10

Mathematics
Quarter 2 – Module 4:
The Distance Formula
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 7: The Distance Formula
First Edition, 2020

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 10

Mathematics
Quarter 2 – Module 7:
The Distance Formula
Introductory Message
For the facilitator:

Welcome to the Mathematics – Grade 10 Alternative Delivery Mode (ADM)

Module on The Distance Formula.

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

The student should have the knowledge in
getting the ratio and the basic concept of
division operation.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Mathematics – Grade 10 Alternative Delivery Mode (ADM)

Module on The Distance Formula.

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you, as a
learner, are capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

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 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

Distance and its application, not only in Mathematics but also across other learning
areas are indispensable because for at least once in our life, we’ll deal with distance.
For instance, when we want to travel to a certain place, one of the things that we
should take into consideration is the distance between where we are and where we
go. The main reason is distance affects various quantities such as the speed of a new
car, the time it will take you to go to Baguio City, or even the amount that you have
to spend on gas if you want to drive to Manila.

Another example of a situation by which we can apply the distance formula is when
a realtor wants to sell a piece of land, claiming that the land is square in shape. You
don’t need to visit the land yourself if you’re too busy. All you need to know are the
coordinates of that specific piece of land. Using the coordinates, you just need to
prove that consecutive sides are perpendicular and that the distance between
consecutive points are equal.

The aforementioned scenario is an ideal chance for learners to realize that studying
about distance is vital not only in mathematics education but also in life itself. The
scenario illustrates how the distance formula may be used to prove geometric
properties.

After studying this module, you will know more about the distance formula and how
it can be used in our daily lives. In particular, you should be able to:

1. derive the distance formula. (M10GE-IIg-1)

2. apply the distance formula to prove some geometric properties.
(M10GE-IIg-2)

What I Know

Distance is an important concept in Geometry. For instance, the use of the distance
formula isn’t limited to just finding how far is one place from the other, it may also
be used in proving some geometric properties.

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To assess how much you already know about the lesson which will be discussed in
this module, answer the following items.

A. For each item, write the letter that corresponds to your answer on a piece of paper.

1. In finding the distance between points A(5, -6) and (5, 11), which is the best
formula to use?
a. d = x2 − x1 c. d = (x2 − x1 )2 − ( y 2 − y1 )2
b. d = y 2 − y1 d. d= (x2 − x1 )2 + ( y2 − y1 )2

2. The diameter of a circle has endpoints (6, -2) and (2, 1). How long is the circle’s
radius?
a. 5 units b. 6 units c. 7 units d. 8 units

3. What is the value of x if a diameter 10 units long has endpoints P(3, -7) and Q(x,
1) and Q is located at the first quadrant?
a. 3 b. -3 c. 9 d. -9

4. How long is a segment with endpoints X(-4, 12) and Y(-9, 0)?
a. 10 units b. 11 units c. 12 units d. 13 units

5. The coordinates of the vertices of a square are A(3,-4), B(3,8), C(15,8) and (15,-4).
What is the length of the diagonal of the square?
a. 4 units b. 8 units c. 12 units d. 12√2 units

6. How may a triangle be classified if its vertices are A(3, -6), B(2, 4) and C(4, -16)?
a. scalene b. isosceles c. equilateral d. none of these

7. A circle has a diameter with endpoints K(5, 2) and L(7, 10). What are the
coordinates of its center?
a. (6, 6) b. (6, 12) c. (12, 6) d. (12, 12)

8. What is the distance between the points (Q(-3, 1) and R( 7, -3)?

a. 4√29 units b. 14 units c. 2√29 units d. 6 units

9. What are the coordinates of the midpoint of a segment whose endpoints are (7,11)
and (-3, -1)?
a. ( 2, 5) b. (5, 2) c. (-2, -5) d. (-5, -2)

10. A tracking device attached on a moving object indicates that it is located at a

point whose coordinates are (2, 3). In the tracking device, each unit on the grid is
equivalent to 3km. How far is the object from its starting point whose coordinates
are (-3, -9)?
a. 30 km b. 33 km c. 36km d. 39km

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B. Read each item carefully. Write TRUE if the statement is correct and FALSE if it
is incorrect. Write your answers on your Activity Sheet.

