answer.
Answer Column A Column B
1. 1. <F ≅ <F A. SSS Congruence
2. 2. If <E = <F and <F = <G, then <E = <G. Postulate
3. 3. ∆LMO ≅ ∆NMO B. SAS Congruence
Postulate
C. Transitive Property
Of Equality
D. Substitution
Property of Equality
E. Definition of
Midpoint
F. ASA Congruence
Postulate
4. 4. ∆MPN ≅ ∆RSQ G. Reflexive Property
Of Equality

5. If M is the midpoint of AE, then AM =

ME.

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Proving Segments and Angles Congruent:
Segments and angles can be proved congruent by first proving that
triangles are congruent. Looking back at the definition of congruent
triangles: If the corresponding sides and angles are congruent, then
the two triangles are congruent. This definition is reversible. If the two
triangles are congruent, then their corresponding sides and angles
are congruent. In short, corresponding parts of congruent triangles
are congruent (CPCTC).

WHAT’S NEW

CPCTC

Consider the following example. A

Given: ∠BAD ≅ ∠CAD

∠BDA ≅ ∠CDA
Prove: AB ≅ AC D
B C

Proof:

1.∠BAD ≅ ∠CAD
Statements Reasons

∠BDA ≅ ∠CDA
1.Given

2. AD ≅ AD
3. ∆BAD ≅ ∆CAD
2.Reflexive Property
3. ASA Postulate
4. AB ≅ AC 4. CPCTC

WHAT IS IT

Activity1:
A. Isosceles Triangle Theorem
*If two sides of a triangle are congruent, then the angles opposite those sides
are congruent.

Prove: ∠A ≅ ∠B
Given: ∆ABC with AC ≅ BC

Proof:

Statements Reasons

2. Let H be the midpoint of AB.

1.AC ≅ BC 1.Given

3. Draw CH.
2. Midpoint Postulate
3. (1)
4. (2) 4. Definition of Midpoint
5. CH ≅ CH 5. (3)

7. ∠A ≅ ∠B
6. ∆AHC ≅ ∆BHC 6. (4)
7. CPCTC

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To complete the proof, choose the letter of the correct answer below.

D. AH ≅ HB
C. Reflexive Property C. Line Postulate
D. SSS Postulate

B. Angle Bisector Theorem

*Any point on the bisector of an angle is equidistant to the sides of the angle.

Given: ∠PQR, ∠PQS ≅ ∠RQS

SP ⊥ PQ, SR ⊥ RQ,
Prove: SP ≅ SR
Proof:

Statements Reasons

2. ∠PQS ≅ ∠RQS
1.QS ≅ QS 1. (1)

3. Right ∆QPS ≅ Right ∆RQS

2. Given

4. SP ≅ SR
3. (2)
4. (3)

To complete the proof, choose the letter of the correct answer below.
C. HA Congruence Theorem C. CPCTC
D. LA Congruence Theorem D. Reflexive Property

WHAT I HAVE LEARNED

CPCTC:

Corresponding parts of congruent triangles are congruent.

Isosceles Triangle Theorem:

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

Answer Key

WHAT I KNOW

1. G
2. C
3. F
4. B
5. E

WHAT IS IT
A. 1. C
2. D
3. A
4. B
B. 1. D
2. A
3. C

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 Applies triangle congruence to construct
Lesson 8
perpendicular bisector..

What I Know
Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. In the figure ∆MAK ≅ ∆NAK, what is the side corresponding to

KM ?
a. MA b. KN
c. NA d. KA

2. In ∆FPJ, PC is a perpendicular bisector, which of the following

congruence postulate can you use to prove that the triangles are
congruent?
a. SSS b. ASA
c. SAS d. SAA

3. In ∆GMA, ¿ is a perpendicular bisector, which of the

following are the corresponding congruent segments?

a. MG ≅ MA . b. GS ≅ TS .
c. SM ≅ SA d. GA ≅ MA .

4. In ∆MAL, EL is a perpendicular bisector, ME = 2x + 13

and, EA = 4x – 3, what is the value of x?

a. 4 b. 5
c. 8 . d. 10

5. In the same figure at the right, what is the measure of MA ?

a. 8 b. 18 c. 29 d. 58

What’s In

You have learned from the previous lesson, the different postulates that make two
triangles congruent. If the corresponding parts of congruent triangles are congruent
then the triangles are congruent.

In the given figures, corresponding parts of congruent triangles are marked

congruent. Identify the third pair of corresponding parts that must be congruent to
satisfy the given postulates.

2.

1.

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 ∆MPO ≅ ∆NOP ∆ACS ≅ ∆ATS

What’s New

The perpendicular bisector of a segment is the line

perpendicular to the segment at its midpoint.
Two lines or two rays are perpendicular (⊥) if they intersect
and form right angles. The point of intersection is called
the foot of perpendicularity.
The perpendicular bisector of a side of a triangle
is a line perpendicular to the side and passing through
its midpoint. The three perpendicular bisectors of the
sides of a triangle meet in a single point, called the
circumcenter which is equidistant from the vertices of the triangle.

