Mathematics 8

Quarter 3-Week 1

Self-
Learni
ng
Modul
e

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 MATHEMATICS 8
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

Learning Activity Sheet

Identifying Undefined Terms in Geometry

Background Information for Learners

A definition is a statement that gives a clear meaning of a term. Most terms in
Geometry are defined based on previously defined terms. However, some are left undefined
such as points, lines, and planes, but we can informally describe them. We use these terms to
define other terms.
The following figures will give us some idea about undefined terms.

Point
A point is an idea. It has no dimension at all. It cannot be seen nor touched, but has
position or location. The tip of a pencil, a bullet hole, a star in the sky, a grain of sand and a
corner of a room suggest the idea of a point. We draw a dot to represent a point and can be
named by an uppercase letter beside it. Points are in or on lines and planes.
●A is a point. The letter A is used to name this point.
Line
A line is an infinite set of points extending infinitely (without end) in opposite
directions. The arrows indicate that it extends indefinitely in both directions. A line is one-
dimensional, that is, it has only a length. It is straight but has no width. The points A and B,
or any other pair of points on the line, may be used to name the line. For example, we may
refer to figure 1.1 below as line AB or line BA. In symbols, this is written as AB or BA. A
lower case letter such as l, m, or t, may also be used to name a line. A string held
taut/straight, the edge of a meter stick, the intersection of the floor and the wall, suggest the
idea of a line. Lines are in or on planes.
t
● ●
AB AB or BA or t
(Fig. 1.1) read as “line AB” or line BA “or “line t”
Subsets of a Line
A line has its subsets like point, ray and segment.

Ray
A ray is a subset of a line that has a fixed starting point but no end point. It can extend
infinitely in one direction. In naming a ray, start from its endpoint and then to any point on
the ray. (for example, “ray AP” or in symbols,

AP

● ●
A P

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Opposite Ray
The rays are opposite if both starts from a common point and go off in exactly opposite
direction.
For example: A Q B

In line AB, ray QA and ray QB are called opposite rays.

In the figure, ray QB is opposite to QA.

Line Segment
A line segment is a portion or a subset of a line that starts from one point and ends at
another point. It has a definite length. The two points are called the endpoints. The line
segment in the figure below is named as “segment AB” or “segment BA”. In symbol, AB or
BA.

A B
(Fig. 1)
Half-line
A half-line is a line extending indefinitely in one direction from a point.
(Fig. 1.2)

Plane
A plane is a flat, two- dimensional surface that extends infinitely in all four
directions. It can be named by using capital letters or by three non- collinear points on the
plane or by a Greek alphabet. A sheet of paper, plywood, the floor, etc., suggest an idea of a
plane.

ß
(Fig. 1.3) A C
B

plane ABC or plane ß

Learning Competency: Identifies the undefined terms represented by the given objects
and names lines, rays and line segments.

Example 1: Identify which of the three undefined terms – point, line or plane do each of the
following objects represent:
1. a dot on the board – point
2. a nail on the wall – point
3. the intersection between the ceiling and the wall - line
4. television screen – plane
5. the blackboard - plane

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Activity 1 “What am I?”
Directions: Determine if which of the following suggests a point, a line or a plane. Write the
answer on the space provided.
1. the edge of a table _____________________________
2. speck of dust on a table _________________________
3. a whole sheet of paper___________________________
4. a crease on a paper _____________________________
5. the wall ______________________________________
6. train railways__________________________________
7. a bright star at night time_________________________
8. a pollen ______________________________________
9. the ceiling ____________________________________
10. the floor ______________________________________

Example 2:
1. Using the line at the right, the subsets of the line are as follows: ● ●
points A and B, point A, point B ●A, ●B A B
line segment AB or AB ● ●
A B
ray AB or AB ● ●
A B
ray BA or BA ●
A B

2. The line at the right can be named as ● ● ●

AB, AC, BC or BA, CA, CB A B C

Activity 2: “Count Me”

