Published by the

PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION

(PROBE)
REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
Department of Education, Culture and Sports
Region VII, Central Visayas
Cebu City
Copyright © 2001 by PROBE

COPYRIGHT NOTICE

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the

Republic of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for
exploitation of such work for profit.”

This material has been developed within the Project in Basic Education
(PROBE) implemented by the Educational Development Projects
Implementing Task Force (EDPITAF) of the Department of Education, Culture
and Sports (DECS) in collaboration with the Bureau of Elementary Education,
Bureau of Secondary Education and the Commission on Higher Education.
Prior approval must be given by the PROBE Management Unit lodged at
EDPITAF and the source must be clearly acknowledged.

Armelita M. Lizardo
Former Writer-Editor, Secondary Math
PASMEP Math IV Curr. Writer
PROBE RLMC VII

The production of this Teacher Support Material (TSM) has been made
possible with the assistance of the PA-PROBE RLMC VII Staff.
A resource produced through the support of AusAID
on behalf of the Australian Government

Australian Agency for International Development

Source: GEOMETRY FOR SECONDARY SCHOOLS (Mathematics III)
by ADONIS, M. and BACCAY, E., Phoenix Publishing House
A TSM For Second Year Secondary School
Mathematics Students

Philippines -Australia Project in Basic Education (P-A PROBE)

Regional Learning Materials Center (RLMC VII)
A TSM For Second Year Secondary School
Mathematics Students

Workbooklet 1
on

Philippines -Australia Project in Basic Education (P-A PROBE)

Regional Learning Materials Center (RLMC VII)
A TSM For Second Year Secondary School
Mathematics Students

Workbooklet 2
on

Philippines -Australia Project in Basic Education (P-A PROBE)

Regional Learning Materials Center (RLMC VII)
A TSM For Second Year Secondary School
Mathematics Students

Workbooklet 3
on

Philippines -Australia Project in Basic Education (P-A PROBE)

Regional Learning Materials Center (RLMC VII)
A TSM For Second Year Secondary School
Mathematics Students

Workbooklet 4
on

Philippines -Australia Project in Basic Education (P-A PROBE)

Regional Learning Materials Center (RLMC VII)
Description

This material consists of four workbooklets designed to help students gain

mastery in proving two triangles congruent by formal proof or direct proof
(statement -reason form).

This TSM uses carousel brainstorming as a teaching -learning strategy

which is thoroughly discussed in the teaching hints.

Target Audience

Second Year Students

Subject Matter/Learning Competency

PSSLC 4.1.2 Demonstrate the ability to verify sets of sufficient conditions

that guarantee triangle congruence (SAS, ASA, SSS, SAA).

Rating Period Third Grading Period

Duration 20 minutes per workbooklet

Objectives Students will be able to:

• cite valid statements and appropriate reasons to show
that two triangles are congruent
• arrange ideas logically
• show mastery in proving triangle congruence.

Procedures for Use

1. Have a review on the different conditions for triangle

congruence specifically SAS, ASA, SSS and SAA
congruence.
2. Divide students into groups. Let each member choose the
role he/she is comfortable with (i.e. timekeeper, encourager,
decision-maker etc.).
3. Place the workbooklets on the table situated at the corners
of the room.
4. Apply carousel brainstorming strategy in letting students do
the worksheets (see teaching hints).
• Each booklet is to be answered in 20 minutes only.

Teaching Hints

CAROUSEL BRAINSTORMING
Carousel brainstorming - a means of getting/generating ideas from
a group of people in a short time.

1
Guidelines in Forming Groups
• At least 6 members in a group but not more than 9.
• Everybody is assigned to a role or a task (Ex. recorder,
decision-maker, creator, encourager etc.).
• Everybody has the opportunity to contribute ideas.

Role of Group Members

Timekeeper - reminds the group of the time allotted for the assigned
activity
Encourager - stimulates the members to think deeply in order to come up
with valid statements
Decision-Maker - clarifies the ideas and help the group arrive at a decision
Reporter - presents the group’s answers/ideas to the class
Recorder - accurately writes down the responses of each member of the
group
Creator - thinks of new ideas/ways in answering assigned tasks
Devil’s Advocate - makes members think more deeply about what they say and
at times may need to point out why something may not work
or is unacceptable
Clarifier - listens carefully when a member presents ideas and if necessary
explains to the group what one of the members mean
Ray of Sunshine - finds good points in ideas being presented

