8

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Mathematics
Quarter 3 - Module 2
Axiomatic Structure
Mathematics — Grade 8
Alternative Delivery Mode
Quarter 3 — Module 2: Axiomatic Structure
First Edition, 2020

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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI

Development Team of the Module

Writer(s): Roxane Mae D. Nacua

Reviewer(s): Ma. Cristina B. Galgo, PhD

Illustrator(s): Jay Michael A. Calipusan

Layout Artist: Roxane Mae D. Nacua

Management Team

Chairperson: Jesnar Dems S. Torres, PhD, CESO VI

Schools Division Superintendent

Co-Chairperson: Conniebel C. Nistal, PhD

OIC, Assistant Schools Division Superintendent

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Members: Ma. Cristina B. Galgo, EPS - Mathematics

Himaya B. Sinatao, LRMS Manager
Jay Michael A. Calipusan, PDO II
Printed in the PhilippinesMercy
by M. Caharian, Librarian II
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E-mail Address: [email protected]
 8
Mathematics 8
Quarter 3 – Module 2:
Axiomatic Structure
 Table of Contents

What This Learning Package is About .................................................... i

What I Need to Know .................................................................................... i
How to Learn from this Learning Package ................................................... i
Icons of this Learning Package ..................................................................... ii
What I Know ..................................................................................................... iii

Lesson 1:
Undefined Terms ................................................................................ 1
What I Need to Know ........................................................................................... 1
What’s New
Activity 1: Objects for Undefined Terms ................................................... 1
What Is It
Undefined Terms of Geometry .................................................................. 2
What’s More
Activity 2: Word Puzzle ............................................................................. 2
What’s New
Activity 3: Yes or No?................................................................................ 3
What Is It
Basic Definitions Using the Undefined Terms ..................................................... 4
What’s More
Activity 4: Draw Me ................................................................................... 4
What I Have Learned
Activity 5: 3-2-1 CHART ............................................................................ 5
What I Can Do
Activity 6: Floor Plan Making ..................................................................... 5

Lesson 2:
Postulates Involving Points, Lines, Planes ..................................... 6
What’s In......................................................................................................................... 6
What I Need to Know ............................................................................................ 6
What’s New
Activity 1: Jumbled Words ........................................................................ 6
What Is It
Basic Postulates ....................................................................................... 7
What’s More
Activity 2: You Try! .................................................................................... 7
What I Have Learned
Activity 3: Tell Me! ..................................................................................... 8
What I Can Do
Activity 4: Building My Dream House! ....................................................... 8
Lesson 3:
Segments, Rays and Angles ................................................................. 9
What’s In ......................................................................................................................... 9
What I Need to Know ..................................................................................................... 9
What’s New
Activity 1: Picture Analysis .............................................................................. 10
What Is It
Line Segment, Ray and Angle Definition ...................................................... 10
What’s More
Activity 2: Draw and Label .............................................................................. 11
What Is It
Other Concepts ................................................................................................ 11
What’s More
Activity 3: Fill In! ................................................................................................ 12
What I Have Learned
Activity 4: Generalization.................................................................................. 13
What I Can Do
Activity 5: Objects Around Me! ....................................................................... 13

Summary ................................................................................................ 14
Assessment: Post-Test ....................................................................... 15
Key to Answers ..................................................................................... 16
References ............................................................................................. 18
What This Module is About
Building a house takes a lot of planning. It needs a strong foundation to avoid a
possible collapse that might harm the occupants. Also, geometric relations involving plane
figures are reflected in the design of the house. This module will introduce the foundations of
Euclidean geometry and will give you an idea how geometric figures play a vital role in house
planning and designing.
.

