Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

8 Zest for Progress

Z Peal of artnership

Mathematics
Quarter 3 – Module 5:
Corresponding Parts of Congruent Triangles

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
 What I Need to Know
In this module, you are expected to solve corresponding parts of congruent
triangles. (M8GE-IIIf-1)

What I Know
Let’s find out how much you already know about this lesson.

Directions: Read the questions carefully. Write the letter of your answer on the space
before the number. Take note of the items that you were not able to answer correctly and
find out the right answer as you go through this module.

______1. In congruent triangles, corresponding parts are always ___________.

a. Opposite b. Acute c. Congruent d. Equilateral
______2. Which statement is always true if ABC XYZ?
a. AB YZ b. B C c. C Z d. AC XY
______3. Which segment is congruent to DE if DEF RST?
a. DF b. DF c. RS d. DT
______4. Which is the other correct way of writing the congruence statement of two
triangles? Given ABC XYZ.
a. ABC YXZ
b. ACB XYZ
c. ACB XZY
d. BAC XZY
______5. Which angle is congruent to D of the figure below?
a. A
b. B
c. E
d. C

Use this statement for items 6-8: KLM NOP, K = 3x + 7, N = 2x + 24,

L = 5x – 42, O = 4x – 25.
______6. What is the value of x?
a. 15 b. 16 c. 17 d. 18
______7. What is the measure of K?
a. 43 b. 58 c. 60 d. 65
______8. What is the measure of L?
a. 43 b. 45 c. 58 d. 60

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 For items 9 and 10, refer to the following conditions below.

The legs of this stool form two

triangles. Suppose the measures in
inches are QR = 12, RS = 23, QS =
24, RT = 12, TV = 24, and RV = 23.

_________9. Which is NOT the corresponding congruent angle and corresponding

congruent side of the triangles given above?
a. Q T, QR TR c. QRS TRV, RS RV
b. S V, QS TV d. S T, QS RV
_________10. What is the congruence statement of the two triangles?
a. QRS TRV b. QSR TVR c. SQR VTR d. RSQ RTV

What’s In
Triangles that are the same size and shape are congruent triangles. Each triangle
has three angles and three sides. If all six of the corresponding parts of two triangles are
congruent, then the triangles are congruent.

Activity 1: Let’s Name It!

If ABC is congruent to EFG, the vertices of the two triangles correspond in the
same order as the letters naming the triangles.

ABC EFG

This correspondence of vertices can be used to name the corresponding congruent

sides and angles of the two triangles.
1. A __ B F 4. __ G
2. ___ EF 3. BC ___ 5. ___ EG

The corresponding sides and angles can be determined from any congruence
statement by following the order of the letters.

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 Definition of Congruent Triangles (CPCTC)
Two triangles are congruent if and only if their corresponding
parts are congruent

What’s New
Activity 2: Tri-This!

Directions: Given the congruent parts of the triangle, tell whether the triangles are
congruent or not. State the congruence postulate if it is congruent. If there is not
enough information to prove congruence, write “cannot be determined.” (Hint: Copy
the figures onto your paper and mark them with the given information.)

________________1. A C,
ABD CBD
Is AB CB?

________________2. CN WN,
C W
Is RN ON?

________________3. D C,
O A,
DO CA
Is DOG CAT?

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 What is it
You discovered four shortcuts for showing that two triangles are congruent – SSS,
SAS, ASA, and AAS. The definition of congruent triangles states that if two triangles are
congruent, then the corresponding part of those congruent triangles are congruent. We’ll
use the letters CPCTC to refer to the definition. Let’s see how you can use congruent
triangles and CPCTC.

Example 1 : Is AD BC in the figure above? Use a deductive argument to explain why

they must be congruent.

Solution: Here is one possible explanation: 1 2 because they are vertical angles.
And it is given that AM BM and A B. By ASA, AMD BMC because the
triangles are congruent, AD BC by CPCTC.

If you use a congruence shortcut to show that two triangles are

congruent, then you can use CPCTC to show that any of their corresponding
parts are congruent.
When you are trying to prove that triangles are congruent, it can be
hard to keep track of what you know. Mark all the information on the figure.
If the triangles are hard to see, use different colors or redraw the separately.

Example 2: Is AE BD? Write a paragraph proof explaining why.

Solution: The triangles you can use to show congruence are ABD and BAE. You can
separate or color them to see them more clearly.

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 Separated Triangles

Color-coded Triangles

You can see that the two triangles have two pairs of congruent angles and they share a
side.

Paragraph Proof : Show that AE BD.

In ABD and BAE, D E and B A. Also, AB BA because they are the
same segment. So, ABD BAE by AAS. By CPCTC, AE BD.

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 What’s More
Activity 3A: My Measure!

Directions: Using the figure below, complete each statement.

ABC DEC

1. D = _____ 2. m BCA = ____ 5. ACB ____

D _____ BCA ____

3. E = ____ 4. AC = _____
E ____ AC _____

Activity 3B: Solve Pa More!

Directions: Use the following conditions below to help you answer the questions that
follow. (Note: A D)

Answer the following questions:

1. Solve for x.
2. Find the A and D.
3. Find the measures of AB and DE.
4. Find the measures of AC and DF.
5. Is ABC DEF?

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 What I Have Learned
Activity 4: Tri-Tri Again!
Directions: Encircle the mistakes of the given statements, then rewrite to make it
correct. If there are no mistakes, put a tick mark on the space provided.

