Maths 3a (Geometry)

SDO Tuguegarao City
Cagayan National High School

Learning Activity Sheet in Grade 9 Geometry
LEARNING
ACTIVITY SHEETS
in
MATHEMATICS-3a
(GEOMETRY)
SDO Tuguegarao City
TABLE OF CONTENTS
I. Points, Lines and Planes ---------------------------------------- 1

II. Line Segments and Rays ---------------------------------------- 5
III. Angles and Its Measures ---------------------------------------- 11
IV. Polygons ------------------------------------------------------------------- 13
V. Triangles-------------------------------------------------------------------- 19
VI. Classifications of Triangles
According to Angles and Sides---------------------------------- 21
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Name: __________________________ Year & Section: _______________________

Points, Lines and Planes
Background Information for Learners
A point in geometry is a location. It has no size, no width, no length and no depth. A point is
represented by a dot and is denoted by a capital letter.
A line is defined as the set of points that extends infinitely in two opposite directions. It has one
dimensioncalled length. Points that are on the same line are called collinear points.
m n
A B
p
Figure 1 Figure 2
A line is defined by two points. Consider figure 1, the line is named as line p or line AB or line BA. In
symbols AB or BA. Points A and B are collinear points.
Two lines that meet in a point are called intersecting lines.

igure 2, illustrates intersecting lines. Line m intersects line n.
To visualize a plane, think of a flat surface that extends in all directions. It has two dimensions, the
length and the width. It has no thickness. A plane is named by three non-collinear points in the plane.
A B
C 𝛽
Figure 3
Figure 3, illustrates plane ABC or plane BAC or plane CAB. It can also be denoted by script letter.
In the same figure the plane can be denoted as plane 𝛽
All points that lie on the same plane are called coplanar points.
A B
D C
G H
E figure 4 F
In figure 4, points A, B, C, D are coplanar points. same is true with points B, C, F, H.
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Learning Competency: Describe the ideas of points, lines, and plaanes.
Activity 1: Am I wright or wrong?
Direction: Tell whether the statement is true or false.
1. The edge of a table determine a line.
2. The tip of a pen determine a line.
3. A whole sheet of paper is a plane.
4. A crease on a paper is a point.
5. Two planes can intersect in exactly one point.
6. Two planes can intersect in exactly one line.
7. A bright star at nighttime determine a point.
8. The ceiling determine a plane.
9. The head of a pin determine a line.
10. Four noncollinear points form a plane.
Activity 2: Answer Me
Direction : Given points B, C, and D. Answer the questions that follow.
1. How many lines contain :
a. point B only? B C
b. both points B and D only?
c. both points B and C only?
d. both points D and C only? D
e. all three points B, C, and D?
2. What is the name of the plane formed by points B, C, and D?
3. What kind of figure is formed by plane B, C, and D?
4. At least how many points are needed to have a line? To have a plane?
Activity 3 : Describe Me
A. Direction : Describe each set of points as collinear or noncollinear.
1. {𝑇, 𝐴, 𝑋} T
2. {𝐶, 𝐴, 𝑅, 𝑇}
3. {𝐴, 𝑋, 𝐸, 𝐷 } C A R
4. {𝐶, 𝐴, 𝑅, 𝐸, 𝐷 }
5. {𝑀, 𝐼, 𝑋, 𝐷 }
6. {𝐶, 𝐷 } M I X E D
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B. Using the three dimensional figure at the right, determine whether each set of points is collinear,
coplanar, or neither. A
1. {𝐴, 𝐸, 𝐵}
2. {𝐴, 𝐵, 𝐺 } E G
3. {𝐸, 𝐹, 𝐷 } F D
4. {𝐵, 𝐺, 𝐶 } B
5. {𝐴, 𝐺, 𝐷 }
6. {𝐸, 𝐹, 𝐺 } C
7. {𝐴, 𝐺, 𝐹, 𝐶, 𝐷 }
8. {𝐴, 𝐵, 𝐶, 𝐹 }
9. {𝐵, 𝐸, 𝐴, 𝐹, 𝐶 }
10. {𝐹, 𝐵, 𝐷, 𝐴}
Reflection
(Learner writes how he/she feels about the activity)
1. I enjoy______________________________________________________.
2. I find difficulty in______________________________________________
3. I understand__________________________________________________
Answer Key
Activity 1. Am I wright or wrong
1. True 6. True
2. False 7. True
3. True 8. True
4. False 9. False
5. True 10. True
Activity 2. Answer Me
1. a. infinite
b. 1
c. 1
d. 1
e. 3
2. plane BCD
3. triangle
4. 2 and 3
Activity 3. Describe Me
A. 1. Collinear
2. Non-collinear
3. Non-collinear
4. Non-collinear
5. Collinear
6. Non-collinear
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B. 1. Collinear 6. Neither
2. Coplanar 7. Coplanar
3. Neither 8. Coplanar
4. Coplanar 9. Coplanar
5. Collinear 10. Neither
References
Fernando B. Orines et. al, Next Century Mathematics Geometry