What I Need to Know

At the end of this module, you should be able to:

 Illustrate the need for an axiomatic structure of a mathematical system in general,

and in Geometry in particular: (a) defined terms; (b) undefined terms; (c) postulates;
and (d) theorems. (M8GE-IIIa-c-1)

i
 What I Know

Pre-Assessment: Multiple Choices

Directions: Read and understand each question carefully then select the letter
corresponding to your answer.
1. What is the image shown in the right?
A. point C. line
B. plane D. ray

2. The following pictures model a line EXCEPT

A. C.

B. D.

3. Based on the figure below, which statement is TRUE?

A. ⃗𝐿⃗⃗⃗𝐸
⃗→ and 𝐸
⃗⃗⃗⃗⃗𝐿→ are the same rays.
B. Point U is the common endpoint of ⃗𝑈 ⃗→ and ⃗𝑈⃗⃗⃗𝐸
⃗⃗⃗⃗𝑁 ⃗→.

C. ⃗𝐿⃗⃗⃗𝐸
⃗→ and ⃗𝐸⃗⃗⃗𝑈
⃗→ are opposite rays.
D. You can name the figure as line E.

4. What is the intersection of two lines?

A. point B. line C. plane D. ray

5. The intersection of two planes is a .

A. point B. line C. plane D. ray

6. If points A, B, C are collinear with C between A and B, the segment addition

postulate is:
A. AB + BC = AC C. BC + CA = AB
B. BA + CB = AC D. BC + AC = CA
7. A plane is named by .
A. Any 1 point on the plane.
B. Any 3 collinear points on the plane or a lowercase script letter.
C. Any 3 non-collinear points on the plane or an uppercase script letter.
D. All points on the plane that aren't part of a line.

⃗⃗⃗⃗𝐶
8. If 𝐴 ⃗→ is an angle bisector of ∠𝐵𝐴𝐷, and 𝑚∠𝐵𝐴𝐷 = 80°, what is the measure of
∠𝐶𝐴𝐵?

A. 80°

B. 40°

C. 160°

D. 180°

9. In reference to the figure below, which statement is FALSE?

A. Plane A and B are intersecting planes.

B. ⃡𝑁⃗⃗⃗⃗𝐾
⃗→ and ⃡𝑄⃗⃗⃗𝑃
⃗→ are intersecting lines
C. Point M is in Plane B.
D. Points P. N and Q are collinear and coplanar.

https://www.yonkerspublicschools.org/cms/lib/NY01814060/Centricity/Domain/2366/1-Unit%20Points%20Planes%20and%20Lines%20BOOK%20.pdf

10. Why are parking lots like the image below are designed to have parallel and
perpendicular lines?

https://dcplm.com/blog/best-ways-to-keep-your-parking-lot-clean/

A. For the parking lot’s area to be organized.

B. Vehicles are properly arranged.
C. There will be an easy flow of the vehicles coming in and out of the parking lot.
D. All of the above.

iv
 Lesson Undefined Terms
1

What I Need to Know

The foundations of geometry are the three undefined terms: points, lines,
planes. They are terms or words that do not require further explanation or description.
These terms are used to define or explain more complicated terms or concepts. This
lesson will help you understand more the details and real-life examples of the
undefined terms.

What’s New

Activity 1: Objects for Undefined Terms

Instruction: Check the column of the undefined term modeled by the following
objects. The first two objects serve as examples.
Object Point Line Plane
1. edge of a table
2. top of a box
3. wall of a room
4. tip of a pen
5. curtain rod
6. star in the sky
7. surface of a page of a book

1
 What Is It

Undefined Terms of Geometry

Undefined terms are so basic and fundamental that no other terms can define
them. However, they can be described and be given graphical representations.

Undefined Term with Description Illustration

Point - is an exact location in space. It

has no size and can be presented by a
dot. You name a point with a capital
letter.
The points above are named point A,
point B, and point C or A, B, and C.

Line – is an arrangement of points that

extends infinitely in opposite directions.
You can name a line using any two
points on the line or with a lowercase The line above is named line AB (in
letter located at one arrow head of the
symbol ⃡𝐴⃗⃗⃗𝐵
⃗→ or ⃡𝐵⃗⃗⃗𝐴
⃗→). It can also be called
line.
line l.
Plane – is a flat surface that extends in
all directions. A plane has no edge, but
a four-sided figure represents a plane.
You can name a plane using a capital
letter that does not represent any point
or three of its points that do not belong The plane above is named plane ABC
to the same line. or plane M.

