8

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

CO_Q3_Mathematics 8_ Module 5
Mathematics – Grade 8
Alternative Delivery Mode
Quarter 3 – Module 5 Solving Corresponding Parts of Congruent Triangles First
Edition, 2020

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Published by the Department of Education

Secretary: Leonor M. Briones
Undersecretary: Diosdado M. San Antonio
 Development Team of the Module

Writers: Nilbeth S. Merano, Dexter M. Abellanosa

Language Editor: Joel B. Asonto
Content Editors: Merjorie G. Dalagan, Rosalita A. Bastasa, Melissa R. Cabarles
Lay-out Editor: Ivin Mae N. Ampons
Reviewers: Rhea J. Yparraguirre, Manuel L. Limjoco, Jr., Cris Gerom C. Arguilles,
Melba G. Lumangcas, Glorina M. Arreza, Joysie P. Sabejon
Illustrators: Nilbeth S. Merano, Dexter M. Abellanosa, Prince Conel R. Mamolang,
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8
Mathematics
Quarter 3 – Module 5
Solving Corresponding Parts of
 Congruent Triangles

Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.
Each SLM is composed of different parts. Each part shall guide you step-
bystep as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to
selfcheck your learning. Answer keys are provided for each activity and test. We
trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to
help you learn the skills in solving problems about congruent triangles. You
are provided with varied activities to reinforce your knowledge and skills and
to deepen your understanding of the lesson. The scope of this module
enables you to use it in different learning situations. The lesson is arranged
to follow the standard sequence of the course. But the order in which you
read them can be rearranged to correspond with the textbook you are using.

This module contains a single lesson:

Lesson 1- Solving Corresponding Parts of Congruent Triangles

After going through this module, you are expected to:

1. identify corresponding parts of congruent triangles;
2. name congruent triangles;
3. find the measure of corresponding parts of congruent triangles; and
4. relate triangle congruence to real life situations.

What I Know

PRE-ASSESSMENT

Directions: Choose the letter of the correct answer and write it on a separate
sheet of paper.

1. Given that ∆ABC ≅ ∆DEF, what angle corresponds to ∠A?

A. ∠B C. ∠D
B. ∠C D. ∠F

2. Given that ∆MPC ≅ ∆STW, what segment corresponds to ̅MC̅̅ ?

A. ̅CS̅̅ C. ̅MT̅̅
B. ̅MS̅̅ D.̅SW̅̅

3. If ∆ABC ≅ ∆XYZ, which of the following is NOT true?

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CO_Q3_Mathematics 8_ Module 5
 A. ∠A ≅ ∠X C. ̅AB̅̅ ≅ Y
̅ X̅̅
̅
B. ∠C ≅ ∠Z D. BC̅̅ ≅ Y ̅ Z̅̅

4. If ∆GHI ≅ ∆JKL, which of the following are corresponding segments?

I. ̅GI̅̅ and ̅JL̅̅ II. ̅KJ̅̅ and ̅HG̅̅̅ III. ̅GH̅̅̅ and ̅KJ ̅̅

A. I only C. II and III

B. I and II D. I, II and III

5. Which of the following is a congruence statement in Figure 1?

A. ∆LNM ≅ ∆PQR C. ∆NLM ≅ ∆PRQ
B. ∆MLN ≅ ∆QRP D. ∆NLM ≅ ∆RPQ

6. If ∠L ↔ ∠J, ∠B ↔ ∠R and ∠C ↔ ∠S, then ∆LBC ≅ ____.

A. ∆BJC C. ∆JRS
B. ∆CSB D. ∆LRS

7. If ̅MN̅̅̅ ≅ ̅PQ̅̅, ̅MO̅̅̅ ≅ ̅PR̅̅, ̅NO̅̅̅ ≅ ̅QR̅̅̅, then ∆MON ≅ ____.

A. ∆PRQ C. ∆RPQ
B. ∆PQR D. ∆RQP

8. If ∆LRT ≅ ∆CAN, which of the following congruent statements is/are

true?

