2019 Mathg8q3 PDF

2019
LEARNING MODULE
Mathematics G8 | Q3
Geometry
NOTICE TO THE SCHOOLS
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MATHEMATICS 8
Module 3: Geometry
INTRODUCTION AND FOCUS QUESTION(S):
REASONING CONCLUSION
Do you think it is possible to make a valid conclusion without even going

through the process of investigating? What will you do if you are asked
to make a decision that will affect many people? Many aspects in our
life involve decisions and proof.
Geometry deals with reasoning and how to prove something. It gives

us the proper way on how to prove a certain thing. In this module, you
will find out the answer to the question, “What is the best argument in
justifying claims or proofs?”
LESSONS AND COVERAGE:

In this module, you will examine this question when you take the following
lessons:
Lesson 1 – If - then Statements
Lesson 2 – Inductive and Deductive Reasoning
– Writing Proof
In these lessons, you will learn the following:

 determine the relationship between the hypothesis and the
conclusion of an if-then statement.
 transform a statement into an equivalent if-then statement.
 determine the inverse, converse, and contrapositive of an if-
Lesson 1
then statement.
 illustrate the equivalences of: (a) statement and its
contrapositive; and (b) the converse and inverse of a
statement.
Lesson 2  use inductive or deductive reasoning in an argument.
 write a proof (both direct and indirect)
Developed by the Private Education Assistance Committee 1

under the GASTPE Program of the Department of Education
MODULE MAP:
To guide you in this module, below is a simple map of the above lessons you will
cover:
Logic and Reasoning
If then-statements Types of Reasoning Writing Proofs
Conditional Inductive
Converse Deductive
Inverse
Contrapositive
EXPECTED SKILLS:
To do well in this module, you need to remember and do the following:
Define terms that are unfamiliar to you.

1. Explore websites that would be of great help for your better understanding of
the lessons.
2. Take down notes of the important concepts in your journal.
3. Perform and complete the exercises provided.
4. Collaborate with the teacher and peers.

PRE-ASSESSMENT
Let’s find out how much you already know about this module. Click on the letter
that you think best answers the question. Please answer all items. After taking
this short test, you will see your score. Take note of the items that you were not
able to correctly answer and look for the right answer as you go through this
module.
1. Which of the following statements is NOT true about conditional statements?

A. It is written in an if-then form.
B. The first part of the statement is the hypothesis and the second part of the
statement is the conclusion.
C. A conditional has related conditionals such its converse, inverse, and
contrapositive.
D. A conditional statement is defined to be always true.
2. From the choices select the hypothesis of the statement.

If the baby is wearing blue booties, then it is a baby boy.
A. If the baby is wearing blue booties.
B. The baby is wearing blue booties
C. Then it is a baby boy.
D. It is a baby boy
3. Which of the following statements is FALSE?

A. The inverse and contrapositive are formed using negations of the hypothesis and
the conclusion.
B. If a given statement is true, the converse and inverse are necessarily true.
C. A conditional statement and its contrapositive are logically equivalent.
D. The converse and inverse of a conditional statement are logically equivalent.
4. Which of the following is the if-then form of the statement below?

“Equilateral triangles are equiangular.”
A. If a triangle is equilateral, then it is equiangular.
B. If a triangle is equiangular, then it is equilateral.
C. If a triangle is not equilateral, then it is not equiangular.
D. If a triangle is not equiangular, then it is not equilateral.
5. Which of the following is the converse conditional below?

“If two angles have the same measure, then the angles are congruent.”
A. If two angles are congruent, then the angles have the same measure.
B. If two angles do not have the same measure, then the angles are not congruent.
C. If two angles are not congruent, then the angles do not have the same measure.
D. If two angles do not have the same measure, then the angles are congruent.
6. Which of the following is the inverse of the conditional below?

“If segments are congruent, then the segments have equal length.
A. If the segments have equal length, then the segments are congruent.
B. If the segments are not congruent, then the segments do not have equal
length.

C. If the segments do not have equal length, then the segments are not
congruent.
D. If the segments are congruent, then the length of the segments are not equal.
7. Which of these statements is logically equivalent to the conditional below?

If two points are collinear, then the points lie on the same line.
A. If the two points lie on the same line, then the points are collinear.
B. It two points are not collinear, then the points do not lie on the same line.
C. If the two points do not lie on the same line, then the points are not collinear.
D. If the two points lie on the same line, then the points are collinear.
8. Determine which of the following situations is NOT based deductive reasoning.