2
 What’s More

Activity 2: Word Puzzle

Direction: Encircle some words or phrases (objects) and identify if it represents
a point, line or plane. Words can be seen horizontally, vertically or diagonally.

laser floor blackboard

tip of a needle edge of a tile paper

corner of a box cable wire ceiling

surface of a table

B X A Y S E D G E O F A T I L E
L S E G U O X R C A R N X W A X
A Z C W R W V H I E H Y U E V P
C N H A F U N U X H I F A M I A
K U Z E A X I G M W W L T N V P
B A O X C W R O X Y Z D I R W E
O M O F E L G H L I H R H N I R
A D H X O J E N S A H D X R G C
R I Z E F R O C F E S W I S I E
D H J N A E B X E H K E U L U F
X E K S T F G N H I U P R A N L
Y B E A A X B O L X B R E T S O
A D C Z B F E E L I O V E X O O
V O X U L C A B L E W I R E Y R
E R I M E N I E S U C N C E I U
T I P O F A N E E D L E I M E W
W R W C O R N E R O F A B O X A
X S A E A B L O B A H W E R S T

POINT LINE PLANE

cable wire

3
 What’s New

Activity 3: Yes or No?

Direction: Check the column for Yes if you agree with the given statement,
otherwise check No. Base your answer on the figure below.

Statement Yes No
Lines r and t are intersecting lines.
1. Points A, E and F are collinear.
2. Points C, F and G are coplanar.
3. Lines r and t are coplanar.
4. Point E is the intersection of lines r and t.
5. Points F and G are collinear.

What Is It

Basic Definitions Using the Undefined Terms

 Collinear points – points that lie on the same line.
 Noncollinear points – points that are not contained on the same line.
 Coplanar points - points that lie on the same plane.
 Noncollinear points – points that are not contained on the same line.
 Intersection – the set of points that is common to both figures. Intersection
could be a point, a line, or a plane.
 Space – the set of all points.

4
Illustration:  Points A and B, H, I and E are collinear points.
 Points J, I and G are noncollinear points.
 Points F, D, E and C are coplanar points.
 Points C and G are noncoplanar points.
 ⃡⃗⃗⃗𝐻
The intersection of 𝐺 ⃗→ and 𝐵
⃡⃗⃗⃗𝐻
⃗→ is point H.
 ⃡𝐴⃗⃗⃗𝐵
⃗→ is the intersection of plane ABG and plane
ABC.
 Points G and J are coplanar but noncollinear.

What’s More

Activity 4: Draw Me

Direction: Provide an illustration or drawing for each of the following

statement.

Statement Illustration

1. ⃡𝐴⃗⃗⃗𝐵
⃗→ and point C on 𝐴
⃡⃗⃗⃗𝐵
⃗→.

2. ⃡𝑅⃗⃗⃗𝐷
⃗→ and point N, not on ⃡𝑅⃗⃗⃗𝐷
⃗→.

3. Lines e and a intersection at S.

4. Plane M and plane N intersecting at t;

X on plane M but not on plane N; Y on
plane N but not on plane M.

5
 What Can I Do

Activity 5: Floor Plan Making

Direction: Create the floor plan of your dream house. Base your output from
the given rubric below. Draw it in a long bond paper.

