Mathematics 1 - Geometry

BASIC CONCEPTS OF GEOMETRY

GEOMETRY was derived from two Greek words, geo and metron, which mean “earth”
and “measure”, respectively. Geometry literally means earth measurement.

- It is a branch of mathematics that studies the sizes, shapes, position, angles,

dimensions of things and the knowledge dealing with spatial relationship.

-
- Euclid, often called as the “Father of Modern Geometry” made a very significant
contribution to study of Geometry.

In any mathematical system, definitions are important. Elements and objects must be
defined precisely. However, there are some terms or objects that are the primitive building
blocks of the system and hence cannot be defined independently of other objects. The
undefined terms in geometry are point, line, and plane. Even though these terms are left
undefined, they are used together with ordinary words as basis to define other geometric
terms. Space, for example, is defined as a set of all points.

UNDEFINED TERMS

Other Concrete and Pictorial

Terms Description Representation Naming
Information Model
Point Suggest a Dot () A point is It has no ➢ Dash of salt
specific named dimension.
location in C using a
space L capital It has no length,
letter. The width, and
two thickness. ➢ The tip of an
points are umbrella

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 Mathematics 1 - Geometry

read as
point C
and point
L
➢ The tip of a
pencil

Line A set of It is Has length but ➢ Edge of ruler

continuous named by no width and
points that using any thickness. It will
L
extend two always mean a
indefinitely points on straight line.
in two the ➢ Edge of a book
opposite C line with
directions. a
r
line over
the
two
letters or
by using a
small
letter.
The line
in
the
illustratio
n
is named
as
or
CL LC

or line r.
Plane A set of It is The following ➢ Floor of the
points named determine a classroom
contained in using a plane:
A
a flat C capital (a) three non-
surface that E letter, collinear points;
extends script (b) two
infinitely in J letter or intersecting ➢ Top of the table
all three lines;
directions. points not

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Mathematics 1 - Geometry

on a line (c) two parallel

but on the lines; or
plane. (d) a line and a
Thus, point not on the
plane j line. ➢ The surface of
can also the blackboard
be named
as plane
ACE.

RELATIONSHIP BETWEEN AND AMONG POINT, LINE AND PLANE

Since we have already described the undefined terms, we need the following
postulates to serve as guiding rules or assumptions from which other statements on the
undefined terms may be derived. Postulate is a statement which accepted as true without
proof. A statement that needs to be proven is called theorem. A corollary is a direct
consequence of another theorem.

Postulate 1. Two Point Postulate

➢ Two points determine exactly one line.

l A B
Points A and B determine exactly one line l. This means that there is one and only one
line l that contains points A and B.
Postulate 2. Line – Point Postulate
➢ Every line contains at least two distinct points.

l
A
B C

Postulate 3. Line – Intersection Postulate

➢ If two lines intersect, then their intersection is exactly one point.
j
M
k

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Mathematics 1 - Geometry

Postulate 4. Three Point Postulate

➢ Through any three non-collinear points, there exists exactly one plane.

C
R T
S
Postulate 5. Plane Point Postulate
➢ A plane contains at least three non-collinear points.

R M
T
S U
Postulate 6. Plane Line Postulate
➢ If two points lie in a plane, then the line containing them lies in the plane.

R
c Q
N

Postulate 7. Plane Intersection Postulate

➢ If two distinct planes intersect, then their intersection is a line.

A
D

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Mathematics 1 - Geometry

OTHER BASIC GEOMETRIC TERMS ON POINTS AND LINES

TERM ILLUSTRATION DESCRIPTION

Collinear Points These are points on the

   
same line.

Coplanar Points/ Lines  These are points/lines on

 the same plane.
Two lines are intersecting
Intersecting Lines
 if they have a common
point.

Parallel Lines These are coplanar lines

that do not meet.

Concurrent Lines Three or more lines are

concurrent if they all
 intersect at only one
point.

Skew lines These are lines that do

not lie on the same plane.

SUBSETS OF A LINE

The following are the subsets of a line:

TERM FIGURE DESCRIPTION NOTATION

Line Segment C D It consists of two Line segment CD

C D endpoints. or DC or in
symbols CD or DC
- It is a subset of a Ray JK or ray JL
Ray
J K L line but has one or in symbols, JK
E endpoint, and or JL.

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Mathematics 1 - Geometry

extends in one
direction.

-We name ray by

its endpoint and one
of its points.
Naming a ray will
always start on the
endpoint.