Directions: Using the given figures, answer the questions that follow:

E O
E G
D
F P
D
S
B
M A P
C I
Figure 1 Figure 2
1. How many points can be seen in figure1?_______________
2. How many points can be seen in figure 2? _______________
3. Name the points in both figures.___________________________________________

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 4. How many line segments are there in figure 1? __________
5. How many line segments are there in figure 2?___________
6. Name all the line segments in figure 1._____________________________________
7. Name the line segments in figure 2._______________________________________
8. How many planes can be found in figure 1?___________
9. How many planes can be found in figure 2?___________
10. Name the planes in both figures.___________________________________________

Reflection
(Learner writes how he/she feels about the activity)

• I find difficulty in ________________________________________________________

•I enjoy __________________________________________________________________

Answer Key

ACTIVITY 1

ACTIVITY 2
1. 7
2. 8
3. points A, B, C, D (Fig.1), points P, R, O, E, S, D, M, I (Fig. 2)
4. 6
5. 12
6. AB, AD, AC, BD, BC, CD
7. PS, PE, SI, EI, PR, SD, EO, RO, RD, DM, OM, IM
8. 4
9. 6
10. (Fig. 1) planes ABC, ACD, ABD, BDC
(Fig. 2) planes PEIS, PROE, ROMD, DMIS, PRDS, EOMI

References
Geometry, pp. 4-7, by Melecio C. Deauna
New Mathematics, pp. 135-137 by Eunice Ato-Lopez and Virgilio L. Lopez

Fourth Year Triangle Trigonometry, Module 2 (LM) BEAM Fourth Year, Module 13
Prepared by:

ROWENA R. UANANG
Teacher

5
 MATHEMATICS 8
Name of Learner:_____________________ Grade Level:__________________
Section:_____________________________ Score:_______________________

Learning Activity Sheet

The Undefined Terms in Geometry Collinear and Coplanar Points

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for students’ mastery on how to define and give examples
of collinear points and coplanar points.

Space is the collection of all points. Two or more points that lie on the same line are called
collinear points. Points that lie in the same plane are called coplanar points.

X Y Z t A, B and C are
A
coplanar
points.
B C
X, Y, and Z are collinear points.
AB, BC and AC
XY, YZ and XZ are collinear segments. are coplanar segments.

Learning Competency: The learner describes the set of points as collinear or non-collinear.

Activity1 “If You Were A Set of Points...”

DIRECTIONS: a) Describe each set of points as collinear of non-collinear:
1. {T, A, X} T

3. {A, X, E, D } C A R

2. {C, A, R, T }

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 4. { C, A, R, E, D }
5. {M, I, X, E ,D }M I X E D

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, F, C } E G
3. { E, F, D }
4. { A, G, F, C, D } B f F D
5. { A, B, C, F }

C
Reflection
(Learner writes how he/she feels about the activity)

• I find difficulty in ________________________________________________________

•I enjoy __________________________________________________________________

Answer Key
a) 1. collinear b) 1.collinear
2. non - collinear 2. collinear

3. non – collinear 3. neither

4. non-. collinear 4. neither
5. collinear 5. neither

References
New Mathematics, pp. 136-137, by Eunice Ato-Lopez and Virgilio L. Lopez
Geometry, p. 5, by: Melecio C. Deauna

Prepared by:

ROWENA R. UANANG
Teacher

7
 MATHEMATICS 8
Name of Learner:_____________________ Grade Level:__________________
Section:_____________________________ Score:_______________________