I. ∆LTR ≅ ∆CNA II. ∆TRL ≅ ∆NCA III. ∆RTL ≅ ∆ANC

A. I and II C. II and III

B. I and III D. I, II, and III

9. If ∆TUV ≅ ∆WXY, TU is 30 cm, find the length of WX.

A. 10 cm C. 30 cm
B. 20 cm D. 40 cm

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CO_Q3_Mathematics 8_ Module 5
10. Given that ∆MOB ≅ ∆CAN, ∠M = 50o and ∠B = 60o, find ∠A.
A. 50o C. 70o
B. 60o D. 110o

11. ∆BEL is congruent to ∆DON. Find the value of x in

Figure 2.
A. 5 C. 14
B. 6 D. 30

12. Beatriz makes a ribbon pattern for her art class. Figure
3 shows the pattern with marks indicating which
lengths are equal. If CE = 7 cm and EG = 4 cm, find EF.
A. 3 cm C. 7 cm
B. 4 cm D. 11 cm

13. Riza and Leone are cutting congruent triangles out of

paper to be used as decorations for Ebenezer’s
birthday. Figure 4 shows some of the measurements of
the triangles. Find the value of x.
A. 4 C. 6
B. 5 D. 7

14. Figure 5 shows that ∆MET ≅ ∆RST. Can you say that
∠MET = 33o and ∠TRS = 48o?
A. Yes, ∠MET = 33o and ∠TRS = 48o.
B. No, ∠MET = 48o and ∠TRS = 60o.
C. No, ∠MET = 60o and ∠TRS = 33o.
D. It is impossible to determine their measures.

15. Mr. Baguhin owns a residential lot in the

province. Figure 6 shows the measurements of the
lot. Which of the following is true? A. EV = 13 m,
RV = 14 m, SV = 12 m
B.EV = 14 m, RV = 15 m, SV = 13 m
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CO_Q3_Mathematics 8_ Module 5
 C. EV = 20 m, RV = 17 m, SV = 14 m
D. EV = 16 m, RV = 18 m, SV = 15 m

Lesson
Solving Corresponding Parts
1 of Congruent Triangles

Have you ever been amazed looking at those towering buildings in

cities and in movies? Have you ever wondered how such skyscrapers
withstand strong winds and heavy rains? Think about bridges this time, why
do you think they appear so calm while enduring the rapid flow of water
below and the tons of load above?

Considered as the most stable of all geometric figures, triangles.

Triangles play a vital role in a structure’s stability. Congruent triangles, in
particular, are used in architectural and engineering design to make
structures strong and stable.

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CO_Q3_Mathematics 8_ Module 5
 STABILITY. Congruent triangles play an
importantrole in architecture and engineering.
Trusses, which are made of triangulated
system of materials, support buildings and
bridges so they can withstand the tests of
nature and time.

In this module, you will not just explore the world of

congruent triangles but even learn how to solve their
corresponding parts.

What’s In

Activity: Vice Versa

You have learned in the previous module the different conditions that
make triangles congruent. You also learned that when two triangles are
congruent, there are 3 corresponding angles and 3 corresponding sides,
which are also congruent. This time, your task is to complete the table below
by providing the missing triangle congruence statement or the missing
congruent corresponding parts. The first one has been done for you.
Congruence Corresponding Angles Corresponding Sides
Statement
∆CAT ≅ ∆NEL ∠C ≅ ∠N ∠A ≅ ∠E ∠T ≅ ∠L ̅CA̅̅ ≅ ̅NE̅̅ ̅AT̅̅ ≅ ̅EL̅̅ ̅CT̅̅ ≅ ̅NL̅̅
∆DSL ≅ ∆FMR
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CO_Q3_Mathematics 8_ Module 5
 ∠L ≅ ∠B ∠O ≅ ∠A ∠W ≅ ∠T

̅KR̅̅ ≅ ̅PC̅̅ ̅RB̅̅ ≅ ̅CM̅̅̅ ̅KB̅̅ ≅ ̅PM̅̅̅

Questions:

1. Did you find difficulty in answering the activity above?

2. Were you able to determine the corresponding angles and
corresponding sides given the triangle congruence statement?
3. How did you write the triangle congruence statement given the

corresponding angles and corresponding sides?