Sample Floor Plan

https://www.roomsketcher.com/features/2d-floor-plans/

Rubric for the Floor Plan

Poor Fair Good
Criteria
0 pts 10 pts 20 pts
The floor plan
There was no The floor plan
Floor plan matches given gives fairly
floor plan gives exact
dimensions accurate
drawn. dimensions.
dimensions
Scale is noted on the No scale is Partial scale was The correct scale
drawing given. given. is given.
No doors were Doors were Doors were
Doors
drawn. partially drawn drawn correctly.
No windows Windows were Windows were
Windows
are drawn. partially drawn. drawn correctly.
No furniture or Furniture and/or Both furniture
Furniture/labels labels were labels were and labels were
given. partially given. given correctly.
Quite neat. Lines
Exceptionally
Messy. No somewhat
neat. Lines
Neatness/Professionalism ruler, pencil straight, some
straight, no
marks. pencil marks
pencil marks.
remain.
Exceptional. An
Good. Some
excellent
Layout makes understanding of
Furniture Arrangement understanding of
little sense. furniture layout
furniture layout
rules.
rules.
https://www.rcampus.com/rubricshowc.cfm?code=L549X5&sp=yes&

6
 Postulates Involving Points,
Lesson Lines and Planes

What’s In
We learned that the three undefined terms of geometry are points,
lines and planes. The other concepts will be defined using these three. In the study of
Geometry, the three different classifications of statements are being used namely;
definition, postulate and theorem.

What I Need to Know

Definition use undefined terms or terms previously defined to give a
clear meaning of a word or a phrase. A postulate is a statement that is accepted without
proof. Theorem is a statement needs to be proven first before accepted as true. At this
point, we will learn about some postulates on the relationships of points, lines and
planes.

What’s New

Activity 1: Jumbled Words

Direction: The letters of the words below are jumbled. Figure out what the
word is and write it on the space provided.
1. PITON
2. INEL
3. LEPNA

7
Questions:
1. What can be viewed as something having specific position but without
dimension? magnitude or direction?
2. What is a one-dimensional figure composed of infinite number of points?
3. What is usually represented by a flat surface where infinite number of lines
can lie?

What Is It

Basic Postulates

The following statements expressed relationships among points, lines and

planes. They are accepted as true.

Postulate Illustration
Straight-Line Postulate
Two points are contained in exactly one line.

Points-Existence Postulate
Every line contains at least two distinct points.
Flat plane Postulate
Two points are in a plane, then the line
containing the points is in the same plane.

Plane Postulate
Three noncollinear points are contained in
exactly one plane.
Line- Intersection Postulate
Two lines intersect, then their intersection is a
point.
Plane Intersection Postulate
Two planes intersect, then their intersection is
a line.
(Images taken from the Daily Lesson Plan from Lanao Del Norte)

8
 What’s More

Activity 2: You Try!

Direction: Use the accompanying figure to name the postulate that explains
each statement. The first item will serve as an illustrative example.

1. Points A and D are in ⃡𝐴⃗⃗⃗𝐷

⃗→.
Answer: Straight-Line Postulate
2. Plane P has three points C, D and E.
3. Points B and C are in plane P, so ⃡𝐵⃗⃗𝐶
⃗→ is in plane P.

4. ⃡𝐵⃗⃗⃗𝐸
⃗→ has points B and E.

5. The intersection of lines ⃡𝐴⃗⃗⃗𝐷

⃗→ and ⃡𝐵⃗⃗𝐶
⃗→ is point B.

What I Have Learned

Activity 3: Tell Me!

Determine whether each statement is always, sometimes, or never true. Explain.
1. There are at least three lines through points J and K.

2. There is exactly one plane that contains noncollinear points A, B, and C.

3. Points A, B, and C determine a plane.

9
 Lesson Segments, Rays and Angles
3

What’s In
We have learned in lessons 1 and 2 about the undefined terms and
the postulates involving them. In this lesson, we will discuss about the subsets of a
line.

What I Need to Know

Ruler Postulate
The points in a line can be matched one-to-one with real numbers in
such a way that:
i. to every point in the line, there corresponds exactly one number called its
coordinate;
ii. to every real number, there corresponds exactly one point in the line; and
iii. the distance between two points is equal the absolute value of the difference
of their coordinates.