A. Taking a person’s life is always wrong. Capital punishment involves taking a
person’s life. Therefore, capital punishment is always wrong.
B. Six in ten children who are allowed to drink at home with their parents become
alcoholics later in life. Therefore, attitudes towards drinking are formed by others
near to us.
C. Every human being has rights. John is a human being, therefore, John has rights.
D. A customer must have an advantage card in order to avail of additional discounts
in all SM malls nationwide. Mae is availing an additional discount for the item she
purchased. Mae has an SM advantage card.
9. What generalization can be derived from the given cases?

Case 1 Case 2
M, N, O are midpoints P, Q, R are the midpoints

The perimeter of ΔMON is twice the The perimeter of ΔPQR is twice the
perimeter of ΔXYZ. perimeter of ΔABC.
Case 3
L, M, O are the midpoints

The perimeter of ΔLMO is twice the perimeter of ΔHIJ.

A. In a triangle, twice the midpoints form equal angles.
B. In a triangle, the side opposite a certain midpoint is twice longest side.
C. The perimeter of a triangle formed by the midpoints is twice the perimeter of
the triangle.
D. The perimeter of a triangle is twice the perimeter of the triangle formed by
joining the midpoints of its side.
10. Which of the following stated conclusions is valid based on the given information?
If two angles are vertical, then they are congruent.
A. Given: A and  B are vertical angles
Conclusion: A   B
B. Given: C and  D are nonadjacent angles
Conclusion: C   D
C. Given: E   F
Conclusion: E and  F are vertical angles
D. Given: G   H
Conclusion: G and  H are nonadjacent angles
11. Which of the following statements is FALSE?

A. If two angles are complementary, then the measure of each acute angle is 45.
B. If the sum of the measures of two angles is 90, then the angles are complementary.
C. If the sum of the measures of two angles is 180, then the angles are supplementary.
D. If two angles are nonadjacent and are formed by the intersecting lines, the angles are
vertical angles.
12. Which of the following statements has a FALSE truth value?

A. If two lines intersect, then they are coplanar.
B. If two lines intersect, then two pairs of vertical angles are formed.
C. If two lines intersect, then they are perpendicular to each other.
D. If two lines intersect, then they intersect at exactly one point.
13. Deduce conclusion from the given picture below.
http://www.towntalk.co.uk/subdomains/lib/image.php/22051_untitled.jpg?domain=.co.uk&image=
http://www.leeds.towntalk.co.uk/images_folder/eventsimg/22051_untitled.jpg&width=700
A. The sides of the road are intersecting.
B. The sides of the road are parallel.
C. The sides of the road are concurrent
D. The sides of the road has end.

14. What is the best conclusion for the following statements?
1. If you run everyday, then you will not be a couch potato.
2. Alex run everyday.
A. Alex will not be a couch potato.

B. Alex will be a couch potato.
C. Alex will run everyday.
D. No conclusion can be made.
15. Your classmate told you that:

1. Students need to be self-disciplined.
2. If you are self-disciplined, then you have good study habits.
3. If you have good study habits, then you get good grades.
What does your classmate want you to realize?

A. Students who are self-disciplined have good study habits.
B. Students who are self-disciplined get good grades.
C. Students who have good study habits are self-disciplined people.
D. Students who get good grades will be given honor certificates.
16. Two reminders are posted for the movie that is now on showing on a cinema.
Children under 18 must be

Rated SPG. accompanied by their
parents/guardian.
You really wanted to watch the movie but you are only 15 years old. What will you
do?
A. I will go to the cinema alone and I will tell them that I am 18 years old.
B. I will go to the cinema with my friends.
C. I will go to the cinema and ask any adult stranger to pretend that he/she is my
parent.
D. I will ask my parents to join me in watching the movie.
17. If you were asked to make a mathematical investigation regarding a certain

phenomenon, which of the following criteria would you take into consideration to
assure the success of your investigation?
A. visual aid, powerpoint presentation and grammar
B. grammar, content and the use of technology
C. coherence, clarity and powerpoint presentation
D. conclusion, clarity and coherence
18. As the head writer of Math Magazine, you were tasked to present an investigation
about the current issue in math that will be the magazine’s next theme. It will be
evaluated first by the chief editor and executive committee. What do you think of
assessing your investigation?
A. coherence, clarity and sound judgment
B. coherence, clarity and visual aid
C. sound judgment, clarity and the use of technology
D. visual aid, the use of technology and coherence

19. You are a debater and days from now you will represent your school in an inter-
school debate contest. How will your arguments be prepared?
A. It must be coherent.
B. It must be clear.
C. It must be coherent and clear.
D. It must follow the rules of inductive reasoning only.
20. You were told by your family doctor that Paracetamol is a medicine given to patients
with fever. Your 2 year-old sister has fever and you were told to give the lowest
dosage for her age bracket as shown below.
Age Dose
(mL)
3 months to 1 year 2.5 to 5 mL
1 to 5 years 5 to 10 mL
6 to 12 years 10 to 20 mL
How many mL of Paracetamol will you give to your sister?