What’s New

Let us now begin by exploring the world of congruent triangles and the
important role they play in construction. Read and do the tasks that follow.
The figure at the right 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.
What was your basis in choosing those
pairs of triangles?

2. Consider the two triangles ∆NIM and ∆ZER to be congruent. We have

the following 6 pairs of corresponding parts:

∠N ≅ ∠Z If ∠N = 28o, then ∠Z = _______.

∠I ≅ ∠E If ∠I = 92o, then ∠E = _______.

o
∠M ≅ ∠R If ∠M = 60 , then ∠R = _______.

̅NI̅̅ ≅ ̅ZE̅̅ If NI = 4 ft, then ZE = _______.

̅IM̅̅ ≅ ̅ER̅̅ If IM = 3 ft, then ER = _______.

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CO_Q3_Mathematics 8_ Module 5
 ̅MN̅̅ ≅ ̅RZ̅̅ If MN = 5 ft, then RZ = _______.

What is It

Two triangles are congruent if all of their parts coincide. That is, for the two
triangles to be congruent, they must have the same shape and the same
size.
Consider the triangles at the right.
Suppose ∆CAB is made to coincide with
∆OFX such that the vertices of ∆CAB fit
exactly over the vertices of ∆OFX, there
exists a correspondence between vertices
such that:

C ↔ O A ↔ F B ↔ X

C ↔ O is read as “vertex C corresponds to vertex O,” and so forth.

Doing the same process, if ∆CAB is made to coincide again with ∆OFX
such that the sides of ∆CAB fit exactly over the sides of ∆OFX, there exists a
correspondence between sides such that:

̅CA̅̅ ↔ ̅OF̅̅ AB̅̅ ↔ ̅FX̅̅ ̅CB̅̅ ↔ ̅OX̅̅

̅CA̅̅ ↔ ̅OF̅̅ is read as “side CA corresponds to side OF,” and so forth.

The angles and the sides will match up this way:

Corresponding Angles Corresponding Sides

∠C ↔ ∠O ̅CA̅̅ ↔ ̅OF̅̅

∠A ↔ ∠F AB̅̅̅ ↔ ̅FX̅̅

∠B ↔ ∠X CB̅̅ ↔ ̅OX̅̅

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CO_Q3_Mathematics 8_ Module 5
Definition

Given a correspondence CAB ↔ OFX between vertices of two triangles. If

every pair of corresponding sides are congruent, and every pair of
corresponding angles are congruent, then the correspondence CAB ↔ OFX is
called a congruence between the two triangles.

When we write ∆CAB ≅ ∆OFX, we mean that the correspondence CAB

↔ OFX is a congruence. The single expression ∆CAB ≅ ∆OFX also tells us the
following:

Corresponding Angles Corresponding Sides

∠C ≅ ∠O or m∠C = m∠O ̅CA̅̅ ≅ ̅OF̅̅ or CA = OF
∠A ≅ ∠F or m∠A = m∠F AB̅̅̅ ≅ ̅FX̅̅ or AB = FX
∠B ≅ ∠X or m∠B = m∠X ̅CB̅̅ ≅ ̅OX̅̅̅ or CB = OX

In general, two triangles are congruent if and only if their vertices can
be matched up so that the corresponding parts (angles and sides) of the
triangles are congruent.
When two triangles are congruent, we put marks to indicate
congruences between angles and sides. Angles and sides with the same
marks are congruent. Thus, they have the
same measure.

In the figure at the right, both ∠C

and ∠O are marked with one arc, hence,
the two are congruent angles. On the
other hand, both ̅CB̅̅ and ̅OX̅̅ have two
small slash marks that tell us they are
congruent.
In addition, we can write congruence statements in several ways. Take
for instance the congruence statement ∆CAB ≅ ∆OFX, we can write this as:
∆CBA ≅ ∆OXF, ∆ACB ≅ ∆FOX, ∆ABC ≅ ∆FXO, ∆BCA ≅ ∆XOF and ∆BAC ≅ ∆XFO.
When referring to congruent triangles, name their corresponding vertices in
the same order.