Distance Between Two Points

The distance AB between two points A and B with coordinates a and b,
respectively, is given by the absolute value of a – b.
𝐴𝐵 = |𝑎 − 𝑏| or |𝑏 − 𝑎|

10
Illustrative Examples:
a) The distance between A and C is given by
𝐴𝐶 = |−9 − (−1)| or |−1 − (−9)| = 8 units

b) The distance between B and F is given by

𝐵𝐹 = |−5 − 6| or |6 − (−5)| = 11 units

What’s New

Activity 1: Picture Analysis

Answer the questions base on the picture
.
Guide Questions:
1. What have you seen in the picture?

2. What mathematical concepts are represented

by the picture?

3. Can you see a line segment in the figure?

4. Can you see a line segment in the figure?

5. If you have seen a segment and a ray encircle

and label it.
Lanao Del Norte Daily Lesson Plan

11
 What Is It

Line Segment, Ray and Angle Definition

N
A line segment is a subset of a line. It has two R
endpoints.
The figure above is ̅𝑅̅𝑁̅or ̅𝑁̅𝑅̅.

T
A ray starts at one point and continues S
infinitely in one direction.
The figure above is ⃗𝑆⃗⃗𝑇
⃗→ but it is not ⃗𝑇⃗⃗⃗𝑆→.

An angle is the figure formed by two rays,

called the sides of the angle, sharing a
common endpoint, called the vertex of
the angle.
The figure is ∠𝐵𝐴𝐶 𝑜𝑟 ∠𝐶𝐴𝐵 or ∠𝐴.

What’s More
Activity 2: Draw and Label
Direction: Draw and label figure for each relationship.

1. Line segment ̅𝑺̅𝑼

2. Ray ⃗𝑻⃗⃗⃗𝑬
⃗→

3. ∠𝑀𝑁𝐿

4. Draw two points, 𝑮 and 𝑷. Then sketch

⃗⃗⃗⃗⃗𝑷
𝑮 ⃗→. Add a point 𝑻 on the ray so that 𝑻
is between 𝑮 and 𝑷.

5. Line 𝑹⃡⃗⃗⃗𝑳
⃗→ lies in plane 𝝅 and contains
point 𝑬, but does not contain point 𝑺

12
 What Is It

Other Concepts

Figure 1 Figure 2

Betweenness of Points In figure 1,

(Segment Addition Postulate) XY + YZ = XZ
If three points A, B and C are 6 + 5 = 11
collinear and AB + BC = AC, then B is 11 = 11
between A and C. Thus, point Y is between points X and Z.
Congruent Segments In figure 1,
Two segments ̅𝐴̅𝐵̅and ̅𝐶̅𝐷̅ are YT = |0 – 2| = |-2| = 2 units and
congruent, denoted by ̅𝐴̅𝐵̅≅ 𝐶̅𝐷̅, if and ZV = |5 – 7| = |-2| = 2 units
only if their measures are equal, that is Hence, 𝑌 ̅𝑇̅≅ ̅𝑍̅𝑉̅.
AB = CD.
Midpoint of a Segment In figure 1,
Midpoint of a segment is a point XY = |-6 – 0| = |- 6| = 6 and
that divides the segment into two YS = |0 – 6|= |- 6| = 6.
congruent segments. Thus, Y is the midpoint of ̅𝑋̅𝑆̅.