Orlando A. Oronce and Marilyn O. Mendoza, e-math III
https://math.libretexts.org/Bookshelves/Pre-Algebra/Book%3A_Prealgebra_(OpenStax)/11%3A_
Graphs/11.01%3A_Use_the_Rectangular_Coordinate_System_(Part_1)
https://www.jamesbrennan.org/algebra/lines/rectangular_coordinates.htm
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LINE SEGMENTS AND RAYS

In geometry, a line segment is a part of a line that is bounded by two distinct endpoints,and contains
every point on the line between its endpoints. It has adefinite length and it can be named using endpoints of
the segments.
A B
Figure 1
In figure 1, the segment can be named as segment AB or segment BA. In symbols AB or BA.
Examples of line segments include the sides of a triangle or a square.
A ray is a subset of a line with one endpoint and all other points on one side of the line. Since, it
extends in one direction infinitely, it cannot be measured. It is named by two points, with the endpoint
written first. The arrow above the letters should always point to the right. The arrangement of the letters in
its name indicates the direction of the ray.
E D C
Figure 2
In figure 2, the ray can be named as ray CD or ray CE. In symbols CD or CE .
Opposite rays are two collinear rays that have a common endpoint and extend to opposite directions.
Common end point
Y X Z
XY and XZ are opposite rays
The set of points of a line can be put into one-to-one correspondence with the set of real numbers.
This means that each real number corresponds to a distinct point of a line.
A B C D E F G H I J
-5 -4 -3 -2 -1 0 1 2 3 4
A real number that corresponds to a point is the coordinate of the point.
The length of the segment is the absolute value of the difference of the coordinates of the points.
A B
a b
AB = / a – b/ or / b – a /
Ruler Postulate states that the points of a line and the real numbers can be placed into one-to-one
correspondence and the distance between two distinct points is the absolute value of the difference of their
coordinates. Writing the coordinates of a point on the line is using small letters. Thus, for the coordinate of
point A is a and for point B is b.
Example : Find the length of segment AB in the figure. In the adjoining figure, a = -4 and b = 10
Solution :
AB = / a – b / = / b – a /
AB = /(-4) – 10/ A B
= / -14/
= 14 -4 10
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Segment Addition Postulate states that if three points P, Q, and R are collinear and Q is Between P
and R, then PQ + QR = PR
Example 1: In the figure, show that PQ + QR = PR
P Q R
-7 -4 1
Solution : PQ + QR = PR
/-7 – (-4)/ + /(-4) – 1/ = /(-7) – 1/
/-3/ + /-5/ = /-8/
3+5=8
Example 2 : Find AB and BC if AC = 26 A B C
Solution : AB + BC = AC 6x + 2 2x
/6x + 2/ + /2x/ = 26
8x + 2 = 26 AB = 6x + 2 = 6(3) + 2 = 18 + 2 =20
8x = 24 BC = 2x = 2(3) = 6
x=3
Midpoint Postulate states that if point B is a midpoint of segment AC if B is between A and C then
AB = BC = ½ AC.
Illustration : A B C
-2 3 8
B is the midpoint of AC since
AB = BC = ½ AC
/-2 – 3/ = /3 – 8/ = ½ /(-2) – 8/
5 = 5 = 5
𝑎+𝑐 𝑐+𝑎
To find for the coordinate of the Midpoint = 2 = 2
𝑎+𝑐 −2+8 6 𝑐+𝑎 8+(−2) 6
Coordinate of midpoint B is b = 2 = 2 = 2 = 3 or b = 2 = 2 = 2 = 3
Example 1: Find the coordinate of the midpoint P of segment MN in the figure.
M P N
10 p 16
Solution : let p be the coordinate of the midpoint.
𝑚+𝑛 10+16 26 𝑛+𝑚 16+10 26
P= = = = 13 or p = = = = 13
2 2 2 2 2 2
Another solution :
p = 10 + ½ MN p = 10 + ½ /10 – 16/ p = 13
To find for the number of segments that can be determined given the number of points on the line :
𝒏(𝒏−𝟏)
Use S = 𝟐 where S is the number of segments and n is the number of points on the line
Example 2 : Find the number of segments given the number of points (n) in the line.
a.n = 1 b. n = 2 c. n = 3
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Solution :
𝑛(𝑛−1) 1(1−1) 3(0) 0
a. S = 2 = 2 = 2 =2 =0
Hence, using 1 point A there is no segment formed. A
𝑛(𝑛−1) 2(2−1) 2(1) 2