A. 2.5 mL
B. 3 mL
C. 5 mL
D. 10 mL

Lesson 1: Reasons Behind Reasoning
Let’s start the module by answering the problem below.
ACTIVITY 1. Agree or Disagree?
Bella, Kaela, and Rhea are having conversation below.

Based from your experience Rhea, I can
conclude that Café Andre is not the best
place in town that serves the most
delicious Filipino dishes. I think it would be
Girls, let’s go out better if we try another place to dine. Do
tonight and dine at you agree with me?
Café Andre. They
serve the most I think not Bella, I’ve
delicious Filipino been in that Café last
dishes in town. week. The Bulalo
I’ve ordered was not
really good.
Process Questions:
1. What are the three girls talking about?
2. Who among them is reasonable? Why

3. Why is reasoning important in our daily conversation?
4. How are clear and coherent arguments and proofs formulated? How are
they proved or disproved?
ACTIVITY 2. Anticipation Reaction Guide

Respond to each statement twice: once before the lesson and again after the
lesson.
Write A if you agree with the statement.

Write B if disagree with the statement.
Before Statement After
Lesson Lesson
1. A conditional statement and its related conditionals can be
rewritten in “if-then” form.
2. If then statements should always be written in the “if-then”

form.
3. The “if” part of a conditional statement is its conclusion.
4. The contrapositive is logically equivalent to the original

conditional.
5. A conditional statement is defined to be true unless a true

hypothesis leads to a false conclusion.
6. When a conditional statement and its converse are both

true, you can write them as one statement called a
biconditional statement.

End of EXPLORE:
You gave your initial ideas on the questions and statements given
above.
Let’s find out how others would answer the above questions and
statements and compare their ideas to our own. As you compare, you
will find out if your ideas are in line with the standard. You will also
learn other concepts which will help you complete a required project
found at the end. This project is about making false and true
arguments/statements. We will start by doing the next activity.
Your goal in this section is to learn and understand key concepts of an

if-then statement and when to conclude that it is true or false.
ACTIVITY 3. The Basic of Concepts of Logic
A. Read an article on http://www.manyworldsoflogic.com/whatIsLogic.html

and read its subtopics:
a. Introduction
b. But Isn’t All Reasoning Equal?
c. The Value of Logic
d. What Does a Standard of Reasoning Look Like?
Then complete the Frayer Model below.

Definition Facts/Characteristics
Logic
Example of Good Reasoning Non-examples of Good Reasoning

Process Questions:
2. How are clear and coherent arguments and proofs formulated? How
are they proved or disproved?
Now that you have learned the meaning of logic and arguments,
it is time for you to learn the how statements used in arguments
formulated. In the following activities, you will learn conditional
statements and its related conditionals.
ACTIVITY 4. If-then Statements

A. Read an article on
http://www.mathgoodies.com/lessons/vol9/conditional.html which contains
input/idea on conditional statement and 5-item exercises with immediate
feedback.
B. Read an article and watch 3 videos in http://www.ck12.org/book/CK-

12-Basic-Geometry-Concepts/r6/section/2.3/ about conditional
statements. After these, click on Practice on the upper part of the
page to answer a 15-item interactive quiz. Immediate feedback of
your answers will be given.

Jot down important concepts in your Ever Note.
Process Questions:
1. What is a conditional statement?
2. How will you identify the hypothesis and conclusion of a conditional

statement?
3. When will a conditional becomes false?
4. How did you score in the 15-item interactive quiz?
5. If you scored high, what were the reasons why you were able to achieve
it? If you scored low, what went wrong along the way?

Do not proceed to the next part of this activity if you did not score
well in the 15-item interactive quiz. Watch the three videos again
and study the examples. Then take the 15-item interactive quiz
again.
Post your answers in the Discussion Forum. Discuss with your classmates
and compare it to yours.
Sum-up what you have learned and have gained from your classmates by
completing each statement below.
A conditional statement is an _________ statement, symbolized by ________

in which p is a ______________ and q is a ________________. The
conditional is defined to be true unless a __________hypothesis leads to a
__________conclusion.
ACTIVITY 5. More Skills Practice

A. Identify the hypothesis and the conclusion for each of the following. Then
determine its truth value. If it false, give a counterexample.
1. If you are a Filipino, then you live in the Philippines.

Hypothesis: Conclusion: Truth Value
Counterexample:
2. If the weather is hot, then it is summer.

