DAILY LESSON PLAN

ILIGAN CITY NATIONAL HIGH GRADE

SCHOOL: Grade 8
SCHOOL LEVEL:
LEARNING
STUDENT TEACHER: Mae L. Pioquinto Mathematics
AREA:
TEACHING DATES: February 19, 2024 QUARTER: Q3
At the end of the lesson, the student will be able to:
I. OBJECTIVES  Solve corresponding parts of congruent triangles
 Appreciate the congruent triangles in real life situation.
The learner demonstrates understanding of key concepts of axiomatic structure of
A. Content Standards geometry and triangle congruence.
The learner is able to communicate mathematical thinking with coherence and
B. Performance Standards clarity in formulating, investigating, analyzing, and solving real - life problems
involving congruent triangles using appropriate and accurate representations.

C. Learning Competencies Solves Corresponding Parts of Congruent Triangles M8GE-IIIf-1

II. CONTENT Geometry
III. LEARNING Teacher’s guide, Learner's material
PROCESS
Mathematics 8 Quarter 3: Module 3
A. References
B. Learner’s Material
IV. PROCEDURES
Facilitator’s Activity Learner’s Activity
Project Method Drill:
Adding Integers
1. (-6) + (-7) = 1. -13
2. 9 + (-4) = 2. 5
3. (-12) + (-5) + (-10) = 3. -27
4. (-18) + (9) = 4. -9
5. (-36) + 60 = 5. 24

Subtracting Integers
6. 13 - (-11) = 6. 24
7. (-24) - (-15) 7. -9
8. (-10) - (8) = 8. -18
9. 7 - (-4) = 9. 11
10. (-9) - 1 = 10. -10

A. Reviewing the previous Question:

lesson or presenting the Can you still recall and name the parts of a Yes, ma’am. The different parts of
new lesson triangle? a triangle include the three sides
and three angles.

What about finding parts of another triangle? To find corresponding parts in

another triangle, I would look for
matching angles and sides. For
example, if ∠A in one triangle is
congruent to ∠X in another
triangle, and side AB is congruent
 to side XY, then I can conclude
that these triangles share
corresponding parts.
The learners will have an activity called
“fact or bluff”. In this activity, the teacher
will present a statement then the task of each
group is to tell if the statement is a fact or a
bluff. The first group who will say “ay okay”
will be the one to answer and the group
representative will answer it by clicking the
icon, “check” for the fact and “x” for bluff.
The group who can answer correctly will
receive 5 points.

N A W

O T R

1. If angle N is equal to 55 then angle R is

also 55? Fact or Bluff G1: FACT

2. According to triangle sum theorem the

sum of the interior angles of a triangle is
200? Fact or Bluff G2: BLUFF

3. If two triangles have the same markings

therefore they are congruent? Fact or Bluff G3: FACT

4.

∆ BOE ≅ ∆ XTE G4: BLUFF

Fact or Bluff

Questions:
1. What is your strategy each group in order
to answer the question? 1. Teamwork and collaboration

B. Establishing a purpose Question:

for the lesson
How will you determine if the triangles are Two triangles are congruent if
congruent? they meet one of the following
criteria. : All three pairs of
corresponding sides are equal. :
Two pairs of corresponding sides
and the corresponding angles
between them are equal. : Two
pairs of corresponding angles and
the corresponding sides between
them are equal
 If we add the three interior angles, what is the 180 degrees ma’am.
sum of the three angles?

What is the triangle sum theorem states? Triangle sum theorem states that
the sum of the interior angles are
always 180 degrees.

C. Presenting examples/ Let us now begin by exploring the world of

instances of the new lesson congruent triangles and the important role
they play in construction.

The figure below is a truss. It is a

triangulated system where straight structural
elements such as beams, bars or rods are
interconnected. It is a strong frame that
supports a building or a bridge.

Suppose we are going to assign points on the

truss as shown below.

1. List down all possible pairs of triangles

that appear to be congruent. ∆ INM and ∆ EZR
∆ lim ¿ and ∆ LER
∆ LNM and ∆ LZR
2. What was your basis in choosing those ∆ LNR and ∆ LZM
pairs of triangles?
The basis is observing the
symmetry of the figure
3. Consider the two triangles ∆ NIM and
∆ ZER to be congruent. We have the
following 6 pairs of corresponding parts:

∠ N ≅ ∠Z → If ∠ N = 28° , then ∠Z =
____ then ∠Z = 28°
∠ I ≅ ∠E → If ∠ I = 92° , then ∠E = ____ then ∠E = 92°
∠ M ≅ ∠R → If ∠M = 60° , then ∠R = then ∠R = 60°
____ then ZE = 4 ft
¿ ≅ ZE → If ¿ = 4 ft, then ZE = ____ then ER = 3 ft
ℑ ≅ ER → If ℑ = 3 ft, then ER = ____ then RZ = 5 ft
MN ≅ RZ → If MN = 5 ft, then RZ = ____
D. Discussing new It seems like you understood well our activity
concepts and practicing so today our topic is all about “Solving
new skills #1 corresponding parts of congruent triangles”

Question:
How are you going to solve any The sides and angles of any
corresponding parts of congruent triangles if congruent triangles can be solved
some parts are unknown? Like the sides or by using CPCTC.
the angles?

