Colegio de Sto. Tomas-Recoletos, Inc.

DepEd-FAPE/PEAC Certified School

DOJ-Bureau of Immigration Accredited School
Azcona St., San Carlos City, Negros Occidental
Tel. Nos. 312-5242 & 312-5220 Telefax No. 729-9169
WEEK 3 Quarter 3
CONGRUENCE
INTRODUCTION AND PROCESS QUESTION(S):
Have you ever wondered why USB, regardless of the brand, fit the USB portals of any
computer? Can you imagine how inconvenient it would be if there was a particular size of USB for each
kind of computer?
Congruence is very important in mass production and manufacturing. Parts must be identical or
congruent, to be interchangeable. For example, in the assembly line of cars or TV sets, the same part
needs to fit in to each unit that comes down the assembly line.
Having congruent parts available in the market allows for easier repair and maintenance of the
products. The mass production of items also saves the company a significant amount of time, money,
and energy which allows it to sell the items at cheaper price.

LESSONS AND COVERAGE

Lesson 1 – Congruence
Lesson 2 - Postulates on Angles
VALUE FOCUS (Institutional Core Values):
1. Accountability
2. Obedience
MODULE MAP
Here is a simple map of the lessons that will be covered in this module.

AXIOMATIC STRUCTURE
OF GEOMETRY

Postulates and Theorems on

Postulates on Angles
Points, Lines and Planes

COMPETENCIES (MELCS):
1. Describes a mathematical system
2. Illustrates the need for an axiomatic structure of a mathematical system in general, and in
Geometry in particular; (a) defined terms; (b) underlined terms; (c) postulates; and (d)
theorems.
PRE ASSESSMENT
Let’s find out how much you already know about this lesson. Encirlcel the letter that you think best
answers the question. Please answer all items.

1. In ∆STU, the side included between ∠T and ∠U is

a. ST S
b. SU
c. TU
d. TS
T COURAGE CORE VALUES
U
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 2. If A is the midpoint of RM, then the result is
a. RA=MA
b. AR=MA
c. RS=MS
d. AS= AS

3. Roof trusses allow a roof to withstand the stress of heavy loads. A roof truss for
a particular building makes a 420 angle on the right and the triangles are to be
congruent in order for it to be rigid. What should be the measure of the angle
on the left? or  R?
a. 38 °
b. 42 °
c. 48 °
d. 96 °
4. If the measure of AR is 12 feet, what is the measure of AM?
a. 6 ft.
b. 9 ft.
c. 12 ft.
d. 15 ft.
5. What is the measure of  SAM?
a. 420
b. 480
c. 900
d. 960

LESSON PROPER:
A. EXPLORE POSTULATE ON LINES AND PLANES
INTRODUCTION
In this lesson we will discuss the following postulates and theorems. They deal with the
way points, lines and planes related. In geometry, important statements that need to be proven
are called theorems.

Points, lines and planes can be represented in various ways.

Point – it is often visualized as a tiny dot, a tip, or a very small particle.
Line – it is usually represented by a stroke that is straight and extends infinitely.
Plane – a flat and smooth surface that spreads.
Notice that when defining the three terms above, the use of descriptors end up circling such that the
same terms are being used to define the other. Hence, points, lines, and planes are regarded as undefined
terms.
The entire structure of geomerty begines with unproved genereal statements called postulates or
axioms. These statements are assumed and accepted as true and used to prove other statements. The
early Greeks made a distinction between the two: axioms are assumptions common to all sciences,
whereas postulates are related to a particular subject. Axioms and postulates consequently lead to
defined terms, which are terms defined using defind undefined terms, and theorems. Figure 1 describes
an axiomatic system.

Undefined Terms

Axioms or Postulate

Defined Terms

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 Theorems
Fig . 1 Derivation of theorem ¿ undefined terms

An axiomatic system is any set of axioms used to derive theorems. In figure 1, theorems are
logically derived from defined terms, axioms or postulates, and undefined terms. IN this lesson, undefined
terms (i.e., points, lines and planes) are used to derive theorems logically.

B. FIRM-UP
Here are the postulates on the relationships among points, lines and planes:
POSTULATE 1: The Distance Postulate
Given any pair of distinct points, there corresponds a unique positive real number called the distance between
the two points.
P
Q
Fig . 2
In fig. 2, distance between P and Q is PQ .

POSTULATE 2: The Ruler Postulate

The points of a line can be placed in correspondence in such a way that:
 there is a one to one correspondence between the set of points on the line and the set of real numbers,
and
 the distance between two points equals the absolute value of the difference of the corresponding
number
POSTULATE 3: The Ruler Placement Postulate
Two points on any line or line segment can be paired with real numbers so that, given any two points A and B
on a line, P corresponds to Q corresponds to a positive real number.

