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Math 115 (Plane and Solid Geometry Module) - Module 1 - 2ndsem20 - 21
Math 115 (Plane and Solid Geometry Module) - Module 1 - 2ndsem20 - 21
MICHAEL D. ACHA
DULCE E. CATINDOY
COLLEGE OFTEACHER
(College
EDUCATION
Logo, if
any) (COLLEGEOF ARTS AND
SCIENCES)
2020
(Dept DEPARTMENT OF
Logo, if TEACHER EDUCATION,
any) College of Arts and Sciences
No copies temporary or permanent, in whole or in part of
this IM shall be made without written permission from the
author/s.
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Vision
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Quality Policy
Learning Guide in
MATH115:
Plane and Solid
Geometry
Foreword
Geometry is all around us! Consider the environment you are in right
now, everything that surrounds you has a shape, volume, surface area,
location, and other physical properties. Plane and Solid Geometry is one of
the major course subjects for those students who are pursuing a Bachelor of
Secondary Education major in Mathematics. This course covers the
fundamental concepts in Euclidean Geometry. The topics are discussed using
both deductive and inductive methods to conjecture definitions, corollaries,
postulates, and theorems. Solid Geometry is integrated with Plane Geometry
to lead the student to contemplate two-and three-dimensional figures and to
develop their ability to visualize spatial relationships. In other words, this
module helps the students develop the skills of critical thinking, problem-
solving, visualization, deductive reasoning, logical argumentation, and proving.
This material consists of two modules and each of them was subdivided
into two lessons: Basic geometric concepts and angles and their relationships.
These two modules are designed for the students to familiarize the significance
of each topic content.
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iv Math115: Plane and Solid Geometry
MICHAEL D. ACHA
DULCE E. CATINDOY
The Author
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Acknowledgment
The author would like to acknowledge with deep appreciation and gratitude the
invaluable help of the following persons:
Dr. Ruth C. Amodia, Director of Academic Affairs for the genuine support, guidance,
and encouragement in completing this module.
Miss Ledeza A. Jordan, College Instructor for giving the reference materials needed for
this course subject.
Ms. Honey Jane Fulminar, College Librarian for lending a book related to the topics
of the course subject.
Dr. Lilibeth G. Miralles & Engr. Lydia L. Robel for their generous assistance
and motivation in accomplishing this module.
To my family, friends, and former classmates for their untiring moral support.
And finally, our Almighty God, the source of
knowledge, understanding, and wisdom.
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vi Math115: Plane and Solid Geometry
Michael D. Acha
A part-time instructor of the College Teacher
Education, College of Arts and Sciences,
Visayas State University - Alangalang,
Alangalang, Leyte. He graduated with the
degree Bachelor of Secondary Education
major in Mathematics in 2019 (Cum Laude)
at the Visayas State University Alangalang
and passed the Licensure Examination for
Teachers in the same year.
Dulce E. Catindoy
Instructor III of the College Teacher Education, College of
Arts and Sciences, Visayas State University - Alangalang,
Alangalang, Leyte. She graduated her Master of Arts in
Instruction and Supervision-Mathematics at Eastern Visayas
State University, Tacloban City. Currently, she is pursuing
her doctorate degree at University of San Carlos, Cebu City
taking up Doctor of Philosophy in Education major in
Research and Evaluation.
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Table of Contents
Vision i
Mission i
Quality Policy i
Title Page iii
Foreword iv
Acknowledgment v
About the Author/s vi
Table of Contents vii
List of Tables viii
List of Figures ix
Module Pretest 2
Lesson 1.1: The Undefined and Defined Terms in Euclidean Geometry 3
Lesson 1.2: Segments and Congruence 10
Module Posttest 15
References and Additional Resources 15
Answers to the Pretest 15
Answer to the Posttest 15
Module Pretest 18
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Lesson 2.1: Measure and Classify Angles 19
Lesson 2.2: Describe Angle Pair Relationships 30
Module Posttest 38
References and Additional Resources 39
Answers to the Pretest 39
Answer to the Posttest 39
List of Tables
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List of Figures
1 Getty Images/EyeEm
................................................................................................ 3
2 Line
............................................................................................................................ 4
3 Plane
......................................................................................................................... 5
4 Line Segment
............................................................................................................ 6
5 Angle .......................................................................................................................