__________ 1. A triangle with vertices (7, 2), (-5, 2) and (-5, -10) is an equilateral
triangle.

__________ 2. The distance formula for any two points (x 1, y1) and (x2, y2) is
d = (x2 − x1 )2 − ( y 2 − y1 )2 .

__________ 3. Point R(7, 4) is equidistant to points T(2, 1) and Y(12, 5).

__________ 4. The distance between A(-6, 2) and Z(15, -5) is 7√2units.

__________ 5. If you join the points M(3,2), A(11,5), T(11, 10) and H(3, 7), a trapezoid
is formed.

Instructions: After finishing the test, you may check your answers. (Refer to the key
answer.)

If you got 100% of the answers correctly, you did great! You may decide to skip this
module. However, you might learn a few more things along the way if you’ll choose
to continue studying this module.

If you scored below 100%, it is alright. This only means that this module is for you.
It will help you understand how to apply the distance formula in proving some
geometric properties. If you study this module very well, you will be able to answer
questions similar to those included in the test that you took a while ago.

If you are ready, you may now proceed to the next part to begin the lesson.

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 Lesson

1 The Distance Formula

In this module, we will discuss the distance formula as well as its application in
proving properties of some geometric figures.

Distance is defined as the amount of space between two places. It is always a

nonnegative value and is usually expressed using units of length such as miles,
meters and kilometers. Its application ranges from solving simple to complex
mathematical and scientific problems. In this module, we will focus on its application
in proving properties of some geometric figures such as triangles and quadrilaterals.

In the activities that will follow, you’ll be able to recall the basic concepts needed to
better understand the distance formula, how was it derived and how it may be used
in solving real – life problems.

What’s In

A. Find the length of each of the following segments by using the number line
below. Write your answers on your activity sheet.

1. ̅̅̅̅
𝐴𝐵 = _____ 4. ̅̅̅̅
𝐷𝐸 = _____

̅̅̅̅ = _____
2. 𝐵𝐶 5. ̅̅̅̅
𝐵𝐷 = _____

̅̅̅̅ = _____
3. 𝐶𝐷

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B. Find the length of the missing side of each right triangle. Write your answers on
your activity sheet.

Notes to the Teacher

This module intends to help learners recall the fundamentals of
length and Pythagorean theorem and understand the distance
formula and its application.

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 What’s New

To better understand how the distance formula was derived, take a look at the map
below where the scale used is 1 unit = 1km, and answer the questions that follow.
Write your answers on your activity sheet.

Guide Questions:

1. What are the coordinates of:

a. Mark’s house?
b. Paul’s house?
c. John’s house?

2. How are you going to compare the coordinates of the houses of:
a. Paul and John?
b. Mark and Paul?
c. Mark and John?

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 3. Using, the coordinates of the three houses, explain how you will solve for
the distance between the houses of:
a. Paul and John?
b. Mark and Paul?
c. Mark and John?

The map serves as an illustration on how distance between two points may be
determined. Now, let us get into the details.

What is It

Finding the distance Between Two Points (x1, y1) and (x2, y2)
Distance between two points may be determined depending on the coordinates of
these points which are represented by (x1, y1) and (x2, y2). Using the map in the
previous activity, it can be determined that three are three possible ways to solve for
distance between two points depending on the location of these points. Let us discuss
each of them.
A. Distance between two points (x1, y1) and (x2, y2) when y1 = y2

Example 1: Find the distance between the houses of Paul and John.

In finding the distance between the houses of Paul and John, the distance
may be easily determined just by looking at the map. However, if there isn’t a
map, the coordinates of the houses may be used in order to find the distance
between them. These coordinates will be represented using (x1, y1) and (x2, y2).

Comparing the coordinates of the houses which are (-2, -1) and (1 -1)
respectively, it’s easy to tell that they lie on the same horizontal line.
Therefore, they have equal ordinates (y – coordinates) which are both equal
to-1.

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 You must remember that the distance between any two points is always
positive. Also, given points A and B, the distance of A to B is equal to the
distance of B to A.

Thus,

̅̅̅̅ = 𝐵𝐴
𝐴𝐵 ̅̅̅̅.

In order to determine the distance between any two points with equal
ordinates, simply solve for the absolute value of the difference of their
abscissas or use the formula:
d=|𝑥2 − 𝑥1 |

To solve the given problem, substitute the values of x1 and x2.:

d=|1 − (−2)|

d=|3|

d=3

Therefore, the distance between the houses of Paul and John is 3 kilometers.

