Iligan City National High School

MATHEMATICS DEPARTMENT
SY 2010 2011
STAGE 3
LEARNING PLAN Geometry
Unit: Triangle Congruence
Time Frame: 30 40 minutes
Essential Question(s): Why are words not always the best way to tell a story?
Instructional Activities:
I. EXPLORE (5 minutes)
Overview of the Unit.
Assessment of the Prior Knowledge, Misconceptions, and Tentative Ideas.
o Every pair of corresponding sides is congruent.
o Every pair of corresponding angles is not congruent.
o Similar objects are always congruent.
o Corresponding parts of congruent triangles are congruent.
o Congruent objects are always similar.
Presentation of Big Ideas and Essential Question(s).
BIG IDEA: Things are not always what they appear to be.
II. FIRM UP (25 - 30 minutes)
A. The learner shall:
1. identify congruent triangles;
2. show the one-to-one correspondence between vertices of two triangles;
3. determine the correspondence of each part of a triangle; and
4. list congruencies of sides and angles between two triangles.
B. Strategies
INTRODUCTION
Introduce the Essential Question.
Conduct a TRUE or FALSE activity to set students prior knowledge.
1. Every pair of corresponding sides is congruent.
2. Every pair of corresponding angles is not congruent.
3. Similar objects are always congruent.
4. Corresponding parts of congruent triangles are congruent.
5. Congruent objects are always similar.
Make a note of students responses on the board.
Using Four Corners, post pairs of triangles on the corners of the room and ask the
students to stand on a corner which they think is a pair of congruent triangles.
Lead the students to the correct answer with the help of the activities that will follow.
INTERACTION

Let the students recall on the concept of similarities by citing or soliciting examples.
Guide Question:
When can objects/figures be similar?
Can you identify similar objects/figures?

In dyad, ask them to list pairs of similar objects that can be found inside the
classroom and after 2 3 minutes, solicit students answers.

When answers have been filtered, apply the concept of congruence, and so ask the
students if the chosen answers were congruent to each other. This would lead them to

the idea that Congruent objects are always similar but similar objects are not
necessarily congruent.

Now, show two triangles that are similar.

Guide Questions:

Are the two triangles similar or congruent?

Why or why not?

How did you know?

Verify students answers by fitting the two triangles together. This would
clearly show the correct answer.

Next, show two congruent triangles and ask the same questions.
To verify, give the students cut outs of the same congruent triangles by group. Let them
justify if the triangles exactly fit in.
From there, ask them to name each triangle in such a way that they fit in exactly and the
vertices correspond to each other.
Collect students answers and verify in the bigger group as a class.
Now, ask volunteers to write the answers of the following on the board:
1. Corresponding sides
2. Corresponding angles
From there, show congruencies of the sides and angles of a triangle in such a way that
corresponding vertices are followed.
From time to time, go back to the TRUE-FALSE statements for justification. This would
help them understand each concepts used.
As an activity, post congruent triangles on the board and ask the class to identify
congruent sides and angles. Give them sufficient time to answer and check afterwards.
INTEGRATION
As drills/application, given triangle QAF is congruent to triangle LET, list down all six
congruencies of sides and angles of the triangles.
Also given names of triangles only, ask them to draw or show the figures in such a way
that they show congruencies.
C. Assignment
The figures at the left show two triangles
with the lengths of the sides in terms of x, y,
and z. If the two triangles are congruent, find
the values of x, y, and z.

D. Synthesis
Using ABC Brainstorming, ask the students to supply word(s) that they can incorporate
to the topic discussed. It could be a description of the topic or any terms that they can
remember related to triangle congruence.

Prepared by:

Ms. Rachel Jean S. Dejarlo