Bisector of Segment In figure 1, Plane P and line l intersects ̅𝑋̅𝑆̅

A segment bisector is a line, at its midpoint, Y. Therefore, plane P and
segment, ray or plane that intersects line l are bisectors of ̅𝑋̅𝑆̅.
the segment at its midpoint.
Betweenness of Rays In figure 2, if m∠CAB=30° and
⃗⃗⃗⃗𝐵
If three rays 𝐴 ⃗→, 𝐴
⃗⃗⃗⃗𝐶
⃗→, and 𝐴
⃗⃗⃗⃗𝐷
⃗→, m∠CAD=30°, so
are coplanar and m∠CAB + m∠CAB + 𝑚∠CAD =m∠BAD
𝑚∠CAD = m∠BAD 30°+30° =60°.
⃗⃗⃗⃗𝐶
then 𝐴 ⃗→ is between 𝐴
⃗⃗⃗⃗𝐵
⃗→ and 𝐴
⃗⃗⃗⃗𝐷
⃗→. Hence, 𝐴 ⃗⃗⃗⃗𝐶
⃗→ is between ⃗𝐴⃗⃗⃗𝐵
⃗→ and ⃗𝐴⃗⃗⃗𝐷
⃗→.
Angle Bisector In figure 2, 𝐴⃗⃗⃗⃗𝐶
⃗→ is an angle bisector if and
An angle bisector is a ray that only if m∠CAB ≅ 𝑚∠CAD.
divides an angle into two congruent Suppose, 𝐴 ⃗⃗⃗⃗𝐶
⃗→ bisects ∠BAD and m∠CAB=
angles. (3x+2)° and m∠CAD= (4x-9)°,

13
 then the measure of ∠BAD is
3x+2 = 4x-9
11= x.
Thus, m∠CAB = 3x+2 = 3(11)+2 = 35 and
m∠CAD = 4x- 9 = 4(11) - 9 = 35.
Therefore, m∠BAD = 70°.

What’s More

Activity 3: Fill In!

A. Fill in the blanks with the correct answer. Refer to the number line below.

1. The distance from D to is |1- (-2)|.

2. Point ̅ ̅ ̅
on 𝐵𝐺 has a distance of 4 units from G.
3. AC + = AF
4. The midpoint of ̅𝐵̅𝐸̅is .
5. If plane M is a bisector of 𝐴𝐺, then plane M intersects ̅G
̅ ̅ ̅ A̅ at the coordinate .

B. Give the missing data in the table below. Given that ⃗I⃗⃗F→ bisects ∠LIE. Find the measure of
m and the actual measure of each angle

m∠LIE m∠LIF m∠FIE

45
74
x+2
3m + 5 = 2m + 10 =

Summary

14
 Let us summarize the concepts you have learned in this module:

1. Point - is an exact location in space. It has no size and can be presented by a

dot. You name a point with a capital letter.
2. Line – is an arrangement of points that extends infinitely in opposite directions. You
can name a line using ang two points on the line or with a lowercase letter located
at one arrow head of the line.
3. Plane – is a flat surface that extends in all directions. A plane has no edge, but a
four-sided figure represents a plane. You can name a plane using a capital letter
that does not represent any point or three of its points that do not belong to the
same line.
4. Collinear points – points that lie on the same line.
5. Noncollinear points – points that that do not contained on the same line.
6. Coplanar points - points that lie on the same plane.
7. Noncollinear points – points that that do not contained on the same line.
8. Intersection – the set of points that is common to both figures. Intersection could
be a point, a line, or a plane.
9. Space – the set of all points.
10. Straight-Line Postulate: Two points are contained in exactly one line.
11. Points-Existence Postulate: Every line contains at least two distinct points.
12. Flat plane Postulate: Two points are in a plane, then the line containing the
points is in the same plane.
13. Plane Postulate: Three noncollinear points are contained in exactly one plane.
14. Line- Intersection Postulate: Two lines intersect, then their intersection is a point.
15. Plane Intersection Postulate: Two planes intersect, then their intersection is a
line.
16. A line segment is a subset of a line. It has two endpoints.
17. A ray starts at one point and continues infinitely in one direction.
18. An angle is the figure formed by two rays, called the sides of the angle, sharing a
common endpoint, called the vertex of the angle.
19. Betweenness of Points /Segment Addition Postulate
If three points A, B and C are collinear and AB + BC = AC, then B is between A
and C.
20. Congruent Segments
Two segments ̅𝐵 𝐴̅ and ̅𝐷
𝐶̅ are congruent, denoted by ̅𝐴̅𝐵̅≅ ̅𝐶̅𝐷̅, if and only if
their measures are equal, that is AB = CD.
21. Midpoint of a Segment is a point that divides the segment into two congruent
segments.
22. Bisector of Segment is a line, segment, ray or plane that intersects the segment
at its midpoint.
23. Betweenness of Rays
⃗⃗⃗⃗𝐵
If three rays 𝐴 ⃗→, 𝐴
⃗⃗⃗⃗𝐶
⃗→, and ⃗𝐴⃗⃗⃗𝐷
⃗→, are coplanar and m∠CAB + 𝑚∠CAD = m∠BAD