Remember

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CO_Q3_Mathematics 8_ Module 5
 • Two triangles are congruent if and only if their vertices can be
paired so that corresponding sides and corresponding angles are
congruent.

• Corresponding (CPCTC). parts of congruent triangles are

congruent

Let’s take a look at the following examples. Remember that the

concepts discussed above will help you solve problems involving congruent
triangles.

EXAMPLE 1

a.) Given that ∆AIM ≅ ∆SET, list down the corresponding parts.

Answer: Corresponding Angles Corresponding Sides ∠A ↔

∠S ̅AI̅̅ ↔ SE̅̅

∠I ↔ ∠E ̅IM̅̅ ↔ ̅ET̅̅

∠M ↔ ∠T ̅AM̅̅̅ ↔ ̅ST̅̅

b.) Name the congruent triangles with the following congruent corresponding
parts:

∠M ≅ ∠C, ∠A ≅ ∠P, ∠T ≅ ∠U and ̅MA̅̅̅ ≅ ̅CP̅̅, ̅AT̅̅ ≅ ̅PU̅̅, MT̅̅̅ ≅ CU̅̅̅

Answer: ∆MAT and ∆CPU

EXAMPLE 2

𝑎. ) 𝐺𝑖𝑣𝑒𝑛: ∆IEF ≅ ∆HGF

Find: ∠H

Answer: ∠H = 40o
Reason: ∠H ≅ ∠I ,

b.) Given: ∆ABC ≅ ∆ADC

Find: y

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CO_Q3_Mathematics 8_ Module 5
 Answer: y = 6

Solution: Since ̅AB̅̅ ≅ ̅AD̅̅,

3y = 18 Definition of Congruent Segments

Multiply ; Multiplication Property of

Equality

y=6 Result
EXAMPLE 3

Given that ∆MYX ≅ ∆JAN, ∠M = 40o and ∠A = 70o, find ∠X.

Solution
Since ∆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 = 40o and since ∠Y ≅ ∠A, we
can say that ∠Y = 70o.

∠M + ∠Y + ∠X = 180º Angle Sum Theorem

40º + 70º + ∠X = 180º Substitute ∠M = 40º and ∠Y = 70º

110º + ∠X = 180º Simplify

110º – 110º + ∠X = 180º – 110º Add (-110º); Addition Property of Equality

Result
∠X = 70º.

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.

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CO_Q3_Mathematics 8_ Module 5
 2n+10 = 70 Substitute m∠U = 2n+10 and m∠O = 70

2n+10-10 = 70-10 Add (-10); Addition Property of Equality

Multiply ; Multiplication Property of Equality

n = 30. Result

To find ∠L, we note that it corresponds to ∠Y. To come up with a total measure of
180º in ∆JOY, ∠Y must be 50o. Since ∠Y ≅ ∠L, we can conclude that ∠L = 50o.

Example 5
The figure at the right shows that ∆BOE ≅ ∆TXE.

Solve for x and find ∠EOB.

Solution
By CPCTC, ∠OEB ≅ ∠XET. So, we say that their measures
are equal.

4x-2 = 3x+23 Definition of Congruent Angles

4x-3x-2 = 3x-3x+23 Add (-3x); Addition Property of

Equality x-2 = 23 Simplify x-2+2 =

23+2 Add 2; Addition Property of Equality

x = 25 Result

We cannot right away solve for ∠EOB since there is no expression assigned to it.
Let us first get the measures of the other two angles in ∆BOE.

For ∠BEO:
∠BEO = (4x-2)º Given
∠BEO = [ 4(25)-2 ]º Substitute x by 25

∠BEO = (100-2)º Simplify

∠BEO = 98º Result

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CO_Q3_Mathematics 8_ Module 5
For ∠OBE:
∠OBE = (2x-5)º ∠OBE ≅ ∠XTE; Definition of Congruent Angles

∠OBE = [2(25)-5]º Substitute x by 25

∠OBE = (50-5)º Simplify

∠OBE = 45º Result

We already solved for the other two angles in ∆BOE, we can now proceed to finding
the measure of ∠EOB. Don’t forget that the total measure of all the angles in a
triangle is 180º.