Counterexample:
3. If you pass the requirements on time, then your teacher will be

happy.
Counterexample:

4. If a polygon is triangle, then it has three sides.
Counterexample:
5. If x + 12 = 25, then x = 13.

Counterexample:
B. Rewrite each statement into an “if-then” statement. Then determine its truth
value. If it false, give a counterexample.
1. A punctual student is never late in coming to school.
If-then form: Truth Value
Counterexample:
2. Children who are well feed are healthy.

Counterexample:
3. A person who has low self-esteem is always bullied.

Counterexample:

4. A quadrilateral has four sides.
Counterexample:
5. Perpendicular lines are two intersecting lines that form 90-

degree angles.
Counterexample:
C. You are in your way going to Davao City. Along the way, you can see the
sign “ Speed Limit: 60 kph” and somebody told you that “If you drive
faster than 60 kilometers per hour, then you will receive a speeding
ticket.” Determine the truth value of the following statement for each set
of conditions. If it is false, justify your answer.
1. You drive 70 kilometers per hour, and you receive a speeding ticket.
2. You drive 62 kilometers per hour, and you do not receive a speeding
ticket.
3. You drive 58 kilometers per hour and you receive a speeding ticket.

Process Questions:
1. When will a conditional’s truth value becomes true?
2. When does it become false?
D.
a. True.
b. False. I should receive a speeding ticket since my speed is more than
the given limit.
c. False. I should not receive a speeding ticket since my speed is lower
than the given limit.
The Converse, Inverse, Contrapositive, and

ACTIVITY 6.
Biconditional Statements
A. Read an article and watch 3 videos in http://www.ck12.org/book/CK-
12-Basic-Geometry-Concepts/r6/section/2.4/ about the converse,
inverse, and contrapositive of a conditional statement. After these, click
on Practice to answer a 15-item interactive quiz. Immediate
feedback of your answers will be given.
Use also the table below to guide you determine the truth value of the
related conditionals if the original conditional is either true or false.

B. Watch a video from https://www.youtube.com/watch?v=GovRqzKh6Kw
.This video shows how to write biconditional statements and how to
separate a biconditional into its two conditional statements.
Jot down important concepts in your Ever Note.
Process Questions:
1. How will you rewrite the converse, inverse, and contrapositive of a given
conditional statement?
2. How are the inverse and contrapositive statements formed?
3. How do you call statements with the same truth value?
4. Which of the related conditionals of a conditional statement is logically equivalent to

it?
a. Converse
b. Inverse
c. Contrapositive

5. When can you write a biconditional statement?
7. If you scored high, what were the reasons why you were able to achieve it?
If you scored low, what went wrong along the way?
again.
Post your answers in the Discussion Forum. Discuss with your classmates
and compare it to yours.
Sum-up what you have learned and have gained from your classmates
by completing each statement below.
To write the converse of a given conditional statement, _______________

the hypothesis and conclusion. The inverse and contrapositive are formed
using _______________ of the hypothesis and the conclusion.
If a given statement is true, the _____________ and _____________ are not

necessarily true. However, the _____________ of a true conditional is always
_____________, and the _____________ of a false conditional is always
_____________. If the original statement and its converse are both true then
the statement is ______________.
Statements with the _______________ truth values are said to be logically

equivalent. Hence, a conditional and its _______________ are logically
equivalent so as its _______________ and _______________.

ACTIVITY 7. More Practice
A. Write the converse, inverse, and contrapositive of the following conditional
statements. Then tell whether the conditional, its converse, its inverse, or
its contrapositive is True or False. If it is False, give a counterexample.
1.
Conditional: If you are in Manila, then you are in
Luzon.
True or False with
Counterexample:
Converse:
True or False with
Counterexample:
Inverse:
True or False with
Counterexample:
Contrapositive:
True or False with
Counterexample:
2.
Conditional: If two line segments have the same lengths,
then they are congruent.
True or False with
Counterexample:
Converse:
True or False with
Counterexample:
Inverse:
True or False with
Counterexample:
Contrapositive:
True or False with
Counterexample:
3.
Conditional: If x2 = 36, then x = 6.
True or False with
Counterexample:
Converse:
True or False with
Counterexample:
Inverse:
True or False with
Counterexample:
Contrapositive:

True or False with
Counterexample:
B. Write each biconditional as a conditional and its converse.