Steps to be Followed in Carousel Brainstorming

1. Organize participants into groups of 9 members.
2. Give a specific role to each member. (Members may be given
a chance to choose the role they prefer to play.)
3. Each group records and answers to questions written on a manila paper
or workbooklet.
Group members think, share and discuss their ideas and responses to
the question before recording.
4. When a signal is given, each group rotates to the next workbooklet.
Note: As the group rotates, the role of each member may change.
5. Repeat step 3.
Notes:
* The group cannot reiterate/repeat previously stated responses. They can
only add new ideas or develop other group’s ideas.
* Each group answers all questions as they rotate in a given time frame.
* Once all ideas and suggestions have been recorded-
- evaluate each one
- eliminate those considered unsuitable
- rank remaining ideas, if necessary.

2
GUIDELINES IN BRAINSTORMING
1. Suspend Judgment - requires everybody including the leader to put
evaluation on one side for the period of the session.
2. Free-Wheel - means letting go of barriers or inhibitions and allowing
oneself to dream and drift around the problem.
3. Quantity - participants are deliberately encouraged to produce a large
quantity of ideas. (All ideas are accepted.)
4. Cross - Fertilize - ideas of other people are picked up, developed,
exchanged or changed by the group under the control of the leader.

Reference: CAROUSEL BRAINSTORMING - INSET Package, Canillo G. RLMC VII. 1998

This material only involves the application of the conditions on triangle congruence
such as SSS, ASA, SAS and SAA. However, if other conditions like right triangle
congruence (LL, LA, Hl, Ha) are applicable, then they should be accepted.

NOTES
Conditions that Guarantee Triangle Congruence

SAS Congruence Postulate

If two sides and the included angle of one triangle are congruent
respectively to the two sides and the included angle of another triangle,
then the two triangles are congruent.

ASA Congruence Postulate

If in two triangles two angles and the included side of one are congruent
respectively to the two angles and the included angle of the other, then
the two triangles are congruent.

SSS Congruence Postulate

If in two triangles the three sides of one are congruent respectively
to the three sides of the other, then the two triangles are congruent.

SAA Congruence
If in two triangles a side and the two angles of one are congruent
respectively to a side and the two angles of the other, then the two
triangles are congruent.

3
Preparation

Before using this material, the teacher should see to it that

students have sufficient knowledge on the following:
• properties of real numbers
• equivalence relation
• properties of equality
• vertical angles
• bisector of a line segment/angle
• midpoint
• kinds of triangles and their properties
• conditions that guarantee triangle congruence (SSS, ASA,
SAS, SAA).

Make sure to study the guidelines in using carousel

brainstorming as a strategy before introducing it.
Prepare the classroom for carousel brainstorming.

Evaluation

The effectiveness of this material can be measured through:

• logical statements and reasons given in the formal proof
• the accuracy of students’ answers to worksheets
involving proving two triangles congruent
• students’ participation in the discussion of answers
to worksheets.

Resource List

1 booklet for Teacher’s Use

4 workbooklets (each booklet contains 4 worksheets to be answered
by the students)

4
 Contents
Page

Description ........................................................................... 1

Target Audience ................................................................... 1

Subject Matter/Learning Competency ................................ 1

Rating Period ........................................................................ 1

Duration ................................................................................ 1

Objectives ............................................................................. 1

Procedures for Use .............................................................. 1

Teaching Hints ..................................................................... 1

Guidelines in Training Groups ............................................ 2

Role of Group Members ...................................................... 2

Steps to be Followed in Carousel Brainstorming ............. 2

Guidelines in Brainstorming ............................................... 3

Conditions that Guarantee Triangle Congruence .............. 3

Preparation ........................................................................... 4

Evaluation ............................................................................. 4

Resource List ....................................................................... 4

Triangle Congruence
(Teacher’s Guide)
 Workbooklet 1

Worksheet 1

Examine the figure carefully. U

H

E
Given: UE & SH bisect each other at O
Prove: ∆ HOE ≅ ∆ SOU
Proof:

Statements Reasons

1
 Workbooklet 1

Worksheet 2

Examine the figure carefully.

S T

R G
O N
Given: RO ≅ GN; SM ≅ TM; ∆ OMN is an equilateral ∆
Prove: ∆ RNS ≅ ∆ GOT

Proof:
Statements Reasons

2
Workbooklet 1

Worksheet 3

Examine the figure carefully.

I

1
W S
2

H
Given: WS bisects ∠ IWH
WI ≅ WH
Prove: ∆ WIS ≅ ∆ WHS
Proof:

Statements Reasons

3
Workbooklet 1

Worksheet 4

Examine the figure carefully.