Statement Correct Statement

1. S is congruent to G. (____)
2. RS is congruent to GH. (____)
3. T is congruent to F. (____)
4. ST is congruent to GH. (____)
5. RST FGH. (____)

Statement Correct Statement

6. RST UVW.
R U. (____)
7. RU.
If R = 2x + 20 and U = x+50, then
the value of x is 30. (____)
8. RS UW. (____)
9. TR WU.
If mTR = x+6 and mWU = 2x-24, then the
value of x is 20. (____)
RST UWV. (____)

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 What I Can Do
Activity 5: Let’s Do It!
This garden lattice will be covered with morning glories in the summer. Malina
wants to save two triangular areas for artwork. If GHJ KLP, name the
corresponding congruent angles and sides.

Assessment
Directions: Read each item carefully. Write the letter of your answer on the space before
the number.
______1. What do you call those triangles having the same size and shape?
a. Similar
b. Congruent
c. Equilateral
d. Equiangular

______2. In the figure ACB DCE, what angle corresponds to ABC?

a. BAC
b. CDE
c. DEC
d. BCA

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______3. Which segment is congruent to LM?
a. NM
b. LP
c. NO
d. OM

______4. ACR OEG, which angle is congruent to C?

a. A G

b. R
c. E
d. O
E
______5. CAT DOG, what is the measure of DO?

a. 3
b. 4
c. 5
d. 6

______6. PLM ONM, find a.

a. 38
b. 44
c. 48
d. 90

______7. Which statement is true when ABC QRS?

a. AB RS
b. B Q
c. AC QS
d. C R

______8. Which statement is true about the figure given at the right?

a. NKM KML
b. NML NKL
c. MN KL
d. KN KL

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______9. ABF CDE, EF = 11, FC = 6, find the measure of CDE?

a. 11
b. 16
c.
d.

______10. Given that AE bisects BAD, m = 700, AD = AB = 21, find x.

a. 960
b. 820
c. 780
d. 720

Additional Activities
Activity 6: Kite Making
Directions: Make a kite observing triangle congruency.
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
CRITERIA RATING
(4) (3) (2) (1)
The The The The
computation computation computation computation
shows shows the use shows do not use the
ACCURACY accurate use of of the concepts erroneous use concepts of
the concepts of of triangle of the concepts triangle
triangle congruence of triangle congruence
congruence congruence
The design is The design is The design The design
comprehensive presentable and makes use of doesn’t use
and displays makes use of the geometric geometric
the aesthetic the concepts of representations representations
CREATIVITY
aspects of the geometric but not and not
mathematical representations. presentable. presentable.
concepts
learned.
The design is The design is The design The design
stable and can stable and can makes use of does not use
STABILITY fly at least 3 fly 2 minutes triangles but triangles and is
minutes not stable. not stable.

The The explanation The The

explanation is is clear and explanation is explanation is
clear, thorough coherent. It understandable incomplete and
MATHEMATICAL and coherent. covers the but not logical. inconsistent.
REASONING It includes important
interesting concepts.
facts and
principles.
Over-all Rating

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Math 8 Quarter 3 – Module 5 Answer Key

What I Know What’s In What’s New

1. C Activity 1 Activity 2
2. C 1. E 1. ASA Congruence.
3. C 2. AB Yes, by CPCTC
4. C 3. FG 2. Cannot be
5. B 4. C determined
6. C 5. AC 3. ASA Congruence.
7. B Yes, by CPCTC
8. A
9. D
10. D
What’s More What I have Learned What I Can Do
Activity 3A Activity 4 Activity 5
1. 73 1. / G K
B 2. RS is congruent to H L
2. 39 FG J P
DCE 3. T is congruent to GH KL
3. 68 H HJ LP
A 4. GJ KP
4. 14 5. /
EC 6. R U
5. ECD 7.
8. RS UV
Activity 3B 9. 30
1. x = 30 RST UVW
2. 105
3. 75
4. 34
5. Yes
Assessment
1. B
2. C
3. A
4. C
5. A
6. A
7. C
8. D
9. C
10. A

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References
Bass, LE. et al (1998). Geometry: Tools for a Changing World. Prentice – Hall, Inc. pp.
102 – 109

Boyd, et al (2008). Texas Geometry. The McGraw-Hill Companies, Inc. pp.242-258

Clemens, S. et al (1990). Addison-Wesley Geometry. Addison-Wesley Publishing
Company, Inc. pp.148 – 167

Glorial, J. et al (2013). 21st Century Mathematics: A Vision For A Better Future. Phoenix
Publishing House, Inc. pp. 349-355

Hoffer, A. R. et al (1998). Focus on Geometry. Addison Wesley Longman, Inc. pp.256-281

Scheer, F.L. et al (2007). Mathematics Course 2. Harcourt Education Company. pp.484-

488

Serra, M. (2003). Discovering Geometry: An Investigative Approach. Key Curriculum

Press. Pp. 230-240

Development Team

Writer Emilie Jane P. Roxas

Diplahan National High School

Editor/QA: Ressme M. Bulay-og

Eugenio E. Balasabas
Mary Jane I. Yeban

Reviewer: Gina I. Lihao

EPS-Mathematics

Illustrator:
Layout Artist:
Management Team: Evelyn F. Importante
OIC-CID Chief EPS

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OIC- Schools Division Superintendent

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