Learning Activity Sheet

Axioms and Postulates in Geometry

Background Information for Learners

Summary Axioms and Postulates

Two of the most important building blocks of geometric proofs are axioms and postulates. In the
following lessons, we'll study some of the most basic ones so that they will be available to you as
you attempt geometric proofs. Axioms and postulates are essentially the same thing:
mathematical truths that are accepted without proof. Their role is very similar to that of
undefined terms: they lay a foundation for the study of more complicated geometry. Axioms
are generally statements made about real numbers. Sometimes they are called algebraic
postulates. Often what they say about real numbers holds true for geometric figures, and since
real numbers are an important part of geometry when it comes to measuring figures, axioms are
very useful.
Studying Geometry is like playing a game. Before playing a game, it is necessary to accept
some basic rules which are sufficient and consistent. This activity sheet serves as a selflearning
guide for the learners. It facilitates lesson comprehension as it specifically aims for students’
mastery on postulates.
Postulates are basic rules in Geometry. These are statements, like the rules of a game, are
man-made, that is, formulated by mathematicians.
The following are some of the basic postulates of Geometry:
Postulate 1. The Line Postulate
For any two points, there is exactly one line that contains them. A
shorter way of stating postulate 1 is: Two points determine a line.
m

A P
(Fig. 2.1)
Through points A and B, only one line m can be drawn.
m
(Fig. 2.2 )
A C D E B
(Fig. 2.2 )

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 In figure 2.2, points A, C, D, E, and B are collinear points.
Postulate 2. The Plane Postulate
For any three non-collinear points, there is exactly one plane that contains them.
A shorter way of stating postulate 2 is: Three non-collinear points determine
exactly one plane.
Points A, B, and C are in plane P.
P ●A

●B

●C
Figure 2.3

Postulate 3. A line contains at least two points.

This is a consequence of postulate 1. A minimum of two points determine a line.
A single point cannot determine a line. In fact, an infinite number of lines can pass
through a given point.
g h i
P j

k
Q
Figure 2.4
In figure 2.4, lines g, h, i, j, and k pass through a given point P; and many more
can. But there is only one line that contains the points P and Q, the line g.
Postulate 4. The Parallel Line Postulate
Through a point not on a given line, one and only one line parallel to the given
line can be drawn.
P m
l
Figure 2.5
Given a line l and a point P that is not on l, there is exactly one line, the line m,
passing through P and parallel to l.

Postulate 5. A plane contains at least three non-collinear points.

This is a consequence of postulate 2 that three non-collinear points determine a plane. Two
points cannot determine a plane. A minimum of three points is needed. But a plane can contain
more than three points.

●G
Figure 2.6
●H A
●F ●E

●C ●D ●B
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P
 Aside from points A, B, and C, plane P also contains points D, E, F, G, H, and so on.

MATHEMATICS 8
Name of Learner:_____________________ Grade Level:__________________
Section:_____________________________ Score:_______________________

Learning Activity Sheet

Theorems In Geometry Background Information for Learners
In mathematics, a theorem is a non-self-evident statement that has been proven to be
true, either on the basis of generally accepted statements such as axioms or on the basis of
previously established statements such as other theorems.

Theorem 2.1. Vertical angles are congruent.

l
1 2
4 3 m

In the figure, 1 and 3are vertical angles formed by lines l and m.

Theorem 2.2. The angles formed by two perpendicular lines are congruent.

3 1
4 2 m

In the figure, lines l and m are perpendicular forming 1, 2, 3 and 4.

Theorem 2.3. Alternate Interior Angle Theorem

If two parallel lines are cut by a transversal, then alternate interior angles are congruent.
b

2 1 c
3 4
6 5 d
7 8
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 In the figure, c // d; b is a transversal of c and d, ∠3 ≅ ∠5, ∠4 ≅ ∠6

Theorem 2.4. Alternate Exterior Angle Theorem

1 2 m
4 3
5 6 n
8 7

In the figure, m // n; b is a transversal of m and n, ∠1≅ ∠7, ∠2 ≅ ∠8

References
New Mathematics, pp. 145-151, by Eunice Ato-Lopez and Virgilio L. Lopez
Geometry, pp. 46 - 51, by: Melecio C. Deauna

Prepared by:

ROWENA R. UANANG
Teacher

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