⃗⃗⃗⃗𝐶
then 𝐴 ⃗→ is between ⃗𝐴⃗⃗⃗𝐵
⃗→ and 𝐴
⃗⃗⃗⃗𝐷
⃗→.

24. Angle Bisector is a ray that divides an angle into two congruent angles.
Assessment: Post-test
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 Directions: Read and understand each question carefully then select the letter
corresponding to your answer.
1. What is the image shown in the right?
A. point C. line
B. plane D. ray
2. Which of the following models a point?
A. cable wire C. edge of a rectangular table
B. star in the sky D. surface of a bond paper
3. Based on the figure below, which statement is FALSE?

E. ̅𝑈̅𝑁̅and 𝑁
̅𝑈̅are the same segments.
⃗⃗⃗⃗𝐿→ and ⃗𝑈
F. Point U is the common endpoint of ⃗𝑈 ⃗⃗⃗𝑁
⃗⃗→.

G. ⃗𝐿⃗⃗⃗𝐸
⃗→ and ⃗𝐸⃗⃗⃗𝑈
⃗→ are opposite rays.
H. You can name the figure as 𝐸 ⃡⃗⃗⃗𝑁
⃗→.
4. What is the intersection of a line and a plane?
A. point B. line C. plane D. ray
5. It is a point that divides a segment into two congruent segments.
A. point B. midpoint C. bisector D. ray
6. If points A, B, 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
7. Points J, K and L are collinear with J between L and K. If KJ = 2x - 3, LK = 9x + 7
and LJ = 4x - 8, solve for x:
A. 6 B. – 6 C. – 4 D. 4

⃗⃗⃗⃗𝐶
8. If 𝐴 ⃗→ is an angle bisector of ∠𝐵𝐴𝐷, and 𝑚∠𝐶𝐴𝐷 = 43°,
what is the measure of ∠𝐷𝐴𝐵?
A. 43°
B. 50°
C. 86°
D. 180°
9. What postulate states that “three noncollinear points are contained in exactly one
plane”?
A. Straight line postulate C. Plane Postulate
B. Flat Plane Postulate D. Intersection Postulate
10. It is a statement accepted without proof.
A. sentence B. definition C. postulate D. theorem

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Answer Key

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LESSON 1

Activity 1
3. Plane
4. Point
5. Line
6. Point
7. Plane

Activity 2
POINT LINE PLANE
laser cable wire blackboard
tip of a needle edge of a tile paper
corner of a box surface of a table
ceiling
floor

Activity 3
1. Yes
2. Yes
3. Yes
4. Yes
5. No

Activity 4
1. 2. 3.

Activity 5
Answers may vary.

LESSON 2

Activity 1
1. POINT
2. LINE
3. PLANE

Activity 2
1. Straight Line Postulate
2. Plane Postulate
3. Flat Plane Postulate
4. Points Existence Postulate
5. Line Intersection Postulate

Activity 3

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1. Never; Straight Line Postulate states through any two points, there is exactly one
line.
2. Always; Plane Postulate states that through any three non-collinear points, there
is exactly one plane.
3. Sometimes; the points must be non-collinear.

LESSON 3

Activity 1
1. House foundation
2. Lines
3. Yes
4. Yes
5. Answer May Vary

Activity 2

1. 2. 3.

4. 5.

Activity 3
A. B. m∠LIE m∠LIF m∠FIE
1. B 45 22.5 22.5
2. D 148 74 74
3. CF
4. C 2x + 4 x+2 x+2
5. 0.5 or ½ m=5 3m+5 2m+10
40 20 20

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