B. Distance between two points (x1, y1) and (x2, y2) when x1 = x2

Example 2: Find the distance between the houses of Mark and Paul.

Looking at the houses of Mark and Paul on the map, it can be noted that the
coordinates of their houses which are (-2, 3) and (-2, -1) which both lie on the
same vertical line, thus indicating that they have the same abscissas.

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 Since the abscissas are equal, the distance may be obtained by finding the
absolute value of the difference of the ordinates, or by using the formula:

d=|𝑦2 − 𝑦1 |

To solve the given problem, substitute the values of y1 and y2.:

d=|−1 − 3|

d=|−4|

d=4

Therefore, the distance between the houses of Mark and Paul is 4 kilometers.

C. Distance between any two points (x1, y1) and (x2, y2)

Example 3: Find the distance between the houses of John and Mark.

Let’s now take a look at the distance between John and Mark’s houses.

Since coordinates of both houses don’t lie on the same horizontal or vertical
line, we will use the Pythagorean theorem in solving for the distance between
the two houses since the three points on the map form a right triangle and the
distance between Mark and John’s houses represent the hypotenuse.

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Based on the Pythagorean theorem, c2 = a2 + b2. In solving for the hypotenuse,
use the formula c = √𝑎2 + 𝑏 2 .

Since the distance between Mark and John’s house represent the hypotenuse
c, sides a and b will be represented by the distances between houses of Paul
and John and houses of Mark and Paul respectively. Thus:

c = √𝑎2 + 𝑏 2 .

c = √(𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑃𝑎𝑢𝑙 𝑎𝑛𝑑 𝐽𝑜ℎ𝑛)2 + (𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑀𝑎𝑟𝑘 𝑎𝑛𝑑 𝑃𝑎𝑢𝑙)2 .

Remember that the distance between houses of Paul and John was obtained
using the formula d=|𝑥2 − 𝑥1 |, while the distance between houses of Mark and
Paul was obtained using the formula d=|𝑦2 − 𝑦1 |. Substituting these two in the
above equation, c may be solved using the formula:

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c = √|𝑥2 − 𝑥1 |2 + |𝑦2 − 𝑦1 | .

Substituting the coordinates of the two given points (-2, 3) and (1, -1) in the
equation:

c = √|1 − (−2)|2 + |−1 − 3|2

c = √|3|2 + |−4|2

c = √9 + 16

c = √25

c=5 Therefore, the distance between the houses of Mark and

John is 5km.

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The formula used in the last problem is actually what we call the distance
formula, which may be used in finding the distance between any two given
points (x1, y1) and (x2, y2), regardless if they lie on the same vertical or
horizontal line or not. Instead of c, we will use d to represent the word
distance. Thus,

2
d = √|𝑥2 − 𝑥1 |2 + |𝑦2 − 𝑦1 | .

Since the square of a real number always leads to a positive value, the distance
formula is further simplified into:

2 2
d = √(𝑥2 − 𝑥1 ) + (𝑦2 − 𝑦1 ) Distance formula

To further understand the distance formula, let us have another example.

Example 4: How long is a segment which has endpoints S(5, -3) and T(-1, 7)?

To solve the given problem, identify the values of the coordinates (x 1, y1) and
(x2, y2), then substitute them in the formula.

(x1, y1) = (5, -3) (x2, y2) = (-1, 7)

2 2
d = √(𝑥2 − 𝑥1 ) + (𝑦2 − 𝑦1 )

̅̅̅ = √(−1 − 5)2 + (7 − (−3))2.

̅𝑆𝑇

̅̅̅̅ = √|−6|2 + |10|2 .

𝑆𝑇

̅̅̅̅ = √36 + 100

𝑆𝑇

̅̅̅̅ = √136
𝑆𝑇

̅𝑆𝑇
̅̅̅ = √4 (34)

̅̅̅̅ = 2√34.
𝑆𝑇 Therefore, the segment is 2√34 units long

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Applying the Distance Formula in Proving Some Geometric Properties

One important application of the distance formula is in proving properties of some

geometric figures since many geometric properties can be proven using a coordinate
plane. To prove geometric properties, figures on a coordinate plane can be used and
such proof is called a coordinate proof.

