Triangle Congruency

1. Daily Lesson Log in Mathematics 8
Date: November 11, 2019
Grade & Section: Grade VIII – Pajuyo
I. OBJECTIVES
A. Learning Competencies Define and Illustrate Triangle Congruency
B. Learning Objectives By the end of lesson studentsshould be able to:
1. Define and illustrate congruent triangle.
2. Identify the corresponding sidesand
corresponding angles of congruent triangles
3. Present solutionswith accuracy and
precision in one’s work.
II. CONTENT Triangle Congruence
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages -
2. Learner’s Materialspages Page 349-352
3. Additional Materials from Learning
Resource (LR)portal
None
B. Other Learning Resource Google sites:
https://www.coursehero.com/file/30327
652/3g-1-triangle-congruencedocx/
C. Instructional Materials
Illustrative visual Aids
Meter Sticks
Chalk & Board
D. Teaching Strategies
*Inductive Method of Teaching
*Modelling and Experimentation (Hands-
On Activities)
IV. LEARNING
PROCEDURES
i. Prayer
ii. Greetings
iii. SettingHouse Rules
iv. Checking of the Cleanlinessof the Class
Room
v. Checking of Attendance
A. Reviewing previous lesson Before we proceed to our next topic let us first have a
review about our previous lesson.
B. Establishing a purpose for
the lesson

2. Learning Experience
Prior Knowledge:
Use of visual aids (picturesof Rhombus and Square) to
assess understanding of difference between similar and
congruence.
Questions
1. What are the characteristics you look for to
determine similarity?
Example: Is CAR-A similar to CAR-B?
2. Show them rhombus and square and ask if they
are similar.
3. How can you tell if they are equal?
4. What is a geometrical way to say equal?
Expected Student Answers
1. Color, Maker, Hub-caps, etc.
2. Yes/No
3. They have the same sidesand angles.
4. Congruent.
5. Similarity deals withthe appearance while the
congruence dealswith the measurement.
C. Presenting examples/
instancesof the new lesson The teacher will give an example of two objects being
compared together and let the students identify if it is
similar or congruent.
What is the difference between similar and
congruent?
(Similarity deals with the appearance while the
congruence deals with the measurement.)
D. Discussing new concepts
and practicing new skills
Learning Experience(s)
Students will be forming a big circle and will be given
different figures. At the count of five, they will find
their partner who is holding the same figure.
Questions:
1. Why/ how did you choose your partner?
2. Describe the two figures you have.
3. What can you say about the size and shape of the two
figures?
4. We say that congruent figureshave the same size and
the same shape. How are you going to verify that you
have congruent figures?

3. E. Developing Mastery
The teacher will post an illustration of a two triangles.
1. using the meter stick measure each side of the
triangles.
2. Name the triangles as triangle ABC and triangle DEF
3. Match vertices of the two triangles.
Are the two trianglescongruent?
Match Correspondin
g Sides
Congruent or
Not
Congruent
Correspondin
g Angles
Congruent or
not
congruent
First
Second
Third
Two triangles are congruent if their vertices can be
paired so that the corresponding sides are congruent
and corresponding angles are congruent.
F. Finding Practical
Applications of Concepts
Learning Experience(s)
Problem: The Municipality of Barobo is putting a swing
set in the park. Before they can put the top bar on,
they need to make sure the supports will balance the
swing. (supports are triangles)
Goal: Find the least number of equal
characteristicsand all the possible ways use the
characteristicsof the two trianglesthat make
them congruent
Questions
1. What approach are you using to solve this problem?
2. How do you know if the two triangles are congruent?
Expected Student Answers
1. Answer will vary depending on the class.
2. They will try to relate the measurementsbetween the
triangles.
If the supports of the swings are namely as triangle
NOT and triangle YES. Identify the corresponding sides
and angles of the congruent triangle.
Y N
E S O T

4. By Pair Activity:
Match Correspond
ing Sides
Congruent
or Not
Congruent
Correspond
ing Angles
Congruent
or not
congruent
First
Second
Third
How many pairs of corresponding parts are congruent
if two triangles are congruent?
G. Making generalizations and
Abstractions about the
lesson
The teacher will ask the students
When can you say that the triangles are congruent?
(Two triangles are congruent if their vertices can be
paired so that the corresponding sides are congruent
and corresponding angles are congruent.)
H. Evaluating Learning Answer the following:
A
D B
C
1. Triangle ABD is congruent to triangle CBD. Write
down the six pairs of congruent corresponding parts.
I. Additional Activities for
Application or Remediation
Teacher will give an assignment about the Properties of
Congruent Triangle
V. REFLECTIONS
No. of learners within mastery level
No. of learnersneeding reinforcement/remediation
Did the remedial works?
No. of learnerswho have caught up
No. of learnerswho continue to require remediation
Which of the strategiesworked well?
Why did these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovations or localized materialsdid I use/discover which
I wish to share with other teachers
Prepared by: Checked and Observed by:
ROSELYN L. ONTOLAN
Teacher I
GLORIA M. PARAGUYA
Principal III/ School Head