b. S = 2 = 2 = 2 = 2 =1
Using 2 points A and B on the line, the number of A B
segments that can be named is only 1 and this is AB.
𝑛(𝑛−1) 3(3−1) 3(2) 6

c. S = 2 = 2 = 2 = 2 = 3
If we have 3 points A, B, and C on the line, A B C
the number of segments is 3 and they are named
as AB, BC, and AC.
For the number of rays that can be named the formula is R = 2(n – 1), where R is the number of
rays and n is the number of points on the line.
Example : find the number of rays given the number of point.
a. 1 b. 2 c. 3
Solution :
a. R = 2(n – 1) = 2(1 – 1) = 0 ; hence no ray can be named
A
b. R = 2(n – 1) = 2(2 – 1) = 2(1) = 2
2 rays can be named. These are AB and BA A B
c. R = 2(n – 1) = 2(3 – 1) = 2(2) = 4

4 rays can be named. These are AB, AC, CB and CA A B C
Learning Competency :
A. The students should be able to identify and name the subsets of a line, the segment and the rays.
B. Find the number of segments and rays that can be named given the number of points on the line
C. To solve problems using the Ruler Postulate, the Midpoint Postulate and the segment addition postulate
Activity 1 : Name Me
A. Direction : Name all the labelled line segments in each given line. How many line segments can
you name?
1. J E M
_______________________________________
2. P U R E
_______________________________________
3. F A I T H
______________________________________
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B. Direction : Answer the following questions that follow.
M R S
1. Name all the labelled rays in the figure. ________ How many can you give? _____
2. Is MR the same as RM ? _____________________________________________
3. Give a pair of opposite rays. __________________________________________
4. Which is longer MR or MS ? _________________________________________
5. Which ray contain RS ? ____________________________________________
Activity 2 : Answer Me
Direction : Use the figure below to answer A and B
A L T R U I S M
-5 -3 0 4 5 7 12 15
A. Find the length of the given segments using the ruler postulate.
1. TR _______ 6. SM ________
2. US _______ 7. AM _______
3. TL _______ 8. LS ________
4. AT _______ 9. RS ________
5. AR _______ 10. SR ________
B. Determine if the following are true or false.