Consider the following guidelines for placing figures on a coordinate plane when
proving geometric properties using the methods of coordinate geometry:

1. The origin should be used as the vertex or center of the figure.

2. On any of the axes, place one side of the polygon.
3. Keep the figure in the first quadrant if possible.
4. To make computations easy, use coordinates that are multiples of 2.

Distance Formula may be applied in some coordinate proof. Let us have an example:

Example 1: Prove that the diagonals of a rectangle are congruent using the
methods of coordinate geometry.

Solution:

Given: ̅̅̅̅̅ and ̅̅̅̅

𝑀𝐴𝑇𝐻 with diagonals 𝑀𝑇 𝐴𝐻.

𝑀𝑇 = ̅̅̅̅
Prove: ̅̅̅̅̅ 𝐴𝐻

To prove:

1. Place : 𝑀𝐴𝑇𝐻 on the cartesian coordinate plane.

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 2. Label the coordinates as shown below.

a. Find the distance between M and T using the distance formula.

Given: M(0,y) and T(x,0)

d = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2

̅̅̅̅̅ = √(𝑥 − 0)2 + (0 − y)2

𝑀𝑇

̅̅̅̅̅ = √x 2 + y 2
𝑀𝑇

b. Find the distance between A and H using the distance formula.

Given: A(x, y) and H(0, 0)

d = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2

̅̅̅̅
𝐴𝐻 = √(0 − 𝑥)2 + (0 − y)2

̅̅̅̅
𝐴𝐻 = √x 2 + y 2

𝑀𝑇 = √x 2 + y 2 and ̅̅̅̅
Since ̅̅̅̅̅ 𝑀𝑇 = ̅̅̅̅
𝐴𝐻 = √x 2 + y 2 , then ̅̅̅̅̅ 𝐴𝐻 by substitution.

𝑀𝑇 ≅ ̅̅̅̅
Therefore, ̅̅̅̅̅ 𝐴𝐻 . The diagonals of a rectangle are congruent.

13
Let us have another example.

Example 2: Show that a triangle with vertices W(3, -2), H(-2, -7) and O(-3, 6)
is an scalene triangle.

Given: ∆WHO with sides 𝑊𝐻 ̅̅̅̅, and ̅̅̅̅̅

̅̅̅̅̅, 𝐻𝑂 𝑂𝑊

𝑊𝐻 ≠ ̅̅̅̅
Prove: ̅̅̅̅̅ 𝐻𝑂 ≠ ̅̅̅̅̅
𝑂𝑊

To prove:

̅̅̅̅̅ .
1. Solve for 𝑊𝐻

̅̅̅̅̅= √(−2 − 3)2 + (−7 − (−2))2

𝑊𝐻
̅̅̅̅̅
𝑊𝐻= √(−5)2 + (−5)2
̅̅̅̅̅
𝑊𝐻= √25 + 25
̅̅̅̅̅= √50
𝑊𝐻
̅̅̅̅̅= 5√2
𝑊𝐻

2. Solve for ̅̅̅̅

𝐻𝑂.
̅̅̅̅= √(−3 − (−2))2 + (6 − (−7))2
𝐻𝑂
̅̅̅̅
𝐻𝑂= √(−1)2 + (13)2
̅̅̅̅
𝐻𝑂= √1 + 169
̅̅̅̅
𝐻𝑂= √170

3. Solve for ̅̅̅̅̅

𝑂𝑊 .
̅̅̅̅̅
𝑂𝑊 = √(3 − (−3))2 + (−2 − 6)2
̅̅̅̅̅
𝑂𝑊 = √(6)2 + (−8)2
̅̅̅̅̅
𝑂𝑊 = √36 + 64
̅̅̅̅̅
𝑂𝑊 = √100
̅̅̅̅̅
𝑂𝑊 = 10

Since 𝑊𝐻 ̅̅̅̅= √170 and ̅̅̅̅̅

̅̅̅̅̅= 5√2, 𝐻𝑂 ̅̅̅̅ ≠ ̅̅̅̅̅
̅̅̅̅̅ ≠ 𝐻𝑂
𝑂𝑊 = 10, then 𝑊𝐻 𝑂𝑊 .

Therefore, ∆WHO is scalene.