Bi-conditional 1. Two angles are complementary if and only if the sum of their
measures is 90.
Conditional
Converse
Bi-conditional 2. Two lines are parallel if and only if they do not intersect.
Conditional
Converse
Bi-conditional 3. x + 7 = 13 if and only if x = 6.
Conditional
Converse
Biconditional 4. x2 = 100 if and only x = -10 or x = 10.
Conditional
Converse
Bi-conditional 5. A person is morally upright if and only if he/she is living out
the moral teachings.
Conditional
Converse
C. Interactive Quiz
Click http://www.regentsprep.org/regents/math/geometry/gp2/pracrc.htm
In this quiz, you will be given a statement and will be asked of its related
conditional. You will be asked to choose the correct answer from the given
choices. A prompt will appear if you clicked the correct or wrong answer.
Just click the EXPLANATION if you want to be clarified of your answer.
D. You are evaluating a conditional statement in which the hypothesis is true,

but the conclusion is false. Is the inverse of the statement true or false?
Explain your reasoning.
My Reasoning:
Process Questions:
1. Among the three items in A, which item has all true truth values?

2. Write its equivalent biconditional statement.
3. Can you conclude that the original statement is valid/justifiable? Why?
4. How about the two other original conditionals? Can you conclude that each
is valid/justifiable?
ACTIVITY 8. Skills Readiness Check

Reflect on the level of your performance for this lesson. Check the first column if
you need more practice or you are now ready to move on to the next activity.
I Need more practice I am ready to move on to the next activity

(if most of your answers are (if you incur only few errors in the first
incorrect) three skills practice)
Go back to the videos you have You may proceed to the next activity
viewed to review the input and
examples. Then answer again the
three skills practices.

End of Firm- Up
In this section, the discussion was about identifying the if and then
parts of conditional statements. You write its converse, inverse, and
contrapositive. Also you dealt with biconditional statements and write it
as a conditional and as a converse statements.
Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion?
Which ideas are different and need revision?
Now that you know the important ideas about this topic, let’s go deeper
by moving on to the next section.
Your goal in this section is to have a deeper understanding on if-then

statements.
ACTIVITY 9. Misconception Check
1. Nicka and Paula are evaluating the conditional “If 15 is a prime number,
then 20 is divisible by 4.”. Both think that the conditional is true, but their
reasoning differs. Is either of them correct? Explain.
Nicka Paula
The conclusion is true, because The hypothesis is false,

20 is divisible by 4, so the because 15 is not a prime
conditional is true. number, so the conditional is
true.
My answer and explanation.
Process Question:
How are arguments proved or disproved?

ACTIVITY 10. Making Proofs
Show that the following statements are logically valid or not. Make use of the
conditional, converse, inverse, contrapositive and biconditional statements in
making your proofs. If the conditional and its related conditionals is/are false,
write a counter-example.
Statement: An animal that can fly Statement: x = 28 when x – 5 = 23.
is a bird.
Conditional:
Conditional:
Converse:
Converse:
Inverse:
Inverse:
Contrapositive:
Contrapositive:
Biconditional:
Biconditional:
Conclusion: The given statement
Conclusion: The given statement is logically____________.
is logically_________.
Process Questions:
1. How will you conclude that an argument is logically valid or not? What are
bases?
2. How are arguments proved or disproved?
Post Your answer to the process questions in the Discussion Forum and
discuss with your classmates.
ACTIVITY 11. Test of Understanding

Instruction: In the previous section, we looked at different statements. Let’s put
together in the table below our answers to the essential question that we asked for
each problem.
Conclude if the given situation is logically true or false.

Essential Situation 1 Situation 2 Situation 3
Question:
How are Conclude whether the Conclude whether the Conclude whether the
clear and given situation is given situation is given situation is logically
coherent logically true or false. logically true or false. true or false.
arguments
formulated? Liza reads an article Dino was taught by Maya reads in a paper
How are they that says: When you her sister that: that: People who tan

proved exercise regularly, Supplementary themselves under the
disproved? you’ll be in good angles are two sun for extended
shape. From this angles whose sum of periods are at increased
information, can she their measures is risk of skin cancer.
conclude that she’ll be 180. From this From this information, can
in good shape if she concept, can he she conclude that she will
exercises regularly? conclude that two not increase her risk of
angles 85 and 95 are skin cancer if she avoids
supplementary? tanning for extended
periods of time?
Conditional:
Conditional:
Conditional: Converse:
Converse:
Converse:
Inverse:
Inverse:
Inverse: Contrapositive:
Contrapositive:
Contrapositive: The statement People
The statement “When who tan themselves
you exercise The statement under the sun for
regularly, you’ll be in ‘Supplementary extended periods are at
good shape..” was angles are two increased risk of skin
________________ angles whose sum of cancer _____________
(proven to be true or their measures is (proven to be true or
disproved) because 180.” disproved) because the
the _____________ was_____________ ____________________
________________ (proven to be true or ______________
statements’ truth disproved) because statements’ truth values
values are (true or the _____________ are (true or false).
false). Therefore Liza ________________ Therefore, Maya _______
___________ (can or statements’ truth (can or cannot) conclude
cannot) conclude that values are (true or that she will not increase
she’ll be in good false). Therefore, Dino her risk of skin cancer if
shape if she exercises ________ (can or she avoids tanning for
regularly. cannot) conclude that extended periods of time.
the two angles
The formulation of the measuring 85 and 95 The formulation of the
given statement are supplementary given statement
was___________ because their sum is was___________ (based
(based or not based) 180. or not based) on sound
on sound logic and logic and reasoning.
reasoning.
The formulation of the
given statement
was___________
(based or not based)
on sound logic and
reasoning.

