POSTULATES AND

THEOREMS
What you’ll learn
 How to identify and use basic
postulates/axioms and theorems about
points, lines, and planes
Vocabulary
 Postulate
 Axiom
 Theorem
 Proof
 Paragraph proof
 Informal proof
Recall the definition of Postulate
 DEFN Postulate (axiom is another word
for postulate):
 A statement that describes a fundamental
relationship between the basic terms of
geometry
 Always accepted as true
 DEFN Theorem:
A statement or conjecture that can be proven
true using postulates, definitions, and
undefined terms
 Must be proven
Postulates
 Through any two points there is exactly one line.
 In conditional format:
 If you have two points there is exactly one line
that would go through those two points.
 Symbolically:
 2 pts →exactly one line
 Through any three noncollinear points there is
exactly one plane.
 In conditional format:
 If you have three noncollinear points, there is
exactly one plane that would contain them.
 Symbolically:
 3 noncollinear pts →exactly one plane
More Postulates
 If you have a line, then that line has at least two
points on it.
 If you have a plane, then it has at least 3
noncollinear points.

 If 2 points lie in a plane, then the entire line

containing those 2 points lies in that plane.

 If 2 lines intersect, then their intersection is

exactly one point.
 If 2 planes intersect, then their intersection is a
line.
Even

More Postulates
Ruler Postulate:
 This postulate guarantees all line segments have length or
measure
 If you have AB then mAB or AB exists

 Symbolically:
 AB → mAB or AB
 Segment Addition Postulate (hey we already know this . . .right?)
 If B is between A and C, then AB + BC = AC
 And if AB + BC = AC then B is between A and C.

 Symbolically:
 B is between A and C↔ AB + BC = AC
 Definitions
DEFN: we know. . .
right angle
 An angle is a right angle iff it measures 90
 Symbolically:
 Right angle ↔90

 DEFN: congruent segments

 Segments are congruent iff they have the same measure
 Symbolically:
  ↔=

 DEFN: congruent angles

 Angles are congruent iff they have the same measure
 Symbolically:
  ↔=
 Postulates (axioms), definitions, and
already proven theorems are the facts and
rules we use to justify our argument in
deductive reasoning.
 Proofs are like puzzles or games.You have
to memorize the postulates, definitions
and theorems—they are the rules to the
game.
The 5 Essential Parts of a Good Proof
 1. State the theorem or conjecture to be proven.
 Now for the parts we really don’t skip--ever
 Okay, I’m not going to lie, sometimes we skip this one
 2. A list of the given information
 Usually cleverly hidden by the word “Given”
 3. A diagram of what we’re given (and only what
we are given)
 This is the part that looks like a picture
 4. State what is to be proved
 Again, cleverly hidden by the word “Prove”
 5. A system of deductive reasoning
 My favorite is a toss up between the flow chart proof and
the two – column proof
Things everyone needs to know about writing
proofs:
 The given and prove statements cannot be
written in a general format, they must be specific
 Example:
2 angles are right angles is too general
 A and B are right angles is what you want

 The statements and reasons must be numbered

in any proof
 You are only allowed to use the word “given”,
postulates, definitions, or previously proven
theorems for reasons
 Let’s try one. . .
 Yes a proof.
 Prove that all right angles are congruent.

 Hint: Rewrite the statement you are proving as a conditional statement (in If-then form)
 If two angles are right angles, then they are congruent.
 Thisis the part we usually skim over, but since this is our first time we might want to do all the
steps. . .
 If two angles are right angles then they are
congruent.
 So, do you think it’s true?
 Why?

 Now that we believe, let’s move on to step

2. . . What are we given to use?
 The given information is always listed in the
hypothesis of the conditional statement.
 The “If” part
 We are given two right angles. I would feel so much better if we gave them names. . .
It would make the whole thing more personal.
 Let’s call them 1 and 2 (see we can use numbers sometimes)
 Now what did that if part say. . .
 If two angles were right angles. . . .
 Given: 1 and 2 are right angles
 Two essential parts covered, three to go.
 What’s next?
 Next is a diagram of our given information
 Given: 1 and 2 are right angles
 We have to draw 2 basic right angles and name
them 1 and 2 – never add special
circumstances like making the angles adjacent,
linear pairs, vertical angles. . .

1 2
Now what do we have so far?
 Given: 1 & 2 are right angles
1 2
What’s the next step in our list?
Step 4 out of 5. . . 
4. State what is to be proved.
 The information to be proved is found in the
conclusion of the conditional statement
 The part after the word “then”
 If two angles are right angles, then they are
congruent.
 Given: 1 & 2 are right angles
1 2

 Prove: 1  2
Remembe
r they
have
names
 And now for the last step now
 5. A system of deductive reasoning
 My favorite is a toss up between the flow chart proof
and the two – column proof
 Given: 1 & 2 are right angles

 Prove: 1  2 1 2

Statements Reasons
1. 1 & 2 are right angles 1. Given
2. m 1 =90 m2=90 2. right s ↔ 90
3. m1 = m2 3. Substitution

4. 1 2 4. = ↔ 
Have you learned. . .
 How to identify and use basic postulates
about points, lines, and planes?
 We will build on the process of writing
proofs. It takes time. You’ll get there. 
 Assignment : Worksheet 2.7