1. AT = TU ______ 5. RT > LA ___________
2. LT = IR ______ 6. AL + LT = AT _______
3. SI = TA _______ 7. TR + TL = AL _______
4. MS < SM _____ 8. RS + RM = MR ______
C. Find the missing coordinate x in each figure. Point N is the midpoint of segment UI.
1. U N I
4 x 18
2. U N I
9 15 x
3. U N I
-3 x 9
4. U N I
x 15 22
Activity 3. Use Me
Direction : Use the Segment Addition Postulate to find the indicated segment.
1. PR = 27 P Q R
PQ = _____
QR = _____ 5x – 2 4x + 11
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2. RT = 40 R S T
RS = _____
ST = _____ 2x 8x
3. VW = 13 W V U
UV = _____ x+4
UW = _____ 12x + 6
4. BC = 18 A B C
AB = _____ 5x -4
AC = _____ 10x -1
Activity 4 : Find Me
A. Direction : Given the number of points on the line, find the number of segments that can be named.
1. 4 2. 9 3. 13 4. 20 5. 32
Answer :
1. ________ 4. _______
2. ________ 5. _______
3. ________
B. Using the number of points in letter A, find the number of rays that can be named.
Answer :
1. ________ 4. _______
2. ________ 5. _______
3. ________
Reflection
1. I enjoy______________________________________________________.
3. I understand__________________________________________________
Answer Key
Activity 1. Name Me
A. 1. segment : JE, EM, JM ---- 3
2. segment : PU, PR, PE, UR, UE, RE ---- 6
3. segment : FA, FI, FT, FH, AI, AT, AH, IT, IH, TH ---- 10
B. 1. ray : MR, MS, SR, SM ---- 4

2. no
3. ray RM and ray RS
4. same
5. ray MS
Activity 2. Answer Me
A. 1. 4 6. 3
2.7 7. 20
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3. 3 8. 15
4. 5 9. 8
5. 9 10. 8
B. 1. True 5. False
2. True 6. True
3. True 7. False
4. False 8. False
C. 1. 11
2. 23
3. 3
4. 8
Activity 3. Use Me
1. PQ = 13 ; QR = 19
2. RS = 8 ; ST = 32
3. UV = 5 ; UW = 18
4. AB = 11 ; AC = 29
Activity 4. Find Me
A. 1. 6
2. 36
3. 78
4. 190
5. 496
B. 1. 6
2. 16
3. 24
4. 38
5. 62
References

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ANGLES AND ITS MEASURES

An angle is the union of two non-collinear rays with a common endpoint. The rays are the sides of
the angle. The common endpoint is the vertex.
An angle is named by its vertex if it does not result to confusion. If angles have the same vertex, they
can be named using three points on it with the vertex in the middle. Angles can also be named using a
number or by a lowercase letters on it
Side W Z
E
a side 1 2
F
vertex G X Y
∠𝑎 𝑜𝑟 ∠𝐹 𝑜𝑟 ∠𝐸𝐹𝐺 read as “angle a” or The angle cannot be named as ∠𝑋

“angle F” or “angle EFG” since X is the vertex of three angles.
F is the vertex of ∠𝐸𝐹𝐺. The three angles are : ∠1 𝑜𝑟 ∠𝑊𝑋𝑍,
FE and FG are the sides of ∠𝐸𝐹𝐺 ∠2 𝑜𝑟 ∠𝑌𝑋𝑍, and ∠𝑊𝑋𝑌.
An angle separates a plane into three sets of points: points in the exterior of the angle; the angle
itself or points on the angle; and points in the interior of the angle.
exterior W
Q
X P
interior
Learning Competency: Name and identify the parts of an angle.
Activity : Name and Use Me

A. Direction: Name each angle in three different ways.
A Z
1. B 1 3. m
C X Y
P S
n
2 R T
2. Q R 4.
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E
B. Direction : Use the figure at the right to answer the
following questions.
1. How many angles are there in the figure? _____ 1
2. Name ∠1 in two ways. _____________________ F 2 G
3. Name ∠𝐺𝐹𝐻 in two ways. __________________
4. Can you name ∠𝐸𝐹𝐻 𝑎𝑠 ∠𝐹 ? Why or why not? H
_________________________________________
C. Direction : Using the figure at the right, name the points Q