∠BEO +∠OBE + ∠EOB = 180º Angle Sum Theorem

98º + 45º + ∠EOB = 180º Substitute ∠BEO=98º, ∠OBE=45º

143º + ∠EOB = 180º Simplify

143º – 143º + ∠EOB = 180º – 143º Add (-143º); Addition Property of Equality

∠EOB = 37º Result

Hence, x = 25 and ∠EOB = 37º.

What’s More
Activity 1. Giving It All

Directions: Give what is being asked in each problem.

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CO_Q3_Mathematics 8_ Module 5
1. Given that ∆FUN ≅ ∆DAY. List down all corresponding parts.

2. Name the congruent triangles having the following corresponding parts:

∠S ≅ ∠C, ∠I ≅ ∠O, ∠T ≅ ∠M and ̅SI̅̅ ≅ ̅CO̅̅,̅ ̅IT̅̅ ≅ ̅OM̅̅,̅ ̅ST̅̅ ≅ ̅CM̅̅̅

Questions:
1. How did you find the activity?
2. Is it difficult to identify the corresponding parts of congruent triangles?
3. How did you name the congruent triangles given the corresponding parts?

Activity 2. Figuring It Out

Directions: Given the following figures, find the value of the indicated variable.

1. ∆ABC ≅ ∆ADC. Find h. 2. ∆WXY ≅ ∆VYX. Find m.

Questions:
1. Did you find difficulty in performing the task above? If yes, share your thoughts.
2. Were you able to get the value of the variables?

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CO_Q3_Mathematics 8_ Module 5
 If yes, explain how you did it. If no, cite the reason/s.

Activity 3. Thinking It Over

Directions: Determine whether each 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 perimeters are equal.

True False ______________________________________

b. If two triangles have the same perimeter, they are congruent.

True False ______________________________________

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CO_Q3_Mathematics 8_ Module 5
 What I Have Learned

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.

SOLVING CORRESPONDING PARTS OF CONGRUENT TRIANGLES

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CO_Q3_Mathematics 8_ Module 5
 CPCTC stands for

C_______ P_______ of C_______ T _______ are C_______.

.

What angle is What side is What side is What side is

congruent to∠A? ̅̅̅̅?
congruent toAC congruent to̅AB
̅̅̅? congruent to̅BC
̅̅̅̅ ?

What is the value What is the value What is the value What is the value
of x? of a? of b? of c?

What is the What is the length What is the length What is the length
measure of∠A? of ̅AC
̅̅̅? ̅̅̅̅?
of AB of ̅BC
̅̅̅̅ ?

What I Can Do

MEASURING A RIVER
How Napoleon's Engineer Found a River’s Width without Instruments

Did you experience being asked to find the length or the width of an
object without directly measuring it? For instance, you finding the width of
the river without actually crossing it. Do you think it is possible?

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CO_Q3_Mathematics 8_ Module 5
 Find it out by reading the story below and do the task that follows .

Legend has it that the

great emperor,
Napoleon, while standing on
the bank of a wide river,
ordered one of his officials to
determine its width so he
could attack the enemy with
artillery on the other side.
The official answered
that he needed to get his
instruments to carry out the
order. But the emperor
insisted that he required an
immediate answer.
The official
quickly devised a plan. Standing straight on the riverbank, he lowered the
visor of his cap until the farthest thing he could see was the edge of the
opposite bank. While maintaining the angle for which he bent his head, he
slowly turned and noted the spot that was in line with his eye and the tip of
his visor. And there he had it! He was able to give the emperor the width of
the river.
Task: It’s Your Turn!
If you were the official faced with the challenge of determining the width of the
river without actually measuring it, would you do the same? Why or why not?
Support your answer by stating your plan in solving the challenge.