19
6 Protractor ................................................................................................................
20
7 Measuring Angle using Protractor .........................................................................
20
8 Complementary Angles ..........................................................................................
30
9 Supplementary Angles ............................................................................................
32
10 Adjacent Angles ......................................................................................................
33
11 Linear Pair ...............................................................................................................
33
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Module 1: BASIC
GEOMETRIC CONCEPTS
Module Overview
This module explains and demonstrates the fundamental concepts of
Euclidean Geometry, undefined terms, and defined terms: points, lines, planes,
segments, and rays. It also demonstrates how to measure segments and
determine the precision of measurements and unknown values
(variables).
Motivation Question
Why are geometry and geometric figures relevant and important?
2 Math115: Plane and Solid Geometry
Module Pretest
Instructions: Choose and write the letter of the correct answer on the space
provided before the number.
1. What do you call the building blocks of geometry?
a) undefined terms c) point
b) defined terms d) line
2. A part of a line that has one endpoint and goes on forever in the other
direction.
a) line c) line segment
b) ray d) angle
3. What do you call the flat two-dimensional undefined term in geometry
that extends forever?
a) line c) point
b) plane d) undefined term
4. Which of the following real objects suggest a point?
a) The edge of the beam of a building.
b) The corner of Main Street and the 1st Ave.
c) The floor of a newly constructed building.
d) The wall of your room.
5. Which of the following is false?
a) Exactly one plane contains two intersecting lines.
b) Two points determine a line.
c) The intersection of two distinct planes is a line.
d) Three collinear points are contained in exactly one plane.
Lesson Summary
This lesson talks about the undefined terms (points, lines, and planes)
and defined terms (segments and rays) that form the foundation of Euclidean
geometry. Distinguishing between collinear and coplanar points will be
pondering as well.
Learning Outcomes
At the end of this lesson, the student will be able to:
1. Identify and describe the undefined and defined terms, and other
geometric figures,
2. Draw, illustrate, and name points, lines, and planes, and other
geometric figures.
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For instructional purposes only • 1st Semester SY 2020-2021 3
3. Distinguish between collinear and coplanar points.
Motivation Question
Why do you need to learn geometry?
Discussion
What is Geometry
Geometry is a branch of
mathematics that studies the size, shape,
and position of 2-dimensional shapes and
3-dimensional figures. Although ancient
Greek mathematician Euclid is typically
considered the “Father of Geometry,” the
study of geometry arose independently in
a number of early cultures.
Geometry is a word derived from
Greek. In Greek, “geo” means “earth” and
“metria” means “measure”.
Figure 1.1.1. Getty images/EyeEm
(Image retrieved from:
https://www.thoughtco.com/what-is-geometry)
No.
4 Math115: Plane and Solid Geometry
Thus, a point has no dimension for it has no length, no size, no width, no height
nor thickness.
A point is named using a capital letter.
Example:
▪ A is read as “point A”
▪ B is read as “point B”
Suppose you connect points A and B with a line. This line could be extended
in both directions as shown in the figure.
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A plane may be named by a capital letter like plane P (but not
necessarily a point on the plane) or by any three given non-collinear but
coplanar points on the plane as plane ABC.
Solution:
a. Other names for are and line n. Other
names for plane R are SVT and Plane PTV.
b. Points S, P, and T lie on the same line, so they are collinear. Points, S,
P, and V lie in the same plane, so they are coplanar.
Remember that when we talk of a line in this lesson, we always refer to a
straight line.
The terms point and line were described above but were not defined.
Important terms in geometry are defined.