Consider the following illustrations:

  
L M N
A line segment LM, as a subset of line LN, consists of points L and M and all the
points between them.

     
E F G H I J

FH is a segment. The points F, G and H are on the line segment FH. The points E, I,
and are not on the line segment FH. In notation we write FH or simply FH. We can
also name it as HF or HF.

If the line to which a line segment belongs is given a scale so that it turns into the real
line, then the length of the segment can be determined by getting the distance between
end points.

Given the points on the number line on the left, the length of the following segments
may be derived.
1. AB = | (−6) – (−3) | = 3 units
2. CD = | 0 – (3) | = 3 units
3. BD = | (−3) – (3) | = 6 units

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Mathematics 1 - Geometry

4. BC = | (−3) – (0) | = 3 units

5. AC = | (−6) – (0) | = 6 units
Segments are congruent if they have the same length. So, AB and CD, BC and CD,
and AC and BD are pairs of congruent segments.
1
When it comes to getting the midpoint of a segment, find 2 of AB. By definition, M is
the midpoint of AB if and only if (a)M lies between A and B and (b) AM=MB. For
example,

Referring to the number line above:

AB = 2+14 = 16
AB = 16
To get M as the midpoint of line AB,
1
of AB = 16/2 = 8
2
Midpoint is 8.

In the illustration below, the points S, T and U are on the ray SU. However referring
to another ray TU, the point S is not on the ray TU. The points on ray ST are all the
points in segment ST.

  
S T U

If rays are subsets of the same line and have a common endpoint, they are described
as opposite rays. For example, if DF is extended in the direction of point D, a line is
formed.

  
D E F
EF and ED are opposite rays, since EF and ED have a common endpoint E.

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Mathematics 1 - Geometry

KINDS OF ANGLES

The word angle comes from a Latin word “angulus‟ which means “corner‟.
An angle is defined as a figure formed by two rays having the same endpoint not lying
on the same line. It is denoted by the symbol ∠.

B
 N
W 

1 C P X
A
  M
  Y  
FIGURE 1. FIGURE 2. FIGURE 3.

The figures above are examples of angles. In each figure, there are two non
collinear rays sharing a common endpoint. The common endpoint is called the vertex
of the angle, and the two rays are called sides.

Figure 1. Point A is the vertex. The sides are AB and AC. The given angle can be
named as ∠BAC, ∠CAB, ∠A, or ∠1.
Figure 2. Point M is the vertex. MN and MP are the sides of the angle. It can be
named as ∠NMP, ∠PMN or ∠M.
Figure 3. Point Y is the vertex of the angle. WY and XY are the sides. It can be
named as ∠WYX, ∠XYW or ∠Y.

An angle divides the plane containing it into two regions: the interior and the
exterior of the angle.

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Mathematics 1 - Geometry

MEASURING AN ANGLE

Angles are classified according to measures. A protractor can be used to draw an

angle of a given measure. Angles are measured in units called degrees (˚). Angle
measures are between 0˚and 180˚. The measure of ∠A is denoted by m∠A, or simply
∠A.
Example:

The measure of ∠ABC is equal to 50 degrees.

Example of determining the measure using a protractor:

If we get the m∠EHF and m∠FHI

m∠EHF = 140˚– 60˚ = 20˚
m∠FHI =160˚ – 0˚= 160˚
But, without the use of a protractor, you can approximate the measures of angles by
estimating their openings, by that you can determine what kind of angle is given.

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Mathematics 1 - Geometry

CLASSIFICATION OF ANGLES ACCORDING TO MEASURE

CLASSIFICATION MEASUREMENT ILLUSTRATION

Acute Angle Greater than 0˚, but

less than 90 ˚

Right Angle Equal to 90˚

Obtuse Angle Greater than 90˚ but

is less than 180˚

Example:
Estimate the measure of each angle. Classify the angle.
Solution :
You can use approximations to determine if the measure of each angle is less than 90˚
, equal to 90˚ , or greater than 90˚ .
a. b. c.
G S

O 
T M E 
T

a. 𝑚∠𝐺𝑂𝑇 < 90˚ ; acute angle

b. 𝑚∠𝑀 = 90˚ ; right angle
c. 𝑚∠𝑆𝐸𝑇 > 90˚ ; obtuse angle

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Mathematics 1 - Geometry

If two lines or segments intersect so that they form a right angle, then they are
perpendicular. In fact, two perpendicular lines meet to form four right angles. The
measure of an angle is the amount of rotation. If the direction of the rotation is
considered, negative angles might arise. This also generates additional types of
angles:
CLASSIFICATION MEASUREMENT ILLUSTRATION