Example 1: Measure the length of line segment PQ .

P
Q

Solution: Apply postulate 2 to solve the problem. Using e metric ruler, align any point P with exactly one
mark of the ruler and get the mark where point Q falls. The length of line segment PQ is equal to the
absolute value of the difference of the two marks.
P Q

PQ=|7.5 −5|=|2.5|=2.5
Hence, the length of segment PQ is 2.5cm.

You can also apply postulate 3 to solve the given problem

. Using a metric ruler, align point P with the zero mark of the ruler. The measurement of PQ is the mark
where Q is aligned.
POSTULATE 4: Line Postulate
For every two points, there is exactly one line that contains both points.

Theorem 1: If two lines intersect, then

point. (See figure 4)
l

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 Fig . 4

POSTULATE 5: The Point-Existence Postulate

Every plane contains at least three noncollinear points.
A space contains at least four noncoplanar points. (See figure 5)

D M
A
Point A , B , and C determine plane M . C
Point A , B , C , and D determine space. B
Fig . 5

POSTULATE 6: The Flat Plane Postulate

If two points of a line lie on a plane, then the line lies on the same plane. (See figure 6)

B
If A and B lie on plane M ,
´ lies on plane M.
then AB A Fig . 6

Theorem 2: If a line intersects a plane not containing it, then the intersection contains only one point. (See
figure 7) l
M
X

Fig . 7

In figure 7, the intersection of l and plane M is point X .

POSTULATE 7: The Plane Postulate

If two points of a line lie on a plane, then the line lies on the same plane. (See figure 8)

A B
C
Fig . 8

In figure 8, points A , B , and C lie on plane X .

THEOREM 3: Given a line and a point not on the line, there is exactly one plane containing both. (See
figure 9)
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 M
Y

X
A Fig . 9

THEOREM 4: Given two intersecting lines, there is exactly one plane containing both. (See figure 10)
M
l l

Fig . 10
Intersecting lines l 1 and l 2are contained in one plane M .

POSTULATE 8: Plane-Intersection Postulate

If two planes intersect, then their intersection is a line. (See figure 11)

l In figure 11, the intersection of two planes is line l .

Fig . 11

ACTIVITY 1: TRUE OR FALSE

Tell whether the statement is true or false.
____1. Three points can be contained in one line.
____2. Three points must lie on one line.
____3. A line and a point not on the line determine a plane.
____4. The intersection of two lines is a point.
____5. A plane and a point not on the plane determine a space.

C. DEEPEN
POSTULATES ON ANGLES

This lesson will present the proof of different postulates and theorems related to angle pairs.
Recall that an angle is defined as the union of two rays having a common endpoint. Notice that
this definition was made using undefined terms.
Here are the postulates on angles:

POSTULATE 9: The Angle Measurement Postulate

For every angle ∠ AOB, there corresponds a real number between 0 and 180. (See figure 12)

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 0
B
Fig . 12
In figure 12, the real number that corresponds to ∠ AOB is 120.

POSTULATE 10: The Angle Construction Postulate

Let ⃗
AB be on the edge of the half-plane H . For every r ° between 0 and 180, there is exactly one ray
⃗
AP with P in H such that m∠PAB=r . (See figure 13)

P
H
r°
A B
Fig . 13

Example 2: Refer to figure 17. Find the measures of the following angles.
T
a. ∠RYU
b. ∠CYE N
c. ∠RYT U
d. ∠RYN E
e. ∠ TYN

C Y R
Fig . 14

Solution:
a. ∠RYU =40°
b. ∠CYE=20°
c. ∠RYT=80°
d. ∠RYN =140 °
e. ∠TYN=60°

POSTULATE 11: The Angle Addition Postulate

If D is in the interior of ∠ BAC , then m∠ ABC=m ∠ABD+m ∠DBC. (See figure 15)

Fig . 15

POSTULATE 12: The Supplement Postulate

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 M

J K L
The two angles ∠ JKM and ∠LKM form a linear pair. Therefore, they are
supplementary.
(Examples can be found on your book, Practical Math 8, page 249)
ACTIVITY 2
Refer to the given figure. Determine the following.
B
1. m∠TUW N O
2. m∠RUN W
I
3. m∠SUB
4. m∠IUO A S
5. m∠AUS

R T
U

D. TRANSFER
In this section, you will apply what you have learned in this module.
ACTIVITY 3: JUSTIFY ME!
Tell whether the statement is true or false. Justify your answer.
______1. Three points can be contained in one line.
______2. Three points must lie on one line.
______3. A line and a point not on the line determine a plane.
______4. The intersection of two lines is a point.
______5. A plane and a point not on the plane determine a space.