Q

R  S
T
Given: QT is the ⊥ bisector of RS
Prove: ∆QTR ≅ ∆ QTS
Proof:
Statements Reasons

4
5
 Contents

Page

Worksheet 1 .................................................................................... 1

Worksheet 2 .................................................................................... 2

Worksheet 3 .................................................................................... 3

Worksheet 4 .................................................................................... 4
 Workbooklet 1
on
Triangle Congruence
(Student’s Use)
 Workbooklet 2

Worksheet 1

Examine the figure carefully.

M S

P T

Given: ∠M ≅ ∠S
RS ≅ RM
Prove: ∆ MPR ≅ ∆ STR
Proof:

Statements Reasons

1
 Workbooklet 2

Worksheet 2

Examine the figure carefully.

K

R
Given: AY bisects ∠ KAR & ∠ KYR
P ro v e : ∆ AKY ≅ ∆ YRA
Proof:
Statements Reasons

2
 Workbooklet 2

Worksheet 3

Examine the figure carefully.

M

1 3 N
P 4
2

Given: PN bisects ∠ MNO

∠1≅ ∠2
Prove: ∆ PNO ≅ ∆ PNM
P ro o f:

Statements Reasons

3
 Workbooklet 2

Worksheet 4

Examine the figure carefully.

S

Q T
R

U
Given: ∠Q & ∠ R are right angles
pt. T is the midpoint of QR
P ro v e : ∆ TQU ≅ ∆ TRS
Proof:

Statements Reasons

4
5
 Contents

Page

Worksheet 1 .................................................................................... 1

Worksheet 2 .................................................................................... 2

Worksheet 3 .................................................................................... 3

Worksheet 4 .................................................................................... 4
 Workbooklet 2
on
Triangle Congruence
(Student’s Use)
Workbooklet 3

Worksheet 1

Examine the figure carefully.

A

W  L
T
Given: T is the midpoint of WL
AT is ⊥ to WL
Prove: ∆ WAT ≅ ∆ LAT
Proof:

Statements Reasons

1
 Workbooklet 3

Worksheet 2

Examine the figure carefully.

H

C R
S

Given: HI is the base of ∆ CHI and ∆ RHI

∆ CHI and ∆ RHI are isosceles
Prove: ∆ CHR ≅ ∆ CIR
Proof:

Statements Reasons

2
 Workbooklet 3

Worksheet 3

Examine the figure carefully.

C

A B

E
Given: AD and EC bisect each other at B
AE ≅ CD
Prove: ∆ ABE ≅ ∆ DBC

Proof:

Statements Reasons

3
 Workbooklet 3

Worksheet 4

Examine the figure carefully.

X

Z
Given: WXYZ is a rectangle
Prove: ∆ WXZ ≅ ∆ YZX
Proof:

Statements Reasons

4
5
 Contents

Page

Worksheet 1 .................................................................................... 1

Worksheet 2 .................................................................................... 2

Worksheet 3 .................................................................................... 3

Worksheet 4 .................................................................................... 4
 Workbooklet 3
on
Triangle Congruence
(Student’s Use)
 Workbooklet 4

Worksheet 1

Examine the figure carefully.

N
M

Given: ∠ PMO ≅ ∠ NMO

∠P≅ ∠N
Prove: ∆ PMO ≅ ∆ NMO

Proof:

Statements Reasons

1
 Workbooklet 4

Worksheet 2

Examine the figure carefully.

R

Q T

M
Given: QT bisects ∠ T
R≅ M
Prove: ∆ RTQ ≅ ∆ MTQ
Proof:

Statements Reasons

2
 Workbooklet 4

Worksheet 3

Examine the figure carefully.

E

D F

G
Given: DF bisects ∠ D
∠E ≅ ∠G
Prove: ∆ FED ≅ ∆ FGD

Proof:

Statements Reasons

3
 Workbooklet 4

Worksheet 4

Examine the figure carefully.

A

D
B

C
Given: ∠ B and ∠ D are right angles
∠ DAC ≅ ∠ BCA
Prove: ∆ DAC ≅ ∆ BCA
Proof:
Statements Reasons

4
5
 Contents

Page

Worksheet 1 .................................................................................... 1

Worksheet 2 .................................................................................... 2

Worksheet 3 .................................................................................... 3

Worksheet 4 .................................................................................... 4
 Workbooklet 4
on
Triangle Congruence
(Student’s Use)