Zero Angle Angle equal to 0˚

(without rotation)

Straight Angle Angle equal to 180˚

Reflex Angle Greater than 180˚ but

less than 360˚

Full Angle Equalto 360 ˚

Refer to the given figure, measure and classify each indicated angle.

a. ∠𝑃𝑄𝑅
b. ∠𝑃𝑄𝑇
c. ∠𝑅𝑄S
Solution:
a. 𝑚∠𝑃𝑄𝑅 = 90˚; right angle
b. 𝑚∠𝑃𝑄𝑇 = 30˚; acute angle
c. 𝑚∠𝑅𝑄𝑆 = 100˚; obtuse angle

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Mathematics 1 - Geometry

If you get the 𝑚∠UQS using a protactor, angle UQS measures 30˚. Thus,
𝑚∠𝑃𝑄𝑇=𝑚∠𝑈𝑄𝑆 = 30. Angles PQT and UQS are congruent angles, denoted by
∠𝑃𝑄𝑇≅∠𝑈𝑄𝑆, which is read as “angle PQT is congruent to angle UQS.” Congruent
angles are angles that have the same measure.

Use identical markings to show congruent angles in a figure. Refer to figure below. If
BM is the angle bisector of ∠𝐴𝐵𝐶 then ∠𝐴𝐵𝑀 ≅ ∠𝑀𝐵𝐶. Also, if ∠𝐴𝐵𝑀 ≅ ∠𝑀𝐵𝐶
then BM divides ∠𝐴𝐵𝐶 into two congruent angles. Thus, BM is the angle bisector of
∠𝐴𝐵𝐶.

On the figure above, the identical marks means that ∠𝐴𝐵𝑀 ≅ ∠𝑀𝐵𝐶, hence, BM
bisects ∠𝐴𝐵𝐶. An angle bisector divides an angle into two congruent angles. Every
angle has exactly one angle bisector.

Example:
Name each angle bisector and all congruent angles in the figure.

1. Since 𝑚∠𝐶𝐼𝐴 = 𝑚∠𝐴𝐼𝑁 = 45˚ , therefore, ∠𝐶𝐼𝐴 ≅ ∠𝐴𝐼𝑁. Hence, IA is an angle

bisector of ∠𝐶𝐼𝑁.
2. Ray AY is not an angle bisector of ∠𝐾𝐴𝐸 since 𝑚∠𝐾𝐴𝑌 ≠ 𝑚∠𝑌𝐴𝐸.
3. Angle AGN is congruent to angle LEG. Rays GN and GE are not angle bisectors of
∠𝐴𝐺𝐿 since these two different rays do not divide ∠𝐴𝐺𝐿 into two angles.

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Mathematics 1 - Geometry

ACTIVITY DURING CLASS

CHALLENGE ACCEPTED

Use the figure below, identify what is being asked.

a) Name the point(s) in the interior region of the circle.

B, E, G
b) Name the line(s) in the interior region of the triangle.

NONE, No line can be in the interior of a triangle

because lines have infinite length

c) Give other name(s) for line p.

HD or DH
d) Name the points outside the region bounded by the triangle.

A, B, C, D, E, G, H, I, J

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Mathematics 1 - Geometry

e) Give other names for plane M.

Plane ABC, AIC, FHG (Any three points can

determine a plane)

MEASURE ME!
Refer to the number line below. Find the length of each segment and its
midpoint.

ESTIMATE ME!
Estimate the measure of each angle. Classify the angles whether RIGHT,
ACUTE or OBTUSE ANGLE

Right Angle
1.

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 Mathematics 1 - Geometry

Obtuse Angle
2.

Acute Angle
3.

Obtuse Angle
4.

DETERMINE IF EACH STATEMENT IS TRUE OR FALSE.

TRUE 1. An angle is formed by two noncollinear rays.

TRUE 2. All right angles are congruent.
FALSE 3. All acute angles are congruent.

TRUE 4. Two distinct angles cannot share an interior point.

FALSE 5. Point O is the vertex of ∠𝐺𝐸𝑂.

FALSE 6. All congruent angles are right angles.

FALSE 7. An obtuse angle measures less than 90˚ .

TRUE 8. An angle divides a plane containing two regions.

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