1. in the interior angle of the angle __________ T
2. in the exterior of the angle ______________ U V
3. on the angle __________________________ R X P W
4. on side QR ___________________________
5. on side QP ___________________________ Y
Z
Reflection
1. I enjoy______________________________________________________.
3. I understand__________________________________________________
Answer Key
Activity. Name and Use Me
A. 1. ∠𝐵 , ∠𝐴𝐵𝐶 , ∠1
2. ∠𝑄 , ∠𝑃𝑄𝑅, ∠2
3. ∠𝑌 , ∠𝑋𝑌𝑍 , ∠𝑚
4. ∠𝑆 , ∠𝑅𝑆𝑇 , ∠𝑛
B. 1. 3
2. ∠𝐸𝐹𝐺 𝑜𝑟 ∠𝐺𝐹𝐸
3. ∠𝐻𝐹𝐺 𝑜𝑟 ∠2
4. yes, because there is only one vertex and that is vertex F.
C. 1. point : X, Y, and Z
2. point : T and W
3. point : R, U, Q, V, P
4. point : Q, U and R
5. point : Q, V and P
References
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POLYGONS
Polygons are many-sided figures, with sides that are line segments. Polygons are named according to
the number of sides and angles they have. It is a closed plane figure formed by the union of noncollinear
segments (the sides) at their endpoints forming a vertex. The vertices of a polygon are designated by upper-
case letters. A polygone is named by its vertices in order. It seperates a plane into three sets of points: points
in the exterior of the polygon; the polygon itself or points on the polygon; and points in the interior of the
polygon.
Given the polygon below,

L O
E V
You can name this as :
LOVE, OVEL, VELO, ELOV
EVOL, LEVO, OLEV, VOLE
Examples of polygon and not polygons are the following :
Polygons
Not Polygons X
A
W Z
D Y
C
B Y U
ABCD is not a polygon since D, More than two segments intersect

C, and B are collinear. However, at Y.
ABD is a polygon.
One side is not a segment This is not a closed figure
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The following line segments and angles relate to polygons:

Consecutive or adjacent sides are two sides of a polygon that form a vertex
Consecutive angles are two angles that have a common side.
Consecutive vertices of a polygon are endpoints of one side of a polygon.
Diagonal of a polygon is a line segment that joins two non-consecutive vertices.
Convex polygon is one whose diagonals lie in the interior.
Concave polygon is one wherein at least one of its diagonals lie in the exterior
Regular polygon is both an equilateral( equal sides) and equiangular (equal angles) convex polygon.
Exterior angle of a polygon is an angle formed by a side and the extension of the adjacent side.
Vertex angle of a regular polygon is the angle formed by two adjacent sides. Vertex angles of a regular
polygon are congruent.
Central angle of a polygon is an angle with vertex at the center of the polygon and with sides that contain
consecutive vertices of the polygon.
Diagonals lie in the interior
Consecutive angles
A Convex Polygon
Adjacent sides
A Concave Polygon
A diagonal lies in the exterior
vertex angle central angle
exterior angles
center
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A polygon is also classified according to the number of its sides. Greek prefixes are used to denote
polygons.
Number of Sides Greek Name of Polygon
Prefix
3 tri Triangle
4 quad Quadrilateral
5 penta Pentagon
6 hexa Hexagon
7 hepta Heptagon
8 octa Octagon
9 nona Nonagon
10 deca Decagon
12 dodeca Dodecagon
n n-gon
Learning Competency : Define, identify and illustrate different kinds of a regular polygon according to the
number of sides.
Activity 1. Identify Me
Direction : Determine if each figure is a polygon or not. If the figure is a polygon, name and describe as
convex or concave.
1. A 5. O N
B C
2. G 6. T S P O
H I E F R Q
W X
G D U V Y N
3. K J 7. S
U Q
I T R
V P
X N
L H W O
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4. 8.
Activity 2. Analyze and Answer Me

Direction : Each figure below is made up of more than one polygon. Analyze and answer the questions that
follow.
Figure A A Figure B P Q
B C O R
N S
E
D M T
1. How many polygons are there in each figure? Name them.
2. For each polygon in figure A and figure B, identify the
a. vertices
b. angles
c. sides
3. For each figure in A and B, identify one pair of
a. consecutive vertices
b. adjacent sides
c. consecutive angles
Activity 3. Name Me
Direction : Using pentagon UVWXY below, name the points on the
1. polygon
2. interior of the polygon
3. exterior of the polygon
U Y
M D
N E A
O
V B
P G F C
W X
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Reflection
1. I enjoy______________________________________________________.
3. I understand__________________________________________________
Answer Key
Activity 1. Identify Me
1. Polygon ; convex
2. Polygon ; concave
4. Not polygon
5. Not polygon
6. Polygon ; convex
8. Not polygon
Activity 2. Analyze and Answer Me

