Math 115 (Plane and Solid Geometry Module) - Module 1 - 2ndsem20 - 21-1

MATH115
PLANE AND SOLID GEOMETRY

LEARNINGGUIDE
TP- IMD- 02 v0 No. ______
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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Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge
and innovative technologies for sustainable communities and environment. V0 07-15-2020
No.
Vision
A globally competitive university for science, technology,

and environmental conservation
Mission
Development of a highly competitive human resource,

cutting-edge scientific knowledge and innovative
technologies for sustainable communities and environment.
Quality Policy
The Visayas State University (VSU) is a higher education institution created

by law to provide excellent instruction, conduct relevant research and foster
community engagement that produce highly competent graduates necessary
for the development of the country. Toward this end, we, at the Visayas State
University, commit to:
1. produce highly competent, quality and world-class manpower in
science and technology (S&T), especially for agriculture, environmental
management and industry who are proficient in communication skills,
critical thinking and analytical abilities,
2. generate and disseminate relevant knowledge and technology that lead
to improved productivity, profitability and sustainability in agriculture,
environment and industry,
3. satisfy the needs of the industry, the community and government sector
who are in need of quality graduates and technology ready for
commercialization through the establishment, operation, maintenance
and continuous improvement of a Quality Management System which
is aligned with the requirements of ISO 9001:2015.
It shall be the policy of the university that the quality policies and procedures
are communicated to and understood by all faculties, staff, students and other
stakeholders and that the system shall be continually improved for their
relevance and effectiveness.
iii
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
About the Author
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 1: Basic Geometric Concepts 1
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 2: Angles and Their Relationships 17
Module Pretest 18
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viii Math115: Plane and Solid Geometry
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
1 Points, Lines, and Planes .......................................................................................... 5

2 Angle Classification ................................................................................................ 21
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8
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 1.1: The Undefined and

Defined Terms of Euclidean Geometry
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)
Geometry is a branch of mathematics that deals with the

measurement, properties, and relationships of points, lines, angles, surfaces,
and, solids; broadly: the study of properties of given elements that remain
invariant under specified transformations. (Merriam-Webster Dictionary).
Geometry is in every part of a student’s curriculum from kindergarten
through 12th grade and continues through college and postgraduates' study.
Since most schools use a spiraling curriculum, introductory concepts are
revisited throughout the grades and advances in the level of difficulty as time
goes on. (Russell, Deb. Et al., 2018)
The Undefined terms
The Undefined terms are basic terms in geometry that cannot be

defined but can be described. Some undefined terms are points, lines, and
planes. These undefined terms form the basis of our study of the subject and
for defining other geometric terms.
Points, Lines, and Planes
A point is the simplest figure we study in geometry. It represents an

exact location in space. It could be represented by a dot, the tip of a newly
sharpened pencil, a particle of dust, or the full stop at the end of a sentence.
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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.
Figure 2.1.2. Line
A line is a connection of collinear points that extends indefinitely in

either direction. It is drawn with arrowheads to indicate that it is continuously
going in opposite directions. A line can be represented by the edge of a table,
a stretched piece of thread, or a strand of hair. It can be named using any two
points on the line that are collinear. Collinear means lying on one line. Thus,
the figure above is named line ̅𝑨𝑩̅̅̅̅̅ or line 𝑩̅̅̅𝑨̅̅ and can be written in a symbol as
AB or BA. Note that the given figure of a line can also be named using a single
lower case letter such as line t.
If two points are joined by a straight line, the line, therefore, lies on a
flat surface called a plane. A plane can be represented by the top of a table,
the surface of a wall, or a ceiling. These surfaces show that a plane is flat but
they do not show that a plane extends indefinitely. Thus, a plane, just like
the point and line, is called an undefined term because it is not possible to
draw a picture of a plane that extends indefinitely. The given figures will show
how a plane is named. The arrows in the figure indicate that a plane can be
extended endlessly in all directions.
Figure 3.1.3. Plane
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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.
Coplanar points are points that lie on the same plane.
Points, lines, and

planes are the undefined
terms used in plane
geometry which is the
study of properties and
relationships of points,
lines, and planes and of
figures that can be
represented on a plane.
Can you name

things you see around that
constitute points, lines,
and planes?
Table 4.1.1. Points, Lines, and Planes
Example 1: Name Points, Lines, and Planes

a. Give two other names for and for the plane
R.
b. Name three collinear points.
Name four coplanar points.
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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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)
Figure 1.1.4.. Line segment
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.
In the figure above, we have:

= (read as segment AB is the same as segment BA)
= (read as segment AC is the same as segment CA)
= (read as segment BC is the same as segment CB)
Symbolically, it is important to draw a small segment (bar) above the

two letters in naming a segment. Since the line segment has two endpoints, it
can be named starting from any of the endpoints. Likewise, the endpoints
indicate that the segment is measurable and is finite. Thus, segment AB refers
to all points from point A to point B only.
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Definition:
A ray is a part of a line that has one endpoints and extends
infinitely in one direction.
In the given figure above, we have:
(read as ray AB)