WHAT IS IT

Proof:

Statements Reason

1. PC bisects ∠FPJ Given

∠FCP ¿ ∠JCP are right angles

PC ⊥ FJ

∠FCP = 90° ; ∠JCP = 90°

2. Definition of perpendicular line

∠FCP ≅ ∠JCP
3. Definition of right angles
4. Definition of congruent angles
PC ≅ PC
∠FPC ≅ ∠JPC
5. Reflexive Property of Equality
6. Definition of angle bisector
7. ∆FPC ≅ ∆JPC ASA Congruence
8. FC ≅ JC CPCTC
Based on the above proof, C is the midpoint FJ , therefore PC is a
perpendicular bisector of ∆FPJ. PC ⊥ FJ at point C.

WHAT I HAVE LEARNED

1. A perpendicular bisector is a line, segment or ray that is perpendicular to a

segment at its ________
2. The point of intersection of the three perpendicular bisectors of a triangle is
called ________.
3. The point of intersection of the three perpendicular bisectors of a triangle are
_______ to its vertices.
4. The perpendicular bisector of a triangle divides the opposite sides into two
________ segments.

WHAT I CAN DO

A. Complete each statement to make it true.

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1. If AS is a perpendicular bisector, then ________ are right
triangles.

2. If AS ⊥ CT , then ∠______ and ∠_______ are right angles.

3. If AS ⊥ CT , then ¿¿ and _____ are congruent segments.

4. If AS is a perpendicular bisector, then S is the ____ of CT .

5. If AS is a perpendicular bisector, then ∠CAS and ∠TAS are

______ pair of angles.

B.

Complete the proof:

Statements Reason

1. ∆GMA is an isosceles ∆. 1. __________________________

GC bisects <MGA
2. GM ≅ ______ 2. __________________________
3. GC ≅ _______
4. ∠____≅ ¿
3. __________________________
4. Definition of angle bisector
5. ∆GMC ≅ ∆GAC 5. __________________________
6. MC ≅ ______ 6. __________________________
7. C is the midpoint of AM 7. __________________________

WHAT I KNOW
B
ANSWER KEY C
C
C
D
WHAT’S IN
A. <PMD= <ONP
B. PO = OP
C. <POM = <OPN
A. <ACS = <ATS
B. AS = AS
WHAT I HAVE LEARNED
MIDPOINT
CIRCUMCENTER
EQUIDISTANT
CONGRUENT
WHAT CAN I DO
A. 1. ASC and AST
2. < ASC and <AST
3. Midpoint
4. Congruent
B.
1. Given
2. GA, legs of isosceles s are congruent
3. GC, Reflexive Property of Equality
4. <MGC = <AGC
5. SAS Congruence Postulate
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6. AC, CPCTC
7. Definition of Perpendicular Bisector
 Apply triangle congruence in constructing
Lesson 9 perpendicular and angle bisector.

What I Know
Complete the given proof of angle bisector theorem by choosing the letter of the
correct reason for each proof.
Given:

CA ≅ CB
CA ┴ PA, CB ┴ PB
Prove: PC is the bisector of <APB
Proof:

Statements Reasons

1. CA ≅ CB
CA ┴ PA, CB ┴ PB

2. <PAC and <PBC are right angles

3. PC ≅ PC

4. ∆PAC ≅ ∆PBC

5. <CPA ≅ CPB

6. PC is the bisector of <APB

Reasons:
A. CPCTC
B. Reflexive Property
C. Given
D. HyL Theorem
E. Definition of angle bisector
F. Definition of congruent angles
G. Definition of perpendicular lines

WHAT’S NEW

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Activity 1: Follow Me!
Directions: Follow the steps and answer each of the corresponding questions
1. Draw a triangle and name the triangle as ∆RED.

2. Find the measure of each angle of the triangle:

m<ERD =
m<RED =
m<RDE =
3. Draw a ray that will divide each of the angle into two congruent angles.
<ERD draw RB
<RED draw EL
<RDE draw DU
4. Find the measure of following angles.
m<BRE =
m<DEL =
m<RDU =
5. Based on the previous questions, what is the definition of angle bisector?

WHAT’S IS IT

Angle Bisector Theorem

If a point lies on the bisector of an angle, then the point is equidistant from the
sides of the angle.
Here is a proof of this theorem
by choosing the letter of the correct reason for each proof.
Given: BR bisects <UBZ
R is a point on BR
RM ┴ BU, RN ┴ BZ
Prove: RM cong RN
Proof:

Statements Reasons

1. BR bisects <UBZ Given

2. <MBR ≅ <NBR Definition of angle bisector

3. RM ┴ BU, RN ┴ BZ Given

4. <RMB and <RNB are right angles Def. of perpendicular lines

5. RMB and RNB are right triangles Definition of right angles

6. BR ≅ BR Reflexive Property

7. RMB ≅ RNB HyA Congruence Theorem

8. RM ≅ RN CPCTC

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 9. RM = RN Definition of congruent segments