ACTIVITY 4: FILL IN THE BLANKS

Complete the statement by writing the correct phrase/s or word/s.
1. An instrument marked with degree measurements along its curved edge used to measure
angles is called a _____________.
2. A ______________is an instrument that shows direction and is often used in navigation.
3. For every angle, there corresponds a unique number between 0 and ___________.
4. If A is in the interior of ∠ PQR , then m∠ PQR =¿ ¿
5. If two angles form a _____, then they are supplementary.

DEFINITION OF TERMS
Collinear Points – are points that lie on the same line.
Coplanar Points – are three or more points that lie on the same plane.
Non-Collinear Points – if there is no line on which all the points lie
Non-Coplanar Point – points which do not lie in the same plane
Axioms and postulates are essentially the same thing: mathematical truths that are accepted without
proof. Their role is very similar to that of undefined terms: they lay a foundation for the study of more
complicated geometry. Axioms are generally statements made about real numbers. Sometimes they
are called algebraic postulates. Often what they say about real numbers holds true for geometric
figures, and since real numbers are an important part of geometry when it comes to measuring figures,
axioms are very useful. Postulates are generally more geometry-oriented. They are statements about
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geometric figures and relationships between different geometric figures. We've already studied some,
such as the parallel postulate. In the following lessons we'll formally outline some of the most
important, but certainly not all, of the axioms and postulates that one can use when writing a
geometric proof.

POST-ASSESSMENT
Writing a Synthesis Journal
(Refer to the answer sheet)

REFERENCES AND WEBSITE LINKS USED IN THIS MODULE:

Alferez, Gerard S., Alferez, Merle S. and Lambino, Alvin E. (2007). MSA
Geometry. Quezon City: MSA Publishing House.

Bernabe, Julieta G., De Leon, Cecile M. and Jose-Dilao, Soledad (2002).

Geometry. Quezon City: JTW Corporation.

Chua, Simon L., Hipolito, Samuel G., et’al (2006). Soaring 21st Century
Mathematics: Exploring Geometry. Quezon City: Phoenix Publishing
House, Inc.,

Coronel, Iluminada C. and Coronel, Antonio C. (2002). Geometry. Makati City:

The Bookmark, Inc.

Fisico, Misael Jose S., Sia, Lucy O., et’al (1995). 21st Century Mathematics: First
Year. Quezon City: Phoenix Publishing House, Inc.,

Oronce, Orlando A. and Mendoza, Marilyn O. (2013). E-Math: Intermediate

Algebra. Quezon City: Rex Book Store, Inc.

Colegio de Sto. Tomas-Recoletos, Inc.

DepEd-FAPE/PEAC Certified School
DOJ-Bureau of Immigration Accredited School
Azcona St., San Carlos City, Negros Occidental
Tel. Nos. 312-5242 & 312-5220 Telefax No. 729-9169
MATHEMATICS 8
3rd QUARTER
LEARNING MODULE 2

ANSWER SHEET
(Add additional sheets of bond papers if needed)

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NAME: ____________________________________ Grade & Section: _______________

PRE-ASSESSMENT
1.
2.
3.
4.
5.

ACTIVITY 1: TRUE OR FALSE

1.
2.
3.
4.
5.

ACTIVITY 2
1.

2.

3.

4.

5.

ACTIVITY 3: JUSTIFY ME!

1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________

ACTIVITY 4: FILL IN THE BLANKS

1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________

POST-ASSESMENT

Complete the table below.

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 SYNTHESIS JOURNAL

Lesson What I did. What I learned How I can use it.

CST-R Honor Pledge

A Thomasian is mature, responsible, socially committed and imbued with Augustinian Recollect
values, Christian ideals and Filipino nationalism.
I, ______________________ of Grade ___________ willfully recognized the importance of personal
dignity in all aspects of life, in my studies and in my work. I commit myself to truthfulness, honor and
responsibility in addition to the school’s core values of COURAGE (Charity, Obedience, Universal,
Recollection, Accountability, Grace and Environmental), by which I earn the respect of others.
On my honor and dignity as a member of the CST-R community, I pledged that I have accomplished this
LEARNING MODULE with truthfulness and honesty.

Signature of Student: ___________________ Date : ___________

Name of Parent/Guardian: _________________________ Signature: ____________

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