(read as ray BA)
(read as ray AC)
(read as ray CA)
(read as ray BC)
(read as ray CB)
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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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.
1. Plane Z contains lines x, y, w. Lines x and y intersect at point V and

lines x and w intersect at point P.
2. Plane R contains AB and DE, which intersect at point P. Add point
C on plane R so that it is noncollinear to .
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 .
Instructions on how to submit student output

All requirements will be submitted, preferably through the VSU-E
learning portal/email dulce.catindoy@vsu.edu.ph, and if the internet connection
is not stable or do you have not have an internet connection. You may send
your outputs/exercises to the address given and drop your documents at the
college guard post.
Page 8 of 33
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To: DULCE E. CATINDOY

Department of Teacher Education
College of Teacher Education, College of Arts and Sciences
VSU-Alangalang, Alangalang, Leyte
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Lesson 1.2: Segments and Congruence
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
Segments and their Measure
In geometry, a rule that is accepted without proof is called a postulate or

axiom. A rule that can be proved is called a theorem.
POSTULATE
Postulate 1 Ruler Postulate
The points on a line can be
matched one to one with real
numbers. The real number that
corresponds to a point is the
coordinate of the point.
The distance between points A

and B, written as AB, is the
absolute value of the difference of
the coordinates of A and B.
In the diagram above, the small numbers in the coordinates x1 and x2

are called subscripts. The coordinates are read as “x sub one’ and x subtwo.”
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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.
Example 1.2.1: Apply the Ruler Postulate

Measure the length of ̅𝑆𝑇̅̅̅̅̅ to the nearest tenth of a centimeter.
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.
𝑆𝑇̅̅̅ = |5.4 − 2| = 3.4 Use Ruler Postulate

➢ The length of ̅𝑆𝑇̅̅̅̅̅ is about 3.4 centimeters.
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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Example 1.2.2: Apply the Segment Addition Postulate

MAPS. The cities shown on the
map lie approximately in a
straight line. Use the given
distance to find the distance
from Lubbock, Texas, to St.
Louis, Missouri.
Solution:
Because Tulsa,
Oklahoma, lies between
Lubbock and St. Louis, you
can apply the Segment
Addition Postulate.
𝐿𝑆=𝐿𝑇̅̅̅+𝑇̅̅̅𝑆=380+360=740
➢ The distance from Lubbock

to St. Louis is about 740 miles.
Example 1.2.3. Connecting with Algebra

𝑹𝑺 = 𝟐𝒙 + 𝟏𝟎, 𝑺𝑻 = 𝒙 − 𝟒, 𝑹𝑻 = 𝟐𝟏
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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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.
Example 1.2.3. Compare segments for congruence

Plot J(-3, 4), K(2,4), L(1,3), and M(1,-2) in coordinate plane. Then
determine whether ̅𝐽𝐾̅̅̅̅ 𝑎𝑛𝑑 𝐿
̅ 𝑀̅̅̅̅̅ are congruent.
Solution:
To find the length of a horizontal segment, find
the absolute value of the difference of the x-
coordinates of the endpoints.
𝐽𝐾̅̅ = |2 − (−3)| = 5 Use Ruler Postulate.
To find the length of a vertical segment, find the

absolute value of the difference of the y-coordinates of
the endpoints.
𝐿𝑀̅̅̅ = |−2 − 3)| = 5 Use Ruler Postulate.
➢ ̅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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a. A(0,1), B(4,1), C(1,2), D(1,6); ̅𝐴𝐵̅̅̅̅̅ 𝑎𝑛𝑑 ̅𝐶𝐷̅̅̅̅̅

b. J(-6,-8), K(-6,2), L(-2,-4), M(-6,-4); ̅𝐽𝐾̅̅̅̅ 𝑎𝑛𝑑 ̅𝐿𝑀̅̅̅̅̅
c. S(-1,2), T(-1,1), U(3,-5), V(3,-2); ̅𝑆𝑇̅̅̅̅̅ 𝑎𝑛𝑑 ̅𝑈𝑉̅̅̅̅̅
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.
Instructions on how to submit student output

All requirements will be submitted, preferably through the VSU-E
learning portal/email dulce.catindoy@vsu.edu.ph, and if the internet connection
is not stable or do you have not have an internet connection. You may send
your outputs/exercises to the address given and drop your documents at the
college guard post.
To: DULCE E. CATINDOY

Department of Teacher Education
Page 14 of
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No.
College of Teacher Education, College of Arts and Sciences

VSU-Alangalang, Alangalang, Leyte
Module Posttest
Instructions: Choose and write the letter of the correct answer on the space
provided before the number.
Refer to Figure 1.
1. Are points A, C, D, and F coplanar? Explain.