___________________________________________________________________
___________________________________________________________________

Assessment

POST-ASSESSMENT

Directions: Read the questions carefully and choose the letter of the correct answer.
Write your answer on a separate sheet of paper.

1. Given that ∆ALS ≅ ∆BKD, what segment corresponds to AS̅̅ ?

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CO_Q3_Mathematics 8_ Module 5
 A. ̅AK̅̅ C. ̅LB̅̅
B. ̅BD̅̅̅ D.̅SK̅̅

2. Given that ∆HIJ ≅ ∆LMN, what angle corresponds to ∠J?

A. ∠H C. ∠M
B. ∠I D. ∠N

3. If ∆SIN ≅ ∆COS, which of the following is NOT true?

A. ∠I ≅ ∠O C. ̅IN̅̅ ≅ ̅OC̅̅
B. ∠S ≅ ∠C D. ̅NI̅̅ ≅ ̅SO̅̅̅

4. If ∆LUV ≅ ∆YAH, then ∆HAY is congruent to ____.

A. ∆AYH C. ∆UVL
B. ∆LVU D. ∆VUL

5. If ∠E ↔ ∠N, ∠V ↔ ∠S and ∠R ↔ ∠M, then ∆EVR ≅ ____.

A. ∆NSM C. ∆NSR
B. ∆MNS D. ∆SRV

6. Which of the following is a congruence statement in Figure 1?

A. ∆BVS ≅ ∆VLB C.∆SVI ≅ ∆LBN
B. ∆ISV ≅ ∆BNL D. ∆VSI ≅ ∆NBL

7. Given that ∆VAN ≅ ∆BUS, ∠V = 60o and ∠N = 70o, find ∠U.

A. 50o C. 70o
B. 60o D. 80o

8. If ∆BUN ≅ ∆DLE, BN is 3.15 cm, BU is 5.90 cm find the length of DE.

A. 2.75 cm C. 5.90 cm
B. 3.15 cm D. 9.05 cm

9. Live has two triangular vegetable gardens shown in Figure 2.

He wants to fence them to protect his crops. It takes 7 m of
fencing material for one garden. What is the total length of
fencing material needed if the two gardens are of the same size
and shape?
A. 7 m C. 21 m

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CO_Q3_Mathematics 8_ Module 5
 B. 14 m D. 28 m

10.If ∆ACT ≅ ∆NIV, which of the following are corresponding segments?

I. ̅T̅A̅ and ̅VN̅̅ II. ̅CA̅̅ and ̅NI̅̅ III. ̅TC̅̅ and ̅IV ̅̅

A. I only C. I and III

B. II only D. I, II and III

11.If ∆LOC ≅ ∆KER, which of the following congruent statements is/are NOT
true?

I. ∆CLO ≅ ∆REK II. ∆COL ≅ ∆KRE III. ∆LCO ≅ ∆KER

C. I only C. I and III

D. II only D. I, II
and III

12.Figure 3 shows that ∆BEN is congruent to

∆IVR. Find the value of x.
A. 5 C. 13
B. 6 D. 30

13.You are making party hats for your bestfriend’s

birthday. The measurements are shown in Figure 4.
Find the value of x.
A. 3 C. 7
B. 5 D. 9

14.Cielo is tasked to complete the labels for an output in

Math shown in Figure 5. She must see to it that each
triangle should have a perimeter of 46 cm. What
possible algebraic expressions should she choose to
represent the dimensions of the given figure?

A. HL = (2x+6) cm, LM = (2x+14) cm, KM = (x+7) cm

B. HL = (4x+6) cm, LM = (3x+3) cm, KM = (2x+10) cm

19
CO_Q3_Mathematics 8_ Module 5
 C. HL = (5x+9) cm, LM = (x+14) cm, KM = (7x+1) cm
D. HL = (3x+9) cm, LM = (8x-3) cm, KM = (7x+1) cm

15.Figure 6 shows that ∆FUN ≅ ∆DUB. Do you agree

that ∠FUN = 94o and ∠DBU = 42o?