Process Questions:
1. What do all answers in the above table have in common?
2. Are the truth values of the conditionals and related their related
conditionals the same? If yes, explain. If not, what causes the difference?
3. Complete the following statements and support your answer with the examples
from the above problems.
Clear and coherent arguments and proofs depend on …
A statement logically false if …
Supporting reasons and examples:

ACTIVITY 12. Revisiting Activity No. 1: Agree or Disagree.
Revisit your answers to Activity No. 1. Make necessary revisions if you think your
previous answers were not convincingly correct.
Bella, Kaela, and Rhea are having conversation below.
Process Questions:
1. What are the three girls talking about?
2. Who among them is reasonable? Why

ACTIVITY 13. Revisiting Activity No. 2: Anticipation Reaction Guide
Read the statement again, and write your final answer on the After Lesson
column.

Write B if you disagree with the statement.

Lesson Lesson
1. A conditional statement and its related conditionals can be
rewritten in “if-then” form.
2. If then statements should always be written in the “if-then”

form.
3. The “if” part of a conditional statement is its conclusion.
4. The contrapositive is logically equivalent to the original

conditional.
5. A conditional statement is defined to be true unless a true

hypothesis leads to a false conclusion.
6. When a conditional statement and its converse are both

true, you can write them as one statement called a
biconditional statement.
Process Questions:
1. Are your new answers different from your previous answers? Discuss.
2. How did you score?
3. Can you now say that you are knowledgeable on logic and reasoning?
Why?
My new score is ____________________(higher or lower) than my previous

scores because
______________________________________________________________
______________________________________________________________
______________________________________________________________
______.

End of DEEPEN
In this section, you were given activities to assess the level of concepts
and skills mastery of the if-then statements. You also applied it in
making valid conclusions if given real-life situations.
What new realizations do you have about the topic? What new
connections have you made for yourself?
Your goal in this section is apply your learning to real life situations.
You will be given a practical task which will demonstrate your
understanding.
ACTIVITY 14. The Logic Behind Advertising Slogans

Watch the video https://www.youtube.com/watch?v=RqqCBFzHoec on how to do
the project. Pass your output to your teacher in your next face-to-face meeting.
Process Questions:
1. What have you learned from this activity?
2. Would you buy a product based on the ad alone?
3. How will you prove that ads are not logically true?
4. How are clear and coherent arguments formulated? How are they proved
or disproved?

I’ve learned that...
ACTIVITY 15. Truth is a Must

1. Write a conditional statement in which the converse, inverse, and
contrapositive are all true. Explain your reasoning.
2. Write a conditional statement in which the converse, and inverse are all
false. Explain your reasoning.
Process Questions: How are clear and coherent arguments formulated?

How are they proved or disproved?
Place your output in a short bond paper and pas it to your teacher in your
next face-to-face meeting.
Post your answer in the Process Question in the Discussion Forum.
ACTIVITY 16. Cornell’s Note

Complete the table below to sum-up and assess what you
have learned in this module.
Topics Things I learned
Question I want to be answered.

Lesson 2: Inductive and Deductive Reasoning Writing Proofs
Let’s start the lesson by answering the problem below.
ACTIVITY 1. The Detective
Watch videos on how detectives solve a case. Click

1. https://www.youtube.com/watch?v=zrTUkfEjPkA
2. https://www.youtube.com/watch?v=rDbQbJCLTMI
Process Questions:
1. How do detectives in the video gather evidences of the crime?
2. What other evidences might a detective collect?
3. What kind of arguments do they use to in presenting their proofs or

evidences?

4. What kind of reasoning do they use in identifying who is most likely
responsible for a crime?
ACTIVITY 2. Anticipation Reaction Guide

Respond to each statement twice: once before the lesson and again after the
lesson.


Lesson Lesson
1. Inductive reasoning is the process of drawing
conclusions based on many clues, or pieces of
evidence.
2. Scientist and doctors make use of the inductive process
in making and recommending treatments.
3. Deductive reasoning is the process of drawing

conclusion from facts.
4. Deductive reasoning is the basis of the scientific

method.
5. Indirect Proof is also known as Proof by contradiction.