Activity 2: Prove that <E has a bisector by filling up the table of proof with
reasons
Given: <E
Prove <E has a bisector
Statements Reasons

1. <E

such that EB ≅ EH
2.There is a point B and point H on the sides of <E

3. Draw BH

4. T is the midpoint of BH

5. BT ≅HT

6. ET ≅ ET

7. ∆BET ≅ ∆HET

8. <BET ≅ <HET

9 ET is a bisector of <E

Reasons
a. CPCTC
b. Given
c. Every segment has exactly one midpoint
d. Definition of midpoint
e. Reflexive Property
f. SSS Postulate
g. Definition of angle bisector
h. Line Postulate
i. Angle bisector theorem

Day 2: Applying the Angle Bisector Theorem

Given that JM = LM and KL ┴ LM, KM

bisects <JKL and m<MKL = (3a + 20)
and m<JKM = (2a + 26), find m<MKL
and m<JKM.

Solution:
By the converse of the angle bisector theorem,
m<MKL = m<JKM
3a + 20 = 2a + 26

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3a – 2a = 26 – 20
a=6
m<MKL = 3a + 20
= 3(6) + 20
= 18 + 20
= 38

Activity 3: Given that JM = LM and KL ┴ LM, KM bisects <JKL, find the measure of
<JKM and <LKM or JM and LM, given the following measurements
1. m<JKM = (6x + 7)° ; m<LKM = (3x + 34) °
2. JM = 6x – 8; LM = x + 7

Day 3 and 4: Investigation: Constructing Angle Bisectors in Triangles

Activity: Let’s Construct!
Tools Needed: Compass, ruler, pencil and bond
paper.
Constructing Angle Bisector

1. Draw angle ABC

2. Place compass point on the vertex of the angle (point B).
3. Stretch the compass to any length that will stay ON the angle.
4. Swing an arc so the pencil crosses both sides (rays) of the given angle. You
should now have two intersection points with the sides (rays) of the angle.
5. Place the compass point on one of these new intersection points on the sides
of the angle.
If needed, stretch the compass to a sufficient length to place your pencil well into
the interior of the angle. Stay between the sides (rays) of the angle. Place an arc
in this interior (it is not necessary to cross the sides of the angle).
6. Without changing the span on the compass, place the point of the compass on
the other intersection point on the side of the angle and make a similar arc. The
two small arcs in the interior of the angle should be intersecting.
7. Connect the vertex of the angle (point B) to this intersection of the two small
arcs.
You now have two new angles of equal measure, with each being half of the
original given angle.

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Constructing Perpendicular Line from a Point

1. Draw a straight line and draw a point anywhere on the line.

2. Place your compass point on P and swing an arc of any size below the line that
crosses the line twice. You will be drawing at least a semicircle. (Note: While you
can draw this arc above or below the line, below the arc keeps the construction
lines from bumping into one another.)
3. Stretch the compass LARGER!
4. Place the compass point where the arc crossed the line on one side and make
a small arc above the line (the arc could be below the line if you prefer).
5. Without changing the span on the compass, place the compass point where
the first arc crossed the line on the OTHER side and make another arc. Your two
small arcs should be intersecting.
6. Using a straightedge, connect the intersection of the two
small arcs to point P.

Constructing Angle Bisectors in Triangles

Tools Needed: Compass, ruler, pencil and bond paper.

1. Draw a scalene triangle. Construct the angle bisector for each triangle. Use
your knowledge in constructing angle bisector.

Incenter: The point of concurrency for the angle bisectors of a triangle.

2. Erase the arc marks and the angle bisectors after the incenter. Draw or
construct the perpendicular lines to each side, through the incenter.

Notice that the circle touches all three sides of the triangle. We say that this
circle is inscribed in the triangle because it touches all three sides. The incenter
is on all three angle bisectors, so the incenter is equidistant from all three sides
of the triangle.

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Concurrency of Angle Bisectors Theorem: The angle bisectors of a triangle
intersect in a point that is equidistant from the three sides of the triangle.
If AG, BG, and GC are the angle bisectors of the angles in the triangle, then
EG=GF=GD.

Activity 3: Create Another One!

Directions: Using the steps in constructing angle bisector in a triangle, draw 2
other examples on your own.
1.

2.

WHAT I HAVE LEARNED

WHAT I CAN DO

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 What if the cities of Verticville, Triopolis, and Angletown were joining their
city budgets together to build a centrally located airport? There are freeways
between the three cities and they want to have the freeway on the interior of
these freeways. Where is the best location to put the airport so that they have to
build the least amount of road? In the picture below, the blue lines are the
proposed roads.

ANSWER KEY

What What
I KnowI Know
1. C
2. G
3. B What I Know
4. D
5. A 1. C
6. E
Activity 1:
2. G
Students answers vary.
Activity 2:
1. B 3. B
2. I
3. H 4. D
4. C

5. A

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