14
Keep in mind that in proving some geometric properties, the distance formula may
be used together with other geometric formulas such as the midpoint formula and
the formula for the slope of a line. Check the box below to recall these formulas.

Midpoint Formula:
𝑥1 + 𝑥2 𝑦1 + 𝑦2
(𝑥, 𝑦) = ( , )
2 2
Slope of a Line:
𝑦2 − 𝑦1
𝑚=
𝑥2 − 𝑥1

Can you now solve for the distance between any two points using the distance
formula, as well as prove some geometric properties using it?

Very well, let us determine how much you have understood from our discussion by
answering the activities that follow.

What’s More

A. Find the distance between each pair of points on the coordinate plane. Show
your solutions and write them on your activity sheet.
1. A(-6, 12) and B(-6, -1) 6. C(2, 1) and D(-6, -5)
2. E(3, -3) and F(-3, -3) 7. G(4, -2) and H(-1, 1)
3. I(7, -11)) and J(-7, -11) 8. K(6, -7) and L(11, 3)
4. M(-5, -2) and N(-5, 2) 9. O(0,0) and P(-8, 8)
5. Q(8, -8) and R(12, -8) 10. S(2, -3) and T(6, 4)

B. Identify the specific figure which will be formed by each of the following set of
points. Prove your answer by writing your solution and explanation for each
item. (Note: For quadrilaterals, classify them as either parallelogram,
trapezoid, rectangle, square, rhombus or kite. For triangles, classify them as
either scalene, isosceles or equilateral.)
1. M(2, 5), A(6,8), R(2, -7), K(6, -4)
2. P(-1, 2), A(3, 2), U(5, -2), L(-3, -2)
3. O(-2, 7), A(2, 4), H(-1, 0)
4. L(-3, -5), I(-1, 6), A(4, 2)
5.J(7, 1), O(5, 1), H(5, 6), N(7, 6)

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 What I Have Learned

Complete each item below by identifying the missing terms. Choose your answer from
the box and write them on your activity sheet.

1. In finding the distance between two points (x1, y1) and (x2, y2), it is best to use
the formula ____________________ when x1 = x2.
2. In finding the distance between two points (x1, y1) and (x2, y2), it is best to use
the formula ____________________ when y1 = y2.
3. In finding the distance between any two points, the distance formula may be
used. The distance formula is given by _____________________.
4. To prove geometric properties, figures on a coordinate plane can be used and
such proof is called a _____________________________.
5. The distance formula can be used in proving properties of some geometric
figures since many geometric properties can be proven using a _____________.

coordinate proof coordinate plane

d = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
d=|𝑥2 − 𝑥1 | d=|𝑦2 − 𝑦1 |

What I Can Do

Here is another task which will further challenge your understanding of the topic.
Take your time in answering each question.

1. Find the perimeter of a rectangle whose vertices are H(-8, 0), O(4,4), P(6, -2)
and E(-6,-6)
2. Solve for the area, in square units, of the right triangle with vertices F(0, 7),
U(2, -3) and N(7, -2).
3. Find the area, in square units, of a rectangle whose vertices are L(0,6),
O(2, -2), V(-2, -3) and E(-4, 5).

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 Assessment

It is now time to test whether this module was able to help you improve your skill on
applying the distance formula to prove some geometric properties.

A. For each item, write the letter that corresponds to your answer on a piece of paper.

1. In finding the distance between points Y(4, -2) and Z(-7, 5), which is the best
formula to use?
a. d = x2 − x1 c. d = (x2 − x1 )2 − ( y 2 − y1 )2
b. d = y 2 − y1 d. d= (x2 − x1 )2 + ( y2 − y1 )2

2. How long is a circle’s diameter if its endpoints J(-3, -4) and K(2, 6)?
a. √5 units b. 5 units c. 5√5 units d. 10√5 units

3. Point A(10, y) is 5 units from point B(6, 2). If point A is located in the first quadrant,
what is the value of y?
a. 3 b. -1 c. 5 d. 7

4. Find the length of a segment whose endpoints are (-7, 2) and (14, 2).
a. 28 units b. 21 units c. 14 units d. 7 units

5. The coordinates of the vertices of a rectangle are A(3, 7), (6, -2), (0, -4) and (-3, 5).
a. 130 b. √130 c. 10√13 d. 13√10 units