End of Explore
You gave your initial answers to the questions and statements given
above.
Let’s find out how others would answer the above and compare their
ideas to your own. As you compare, you will find out if your ideas are in
line with the standard. You will also learn other concepts which will
help you complete a required project found at the end. This project is
about making arguments for a debate.
Your goal in this section is to learn and understand the key concepts of
inductive and deductive reasoning and writing proofs. You will also be
asked to solve problems that would require the applications of the
concepts mentioned above. Then keep on thinking about this question:
How are clear and coherent arguments and proofs formulated?
ACTIVITY 3. Inductive Reasoning from Patterns
Read first the Process Questions before watching the three videos from
http://www.ck12.org/book/CK-12-Basic-Geometry-Concepts/section/2.1/. Read
also the Guidance Article and try to answer Guided Practice.
Take down notes in your Ever Note or in your notebook.
Click on the red-colored Practice button on top of the page or click this link
http://www.ck12.org/book/CK-12-Basic-Geometry-Concepts/section/2.1/ to
practice inductive reasoning from patterns. This is a 15-item interactive quiz
which provides immediate feedback. Just click start if you are ready to answer.
You can get a hint if you have difficulty in answering a problem.
Process Questions:
1. What is inductive reasoning?
2. How do you call a conclusion drawn from inductive reasoning? How is it

disproved?

3. What are the two types of examples given in the page that provide good
examples of inductive reasoning?
again.
Post your answers in the Discussion Forum. Discuss with your

classmates and compare it to yours.
um-up what you have learned and have gained from your classmates by
Inductive reasoning entails making conclusions based upon ________________

and ________________.
A ________________ is a conclusion reached by using inductive reasoning. It can

be disproved using a ________________.
________________and ________________ provide good example of inductive

reasoning.

In the previous activity, you have learned about inductive reasoning
and conjectures. In this part you will learn additional problems
involving visual and number patterns and a real-life situation. From
these, you will make your own conjectures and counterexamples.
Example 1:
Use inductive reasoning to find the sum of the first 20 even numbers.
Solution:
1. Find the first few sums. Notice that each sum is the square of the number
of terms plus the number of terms.
2. Look for a pattern.
3. Make a conjecture
n sum pattern
(number of
terms)
1 2 2 12 + 1
2 2+4 6 22 + 2
3 2+4+6 12 32 + 3
4 2+4+6+8 20 42 + 4
CONJECTURE:n2 + n
The sum of the first 20 even numbers is 202 +20 = 420. The
expression n2 + n will help you find easily the sum of the nth terms of
even numbers.

Example 2:
If six points on a circle are joined by as many segments as possible, how many
non-overlapping regions will the segments determine?
6 points
2 points 3 points 4 points 5 points
3 5 14 15
2 78 9
2 m 6 10
4
6 m 1 5 m 1116
1 1 13 m
G 1
O7 12
Points Regions Patttern

2 2 2x0
3 4 2x2
4 8 4x2
5 16 8x2
6 31 16 x 2
The table shown above shows the data for 2, 3, 4 and 5 points. The
number of regions appears to double at each stage. Inductive
reasoning would predict that there are 32 regions for 6 points on the
circle. But as shown in the fifth diagram (counterexample) above,
there are only 31 regions. In this case, the conjecture is incorrect.
Example 3: Geometric Conjecture

M is the midpoint of AB . Make a conjecture and draw a figure to illustrate your
conjecture.
Solution:
Given: M is the midpoint of AB .
Conjecture: AM  BM
Illustration:
A M B

Example 4: Relating to the real world.
Melvin has started working out regularly.
When he first started exercising, he could
do 10 push-ups. After the first week, he
could do 14 push-ups. After the second
week, he could do 19, and after the third,
week he could do 25.
How many push-ups would you predict
he will be able to do after the fifth week of
working out? Are you sure about your
prediction? Why or why not?
Week Number of push-

ups
1 14
2 19
3 25
4 32
5 40
The predicted number of push-ups that Melvin can do after the fifth
week is 40.
Counterexample: He may or may not be able to follow the pattern
since humans have limitations. If he is sick, most probably he
cannot do 40 push-ups or if he is physically conditioned he can do
more than 40 push-ups.
Since there is a counterexample, then the conjecture is not valid.
Process Questions:
1. How is inductive reasoning used in predicting the unknown value in each
of the examples above?
2. How will you disprove a conjecture?
3. Why are the conjectures drawn from real-life situations is not valid?
Post your answers to these questions in the Discussion Forum.