A definition is a statement, description, or meaning of a term stated
clearly and unambiguously so that all those using it will clearly understand it. It
is important to understand the meaning of a term or a concept that forms the
basis to draw understanding in all the other concepts or properties that contain
the term.
A good definition must possess four characteristics.
1. It names the term being defined.
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6 Math115: Plane and Solid Geometry
2. It places the term into a set or category.
3. It distinguishes the defined term from other terms without providing
unnecessary facts.
4. It is reversible.
In many textbooks, it is common to use the phrase “if and only if” in
expressing the definition of a term. For instance, we could define congruent
angles by saying that two angles are congruent if and only if” statement has the
following dual meaning:
“If two angles are congruent, then they have equal measures.”
“If two angles have equal measures, then they are congruent.”
Once defined terms have been described, they become the building
blocks for other terminology. In this lesson, primary terms are defined within
boxes, whereas related terms are often boldfaced and defined with statements.
Consider the following definition (see Figure 1.2)
This line can be described as line AC or line CA, line AB or line BA,
line BC or line CB, or line m. Although there are three given points on the
line, this line has an infinite number of points. The existence of the given points
on the line can partition the line into subsets, namely segment, and ray.
Definition:
A segment (or line segment) is a part of the line that has two
endpoints.
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For instructional purposes only • 1st Semester SY 2020-2021 7
Definition:
A ray is a part of a line that has one endpoints and extends
infinitely in one direction.
In naming a ray, it is important to draw a small ray above the two letters
pointing in the right direction. Although talking about segments,
= , ≠ because the emphasis in naming a ray starts from its
endpoint. Thus, the endpoint A while the endpoint of ray
BA is point B. However, = and = since the emphasis is on the
endpoint. The opposite rays BA and BC have the common endpoint but we
cannot say that ray BA = BC because they are in opposite direction.
Learning Tasks/Activities
I. Figures play an important role in understanding geometric concepts. It
is helpful to know what words and phrases can be used to describe
figures. Likewise, it is important to know how to read a geometric
description and be able to draw the figure it describes. Your task is to
write a description for each figure below on a short bond paper.
a.
b.
c. d.
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8 Math115: Plane and Solid Geometry
II. Draw a figure on a clean sheet of bond paper that meets the following
criteria:
▪ At least one plane
▪ At least 4 lines, segments, and/or rays
▪ At least 8 points
✓ Make sure the picture is drawn neatly and very large. Label the
points, lines, and plane(s) correctly.
✓ Write a description of your figure below.
Assessment
▪ Draw and label a figure for each relationship.
3. Plane M contains the line and point L. Plane T contains the line
and point S. Lines and intersect in point H. The
intersection of plane M and T is .
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For instructional purposes only • 1st Semester SY 2020-2021 9
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10 Math115: Plane and Solid Geometry
Lesson Summary
This lesson talks about the two important postulates in geometry which
are the Ruler and Segment Addition Postulate. These postulates will use to find
the lengths of segments and determine if segments are congruent.
Learning Outcomes
At the end of this lesson, the student will be able to:
1. Find the lengths of segments using Ruler Postulate and Segment
Addition Postulate.
2. Identify congruent segments using segment postulate.
Motivation Question
What makes Segments Congruent?
Discussion
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The distance between points A and B, or AB, is called the length ̅𝐴𝐵̅̅̅̅̅.
The Ruler Postulate is helpful when trying to find the lengths of the
segments. We can find the lengths of the segments by looking at the distance
between the two points.
Solution:
Align one mark of a metric ruler with S. Then estimates the coordinate of T. For
example, if you align S with 2, T appears to align with 5.4.
Adding Segment Lengths. When three points are collinear, you can say that
one point is between the other two.
POSTULATE
Postulate 2 Segment Addition Postulate
If B is between A and C, then AB + BC =
AC.
If AB + BC = AC
, then B is between A and
C.
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12 Math115: Plane and Solid Geometry
Solution:
Because Tulsa,
Oklahoma, lies between
Lubbock and St. Louis, you
can apply the Segment
Addition Postulate.