1. Figure A. 2 polygons ; ABC and BCED
Figure B. 2 polygons ; PQRO and NORSTM
2. Polygon ABC
a. A, B, and C
b. ∠𝐴 , ∠𝐵, 𝑎𝑛𝑑 ∠𝐶
c. side AB, BC, and AC
Polygon BCED
a. B, C, D, E
b. ∠𝐵, ∠𝐶, ∠𝐷, ∠𝐸
c. side BC, CD, DE, and EB
Polygon PQRO
a. P, Q, R, O
b. ∠𝑃, ∠𝑄, ∠𝑅, ∠𝑂
c. side PR, QR, RO, and OP
Polygon NORSTM
a. N, O, R, S, T, M
b. ∠𝑁, ∠𝑂, ∠𝑅, ∠𝑆, ∠𝑇, 𝑎𝑛𝑑 ∠𝑀
c. side NO, OR, RS, ST, TM, and MN
3. Polygon ABC
a. A and B
b. AB and BC,
c. ∠𝐴 𝑎𝑛𝑑 ∠𝐵
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Activity 3. Name Me
1. Point U, Y, X, W, W
2. Point D, E, F, G
3. Point A, B, C, M, N, O, P
References

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IDENTIFY, ILLUSTRATE, AND NAME A TRIANGLE
This activity sheet serves as a self-learning guide for the learners. It aims students’ mastery on how
to identify, illustrate and name a triangle.
Definition:
 Triangle
A triangle is a polygon that contains three (3) sides. The sides are named as segments
and the common intersection of any two sides is called the vertex.
Illustrative Examples:
1. B
Given: ∆𝐴𝐵𝐶 (Triangle ABC)
A C
The vertices of ∆𝐴𝐵𝐶 are: A, B and C

The sides are: AB, BC and AC
The angles are: ∠𝐴𝐵𝐶 𝑜𝑟 ∠𝐵
∠𝐵𝐴𝐶 𝑜𝑟 ∠𝐴
∠𝐵𝐶𝐴 𝑜𝑟 ∠𝐶
2. Given: ∆𝑋𝑌𝑍 (Triangle XYZ)

Y
Z
Vertices Sides Angles

1. X XY ∠𝑋𝑌𝑍 (∠𝑌)
2. Y YZ ∠𝑌𝑋𝑍 (∠𝑋)
3. Z XY ∠𝑌𝑍𝑋 (∠𝑍)
Every triangle has 3 altitudes, 3 medians, 3 angle bisectors and these are called its secondary parts.
1. Altitude is the segment drawn from a vertex of a triangle to the point on the line containing
the opposite side such that the segment and the line intersect to form right angles.
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Illustrative Examples:
B
Altitude is the segment drawn
from a vertex of a triangle
F E perpendicular to the opposite side.
A D C
In ∆𝐴𝐵𝐶, AE, BD and CF are the altitudes.

2. Median is a segment drawn from a vertex of a triangle to the midpoint of the opposite side.
Illustrative Example:
Y
M N
X O Z
In ∆𝑋𝑌𝑍, NX, MZ and OY are the medians.

Note: The marks denote the congruent parts (sides) of the triangle.
3. Angle bisector is a segment that divides an angle into two congruent angles.
Illustration:
K
Q R
J S I
In ∆𝐽𝐾𝐼, JR, QI and KS are the angle bisector.

Note: The marks denote the congruent parts (angles) of the triangle.
Learning Competency: The learner identifies, illustrates, and name a triangle.