CPCTC means Corresponding

What is CPCTC? Parts of Congruent Triangles are
Congruent.

Yes, CPCTC is an acronym for

Corresponding Parts of Congruent Triangles
are Congruent. It means that once two
triangles are proven to be congruent, then the
three pairs of sides that correspond must be
congruent and the three pairs of angles that
correspond must be congruent.

For example: Solve for x

Z
B

A X Y

Congruent Sides (The students taking notes)

AB=5 cm XY =5 cm
AC=10 cm XZ=10 cm
BC=8 cm YZ=8 cm

Solution:
XY ≅ AB
3x-10 = 2x-5
3x-2x = -5+10
X=5
Checking:
3x-10 = 2x-5
3(5)-10 = 2(5)-5
15-10 = 10-5
5=5
Example 2:

Given: ∆ ABC ≅ ∆ ADC

Find: y

Solution:

Since AB ≅ AD,
3y = 18 Definition of Congruent Segments
y = 18 ÷ 6
y=6

Example 3:

Given that ∆ MYX ≅ ∆ JAN , the

 corresponding parts, particularly, the angles
are congruent. By CPCTC, we can say that
∠ M ≅ ∠J, ∠Y ≅ ∠A and ∠ X ≅ ∠N. To
find ∠ X , we need to focus on ∆ MYX . We
know that ∠ M = 40° and since ∠Y ≅ ∠A,
we can say that ∠Y = 70° .

∠ M + ∠Y + ∠X = 180° Angle Sum

Theorem
40° + 70° + ∠X = 180°
110° + ∠X = 180°
∠X = 180° - 110°
∠X = 70°

Example 4:

∆ JOY is congruent to ∆ FUL. Find the value

of n and ∠L.

Solution:

We know that when ∆ JOY ≅ ∆ FUL, the

corresponding angles ∠U and ∠O are
congruent. Thus, they have the same
measures.

2n+10 = 70 Substitute m ∠U = 2n+10

and m∠O = 70
2n = 70-10
n = 60÷ 2
n = 30

To find ∠L, we note that it corresponds to ∠

Y. To come up with a total measure of 180°
in∆ JOY, ∠Y must be 50° . Since ∠Y ≅ ∠L,
we can conclude that ∠L = 50° .

E. Developing Mastery Using the groups we had on the first activity,

let’s do the activity Figuring It Out.

Given the following figures, find the value of

the indicated variable.

1. ∆ ABC ≅ ∆ A DC. Find h.

Given ∆ ABC ≅ ∆ A DC
So, AD= AB
5h - 7 = 3h+21
 5h - 3h = 21+7
2h = 28
h = 28 ÷ 2
h = 14
2. ∆ WXY ≅ ∆ VYX. Find m.
Given ∆ WXY ≅ ∆ VYX
So, WY =VX
7m+13+2m = 18+4
9m + 13 = 22
9m = 22 - 13
9m = 9
m = 9÷ 9
m=1
Questions:

1. Did you find difficulty in performing the Yes, because I think I should find
task above? If yes, share your thoughts. the equivalent relationship in
congruent triangles.

2. Were you able to get the value of the Yes, I find the relationship
variables? If yes, explain how you did it. If between the edges in congruent
no, cite the reason/s. triangle first, then I list
equivalence relationship and solve
equations to get the value of
variables
Very well said.
F. Finding practical Can you identify any everyday objects or The triangular shape of the
applications of concepts structures around you where the concept of support structures in a bookshelf
and skills in daily living congruent triangles might be applied in their or the angles in a rectangular
design or construction? mirror could be examples of
congruent triangles in everyday
objects.:
In summary, the concept of solving
corresponding parts of congruent triangles
has diverse applications in various fields,
contributing to the practical aspects of daily
living and professional activities. Like Civil
engineers use congruent triangles when
designing and building structures, such as
bridges and roads. Ensuring that
corresponding parts are congruent helps
maintain stability and structural integrity.
G. Making generalizations What have you learned today? Today, I learned how to solve and
and abstractions about the identify corresponding parts of a
lesson congruent triangles.
How do you solve for the corresponding
To solve for corresponding parts
parts of a congruent triangles?
of congruent triangles, I need to
carefully examine the information
given. If the angles and sides of
one triangle are congruent to the
angles and sides of another
triangle, then the triangles are
 congruent. I also need to be
mindful of the order in which the
corresponding parts are presented.
H. Evaluating Learning BLANK SPACES BETWEEN US
Directions: Complete the flowchart below on
a separate sheet of paper to summarize what
you have learned about solving
corresponding parts of congruent triangles.

I. Additional activities for Activity: Thinking It Over

application and Directions: Determine whether each
remediation statement is true or false. Check the box of
your answer. If true, support it. If false, give
a counterexample. Write your answer on a
separate sheet of paper.

A. If two triangles are congruent, their

perimeter are equal.

True False _____________

B. If two triangles have the same perimeter,

they are congruent.

True False _____________