A. Yes, ∠FUN = 94o and ∠DBU = 42o.

B. No, ∠FUN = 94o and ∠DBU = 44o.
C. No, ∠FUN = 90o and ∠DBU = 42o. D. It is
impossible to determine their measures.

Additional Activities

The following activity will help you enrich your knowledge on the concepts that you
have just learned.

20
CO_Q3_Mathematics 8_ Module 5
Directions: Create your own word problem in real life about solving corresponding
parts of congruent triangles. Use the given objects as your bases in
creating the word problem. Show the process in solving in a separate
sheet of paper.

REAL LIFE APPLICATION OWN WORD PROBLEM SOLUTION PROCESS

UMBRELLA

BRIDGE

21
CO_Q3_Mathematics 8_ Module 5
HOOD BRACES

Answer Key

22
CO_Q3_Mathematics 8_ Module 5
23
CO_Q3_Mathematics 8_ Module 5
References
Abuzo, E. P., Bryant, M. L., Cabrella, J. B., Caldez, B. P., Callanta, M. M., Castro, A. I.,
Halabaso, A. R., Javier, S. P., Nocom, R. T., & Ternida, C. S. (2013). Grade 8
Mathematics Learner's Module. Philippines: Book Media Press, Inc. and Printwell,
Inc.
Bernabe, J. G., Dilao, S. J., & Orines, F. B. (2009). GEOMETRY Textbook for Third Year.
Singapore: SD Publications, Inc. and Alkem Company (S) PTE. LTD.
O'Dell, I. C., Salac, H. C., De Joya, E. C., Bautista, E. P., Pilar, C. C., & Namay II, R. C.
(1993). NUMLOCK II. Philippines: Trinitas Publishing, Inc.
Oronce, O. A., & Mendoza, M. O. (2003). EXPLORING MATHEMATICS Geometry.
Philippines: Rex Bookstore, Inc.
Villarmil, M. L., & Favila, R. A. (1984). GEOMETRY METRIC EDITION. Philippines:
National Bookstore, Inc.

Links
Bridges. 2020. Why Triangles. [online] Available at:
<https://trianglesinbridges.weebly.com/why-triangles.html> [Accessed 11 July 2020].
Cdnc.ucr.edu. 2020. Mariposa Gazette 31 October 1914 — California Digital Newspaper
Collection. [online] Available at: <https://cdnc.ucr.edu/?
a=d&d=MG19141031.2.51&e=------en--20--1--txt-txIN--------1> [Accessed 11 July
2020].
D2ct263enury6r.cloudfront.net. 2020. [online] Available at:
<https://d2ct263enury6r.cloudfront.net/0fw0Ly5EaJdsN5Qgkcig4onYEYJdk4zismBogl
R5cCwmDpPp.pdf> [Accessed 11 July 2020].
Mathsisfun.com. 2020. Congruent Triangles. [online] Available at:
<https://www.mathsisfun.com/geometry/triangles-congruent.html> [Accessed 11 July 2020].
Nlpanthers.org. 2020. [online] Available at:
<https://www.nlpanthers.org/Downloads/chap055.pdf> [Accessed 8 July 2020].
Portal.mywccc.org. 2020. [online] Available at:
<https://portal.mywccc.org/High%20School%20Academic%20Departments/Math/PH%
20Geometry/Resources/GETE0404.pdf> [Accessed 11 July 2020].
Skyciv.com. 2020. What Is A Truss? | Skyciv Cloud Structural Analysis Software. [online]
Available at: <https://skyciv.com/docs/tutorials/truss-tutorials/what-is-a-truss/>
[Accessed 8 July 2020].
www.steelconstruction.info. 2020. Trusses. [online] Available at:
<https://www.steelconstruction.info/Trusses> [Accessed 8 July 2020].
24
CO_Q3_Mathematics 8_ Module 5
2020. [online] Available at:
<https://www.depednegor.net/uploads/8/3/5/2/8352879/math_teachers_guide_7.pdf
teachers guide grade 8> [Accessed 8 July 2020].

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CO_Q3_Mathematics 8_ Module 5
For inquiries or feedback, please write or call:

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