6. A triangle has vertices L(2, -6), O(2, 10), and W(5, -7). How will it be classified?
a. scalene b. isosceles c. equilateral d. none of these

7. The endpoints of the diameter of a circle are O(4,-2) and L(-6,8). What is the length
of the radius of the circle?
a. 10√2 b. 5√2 c. 2√10 d. 2√5

8. What is the distance between points M(6, 10) and K( -10, 2)?
a. 8√5 units b. 20 units c. 10√2 units d. 16 units

9. A segment has endpoints X(9, 12) and Z(-5, 2). If point Y divides the segment into
two equal parts, what are the coordinates of Y?
a. ( 7, 2) b. (2, 7) c. (-7, 5) d. (7, 5)

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10. A mobile phone user was tracked down at his current location whose coordinates
are (9, 12). If the phone user came from a place whose coordinates are (5, 9), how
far has he travelled? (Use the scale: 1 unit = 3km).
a. 3 km b. 5 km c. 10km d. 15km

B. Read each item carefully. Write TRUE if the statement is correct and FALSE if it
is incorrect. Write your answers on your Activity Sheet.

__________ 1. A quadrilateral with vertices H(-4, 4), O(3, 9), M(8, 2) and E(1,-3) is a
square.
__________ 2. In solving for the distance between two points (x1, y1) and (x2, y2) when
x1 = x2, the best formula to use is d=|𝑥2 − 𝑥1 |.

__________ 3. I(3, 6) is halfway between points (9, 6) and (-9, 6).

__________ 4. The distance between X(2,-6) and L(-10, -1) is 13 units.

__________ 5. If you join the points M(-4, 6), A(8, 6), K(8, -2) and E(-4, -2), the figure
formed is a rectangle.

Additional Activities

A. Copy the table on your activity sheet. Complete by finding the length of
segment AB, given the coordinates of points A and B.

No. Coordinates of A Coordinates of B ̅̅̅̅

Length of 𝑨𝑩
1 (11, -2) (11, 7)
2 (-1, 18) (-13, 18)
3 (2, -6) (-1, -1)
4 (4, 9) (0, 8)
5 (15, -6) (6, -15)

B. Find the values of x and y in each problem.

1. CARE is an isosceles trapezoid with vertices C(-6,0), A(x,y), R(4, 5) and E(6, 0).
2. WHY is an isosceles right triangle and V is the midpoint of the longest side.
The given coordinates are W(x, 8), H(12, 0), Y(0, 0) and V(x,y).
3. WISH is a square. Its vertices are W(7, 26), I(29, 26), S(29, 4) and H(x, y)

18
 19
What’s More:
What I Have Learned: A. 1. 13
2. 6
3. 14
4. 4
5. 4
6. 10
7. √34
8. 5√5
9. 8√2
10. √65
B. 1. parallelogram. Answers may
vary.
2. trapezoid. Answers may vary.
3. isosceles triangle. Answers may
vary.
4. scalene triangle. Answers may
vary.
5. rectangle. Answers may vary.
What I Know:
What’s In:
A. 1. b
What’s New: A. 1. 3 2. a
A. 1. a. (-2, 3) 3. c
2. 5
4. d
b. (-2, -1) 3. 9 5. d
6. b
c. (1, -1) 4. 2 7. a
8. c
2. Answers may 5. 14 9. a
vary 10. b
B. 1. 8√2√2
3. Answers may B. 1. FALSE
vary 2. 4 2. FALSE
3. TRUE
3. 5 4. TRUE
5. FALSE
Answer Key
 20
Additional Activities Assessment:
A. 1. d What I Can Do:
A. 1. 9
2. c
3. c 1. 12√10
2. 12
4. b
5. b 2. 34
3. √34
6. a
3. 26
4. √17 7. b
8. a
5. 9√2 9. b
10. d
B. 1. TRUE
B. 1 (-4, 5) 2. FALSE
3. FALSE
2. (6, 0) 4. TRUE
5. TRUE
3.(7, 4)
References
Callanta, Melvin M. et. Al. 2015. Learner’s Module in Mathematics 10, Rex Bookstore,
Inc.

Orines, Fernando B. et. Al. 2015. Next Century Mathematics 10. Quezon City. Phoenix
Publishing House, Inc.,

21
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