a. Yes; they all lie on plane P.
b. No; they are not on the same line.
c. Yes; they all lie on the same face of the pyramid.
d. No; three lies on the same face of the pyramid and the fourth
does not.
2. What are the names of three collinear points?
a. Points Z, U, and T are collinear.

b. Points V, U, and T are collinear.
c. Points Z, U, and Y are collinear.
d. Points X, U, and Y are collinear.
3. What are the names of three planes that contain point G?
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a. planes ABDC, CDGH, and EFHG

b. planes ACEG, BDHF, and EFHG
c. planes ACEG, CDGH, and ABDC
d. planes ACEG, CDGH, and EFHG
4. If points A, B, and C are collinear with C between A and B, the
segment addition postulate is:
a. AB + BC = AC
b. BA + CB = AC
c. BC + CA = AB
d. BC + AC = CA
5. If the coordinate of H is -6, and the coordinate G is 25 the length of
segment ̅𝐻𝐺̅̅̅̅̅ is:
a. -31
b. 31
c. -19
d. 19
References and Additional Resources
Alexander, D.C., & Koeberlein, G.M.,(2010), Elementary Geometry for

College Students, 5th Edition (pp. 11-13 ). Belmont, CA: Brooks/Cole,
Cengage Learning.
Larson, R. et al. (2007), Geometry (pp. 2-14 ). Evanston, IL: McDougall Littell,
a division of Houghton Mifflin Company.
Page 16 of
TP-IMD-02
No.
Answers to the Pretest
1. a
2. b 3. b 4. b 5. d
Answer to the Posttest
1. d
2. c
3. d 4. b
5. b
TP-IMD-02
No.
DEPARTMENT
LOGO
DEPARTMENT OF
TEACHER EDUCATION
College of Teacher Education, Arts, and Sciences
For inquiries, contact:
DULCE E. CATINDOY
dulce.catindoy@vsu.edu.ph . alangalang.vsu@vsu.edu.ph
+63 53 565 0600 Local 1234
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Math 115 (Plane and Solid Geometry Module) - Module 1 - 2ndsem20 - 21-1

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MATH115

PLANE AND SOLID GEOMETRY

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Development of a highly competitive human resource,

The Visayas State University (VSU) is a higher education institution created

About the Author

Module 1: Basic Geometric Concepts 1

Module 2: Angles and Their Relationships 17

1 Points, Lines, and Planes .......................................................................................... 5

Lesson 1.1: The Undefined and

Geometry is a branch of mathematics that deals with the

The Undefined terms

The Undefined terms are basic terms in geometry that cannot be

Points, Lines, and Planes

A point is the simplest figure we study in geometry. It represents an

Figure 2.1.2. Line

A line is a connection of collinear points that extends indefinitely in

Figure 3.1.3. Plane

Coplanar points are points that lie on the same plane.

Points, lines, and

Can you name

Table 4.1.1. Points, Lines, and Planes

Example 1: Name Points, Lines, and Planes

Figure 1.1.4.. Line segment

In the figure above, we have:

Symbolically, it is important to draw a small segment (bar) above the

In the given figure above, we have:

(read as ray AB)

1. Plane Z contains lines x, y, w. Lines x and y intersect at point V and

Instructions on how to submit student output

To: DULCE E. CATINDOY

Lesson 1.2: Segments and Congruence

Segments and their Measure

In geometry, a rule that is accepted without proof is called a postulate or

The distance between points A

In the diagram above, the small numbers in the coordinates x1 and x2

Example 1.2.1: Apply the Ruler Postulate

𝑆𝑇̅̅̅ = |5.4 − 2| = 3.4 Use Ruler Postulate

Example 1.2.2: Apply the Segment Addition Postulate

➢ The distance from Lubbock

Example 1.2.3. Connecting with Algebra

Example 1.2.3. Compare segments for congruence

𝐽𝐾̅̅ = |2 − (−3)| = 5 Use Ruler Postulate.

To find the length of a vertical segment, find the

a. A(0,1), B(4,1), C(1,2), D(1,6); ̅𝐴𝐵̅̅̅̅̅ 𝑎𝑛𝑑 ̅𝐶𝐷̅̅̅̅̅

Instructions on how to submit student output

To: DULCE E. CATINDOY

College of Teacher Education, College of Arts and Sciences

1. Are points A, C, D, and F coplanar? Explain.

a. Points Z, U, and T are collinear.

a. planes ABDC, CDGH, and EFHG

References and Additional Resources

Alexander, D.C., & Koeberlein, G.M.,(2010), Elementary Geometry for

Answers to the Pretest

Answer to the Posttest

For inquiries, contact:

Use this code when referring to this material: TP-IMD-02

Visca, Baybay City, Leyte

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