𝐿𝑆=𝐿𝑇̅̅̅+𝑇̅̅̅𝑆=380+360=740
Find x:
𝑅𝑆 + 𝑆𝑇̅̅̅ = 𝑅𝑇̅̅̅
(2𝑥 + 10) + (𝑥 − 4) = 21
3𝑥 + 6 = 21
3𝑥 = 21 − 6
3𝑥 = 15
𝑥=5
Solve for RS and ST:
𝑅𝑆 = 2𝑥 + 10 𝑆𝑇̅̅̅ = 𝑥 − 4 𝑅𝑆 =
2(5) + 10 𝑆𝑇̅̅̅ = 5 − 4
𝑅𝑆 = 10 + 10 𝑆𝑇̅̅̅ = 1
𝑅𝑆 = 20
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For instructional purposes only • 1st Semester SY 2020-2021 13
CONGRUENT SEGMENTS Line segments that have the same length are
called congruent segments. In the diagram below, you can say “the length of
̅𝐴𝐵̅̅̅̅̅ is equal to the length of ̅𝐶𝐷̅̅̅̅̅," or you can say “̅𝐴𝐵̅̅̅̅̅ 𝑖𝑠 𝑐𝑜𝑛𝑔𝑟𝑢𝑒𝑛𝑡 𝑡𝑜 ̅𝐶𝐷̅̅̅̅̅." The
symbol ≅ means “is congruent to.”
In the diagram, the red tick marks indicate that ̅𝐴𝐵̅̅̅̅̅ ≅ ̅𝐶𝐷̅̅̅̅̅.
➢ ̅𝐽𝐾̅̅̅̅ 𝑎𝑛𝑑 ̅𝐿𝑀̅̅̅̅̅ have the same length. So, ̅𝐽𝐾̅̅̅̅ ≅ ̅𝐿𝑀̅̅̅̅̅.
Learning Tasks/Activities
I. Point B is between A and C on AC. Use the information to write an
equation in terms of x. Then solve the equation and find AB, BC, and
AC. *Hint: Draw a picture.
a. 𝐴𝐵̅̅̅ = 13 + 2𝑥 b. 𝐴𝐵̅̅̅ = 8𝑥 + 5 𝐵̅̅̅𝐶 = 12 𝐵̅̅̅𝐶 = 5𝑥 − 9
𝐴𝐶 = 𝑥 + 32 𝐴𝐶 = 74
II. Plot the given points in a coordinate plane. Then determine whether the
line segments named are congruent.
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14 Math115: Plane and Solid Geometry
Assessment
1. Use the diagram, is it possible to use the Segment Addition
Postulate to show that 𝐹𝐵̅̅̅ > 𝐶𝐵̅̅̅ or that 𝐴𝐶 > 𝐷̅̅̅𝐵̅̅̅? Explain.
2. Four cities lie along a straight highway in this order: City A, City B,
City C, and City D. The distance from City A to City B is 5 times the
distance from City B to City C. The distance from City A to City D is
2 times the distance from City A to City B. Copy and complete the
mileage chart.
3. The bar graph shows the win-loss record for a lacrosse team over
three years.
a. Use the scale to find the length of the yellow bar for each
year. What does the length represent?
b. For each year, find the percent of games lost by the team.
c. Explain how you are applying the Segment Addition
Postulate when you find information from a stacked bar
graph like the one shown.
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For instructional purposes only • 1st Semester SY 2020-2021 15
Module Posttest
Instructions: Choose and write the letter of the correct answer on the space
provided before the number.
Refer to Figure 1.
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1. a
2. b 3. b 4. b 5. d
1. d
2. c
3. d 4. b
5. b
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DEPARTMENT
LOGO
DEPARTMENT OF
TEACHER EDUCATION
College of Teacher Education, Arts, and Sciences
DULCE E. CATINDOY
dulce.catindoy@vsu.edu.ph . alangalang.vsu@vsu.edu.ph
+63 53 565 0600 Local 1234