Activity 1. Complete Me
Directions: Complete the table by supplying the missing data. Refer to these figures.
N Q
M O P R
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Triangle (∆) Vertices Sides Angles

1. ∆𝑀𝑁𝑂
2. ∆𝑃𝑄𝑅
Activity 2. Draw Me
Draw three triangles named as ∆𝑆𝑇𝑈, ∆𝐺𝐻𝐼 𝑎𝑛𝑑 ∆𝑃𝑄𝑅. Illustrate the following in each
triangle.
a. For ∆𝑆𝑇𝑈 (3 angle bisector0
b. For ∆𝐺𝐻𝐼 (3 medians)
c. For ∆𝑃𝑄𝑅 (3altitudes)
Note: Make use of any 3 other points with no duplication.
Reflection
Learner states how he/she feels about the activity
1. I appreciate ____________.
2. I find difficulty in __________.
Answer Key
ACTIVITY 1. Complete Me
Triangle Vertices Sides Angles

1. ∆𝑀𝑁𝑂 M, N, O MN, NO, MO ∠𝑀𝑁𝑂 𝑜𝑟 ∠𝑁
∠𝑁𝑂𝑀 𝑜𝑟 ∠𝑂
∠𝑂𝑀𝑁 𝑜𝑟 ∠𝑀
2. ∆𝑃𝑄𝑅 P, Q, R PQ, QR, PR ∠𝑃𝑄𝑅 𝑜𝑟 ∠𝑄
∠𝑄𝑅𝑃 𝑜𝑟 ∠𝑅
∠𝑅𝑃𝑄 𝑜𝑟 ∠𝑃
ACTIVITY 2. Draw Me
a. T b. H c. Q
S U G I P R
References
Geometry, pp. 11 – 12 by Soledad Jose – Dilao, Ed. D et al.
Moving Ahead with Mathematics II, pp 109-111 by Elizabeth A Torreliza et.al
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Maths 3a (Geometry)

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Maths 3a (Geometry)

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SDO Tuguegarao City

Cagayan National High School

I. Points, Lines and Planes ---------------------------------------- 1

Name: __________________________ Year & Section: _______________________

Background Information for Learners

Two lines that meet in a point are called intersecting lines.

Fernando B. Orines et. al, Next Century Mathematics Geometry

LINE SEGMENTS AND RAYS

Background Information for Learners

XY and XZ are opposite rays

𝑛(𝑛−1) 2(2−1) 2(1) 2

𝑛(𝑛−1) 3(3−1) 3(2) 6

c. R = 2(n – 1) = 2(3 – 1) = 2(2) = 4

B. Determine if the following are true or false.

B. 1. ray : MR, MS, SR, SM ---- 4

Fernando B. Orines et. al, Next Century Mathematics Geometry

ANGLES AND ITS MEASURES

Background Information for Learners

∠𝑎 𝑜𝑟 ∠𝐹 𝑜𝑟 ∠𝐸𝐹𝐺 read as “angle a” or The angle cannot be named as ∠𝑋

Learning Competency: Name and identify the parts of an angle.

Activity : Name and Use Me

C. Direction : Using the figure at the right, name the points Q

Background Information for Learners

Given the polygon below,

Examples of polygon and not polygons are the following :

ABCD is not a polygon since D, More than two segments intersect

One side is not a segment This is not a closed figure

The following line segments and angles relate to polygons:

Diagonals lie in the interior

A diagonal lies in the exterior

vertex angle central angle

Activity 2. Analyze and Answer Me

Activity 2. Analyze and Answer Me

Fernando B. Orines et. al, Next Century Mathematics Geometry

IDENTIFY, ILLUSTRATE, AND NAME A TRIANGLE

Background Information for Learners

The vertices of ∆𝐴𝐵𝐶 are: A, B and C

2. Given: ∆𝑋𝑌𝑍 (Triangle XYZ)

Vertices Sides Angles

In ∆𝐴𝐵𝐶, AE, BD and CF are the altitudes.

In ∆𝑋𝑌𝑍, NX, MZ and OY are the medians.

In ∆𝐽𝐾𝐼, JR, QI and KS are the angle bisector.

Learning Competency: The learner identifies, illustrates, and name a triangle.

Triangle (∆) Vertices Sides Angles

Triangle Vertices Sides Angles

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Name: ____ Year & Section: _