ACTIVITY 4. Skills Practice
Use inductive reasoning to answer the given problems.

1. Find the sum of the first 20 odd numbers and make a conjecture out of it.
Complete the table below.
n sum pattern
(number of terms)
1 1
2 1+3
3 1+3+5
4 1+3+5+7
CONJECTURE:
2. A triangular number can be represented by a triangular

arrangement of dots. The first three triangular numbers
are 1, 3 and 6.
1. What are the next three triangular numbers?
1 3 6
2. What is the tenth triangular number?
3. Which of the following algebraic expressions represents the nth triangular

number?
n  n + 1 n  n - 1
A. n (n + 1) B. n (n – 2) C. D.
2 2

The conjectures below are not valid. Give a counterexample for each.
3. Given: 1 and 2 are complementary angles.

Conjecture: 1 and 2 form a right angle.
4. Given: Points A, B, C, and D

Conjecture: Points A, B, C, and D are collinear
5. Given: n is a real number

Conjecture: n2 + 1 is an even number
Interactive practice
http://www.e-learningforkids.org/math/lesson/sequences-and-patterns/

You have just learned about inductive reasoning and conjectures. If
you want to prove a conjecture, you need to use another type of
reasoning which is Deductive Reasoning.
ACTIVITY 5. Deductive Reasoning

Read first the Process Questions before watching the three videos from
http://www.ck12.org/geometry/Deductive-Reasoning/lesson/Deductive-
Reasoning/ Read also the Guidance Article and try to answer Guided Practice.
Take down notes in your Ever Note or in your notebook.
Click on the red-colored Practice button on top of the page or click this link
http://www.ck12.org/book/CK-12-Basic-Geometry-Concepts/section/2.1/ to
practice inductive reasoning from patterns. This is a 10-item interactive
practice which provides immediate feedback. Just click start if you are ready to
answer. You can get a hint if you have difficulty in answering a problem.

Process Questions:
1. What is deductive reasoning?
2. What does the law of detachment say?
3. What does the law of contrapositive say?
4. What does the law of syllogism say?
5. How important are the laws of detachment, contrapositive, and syllogism

in making arguments?
6. How did you score in the 10-item interactive practice?

well in the 10-item interactive practice. Watch the three videos again
and study the examples. Then take the 10-item interactive
practice again. Click on Keep on Practicing if you want have more
practice problems.
Post your answers in the Discussion Forum. Discuss with your

classmates and compare it to yours.
Inductive reasoning entails drawing conclusions from ________________.
The law of detachment states

that:_________________________________________.
The law of contrapositive states
that:_______________________________________.
The law of syllogism states
that:___________________________________________.
The three laws are useful in making ________________conclusions.

Determine the logical conclusion and state which law you used (Law of
Detachment, Law of Contrapositive, or Law of Syllogism). If no conclusion can be
drawn, write “no conclusion.”
1. People who vote for Jane Wannabe are smart people. I voted for Jane
Wannabe.
2. If Rae is the driver today then Maria is the driver tomorrow. Ann is the
driver today.

3. All equiangular triangles are equilateral. is equiangular.
4. If North wins, then West wins. If West wins, then East loses.
5. If z > 5, then x > 3. If x > 3, then y > 7.
6. If I am cold, then I wear a jacket. I am not wearing a jacket.
7. If it is raining outside, then I need an umbrella. It is not raining outside.
8. If a shape is a circle, then it never ends. If it never ends, then it never

starts. If it never starts, then it doesn’t exist. If it doesn’t exist, then we
don’t need to study it.
9. If you text while driving, then you are unsafe. You are a safe driver.

10. If you wear sunglasses, then it is sunny outside. You are wearing
sunglasses.
11. If you wear sunglasses, then it is sunny outside. It is cloudy.
12. I will clean my room if my mom asks me to. I am not cleaning my room.
13. Write the symbolic representation of #8. Include your conclusion. Does
this argument make sense?
14. Write the symbolic representation of #10. Include your conclusion.
15. Write the symbolic representation of #11. Include your conclusion.
Process Questions:
1. How did you find the activity?
2. Can you now make logical arguments and conclusions?
3. How are clear and coherent arguments and proofs formulated?

Sum-up what you have learned and have gained from your classmates
by completing each statement below.
Clear and coherent arguments and proofs are formulated
by/through_____________________________________________________
_____.
It can be proved or disproved if/by/through
______________________________.
Sometimes it is confusing to tell whether arguments/statements

follow an inductive or deductive reasoning. Learn how to identify
each by doing the next set of activities.
ACTIVITY 7. Inductive and Deductive Reasoning: A Comparison

Watch a video and read more examples from
http://www.ck12.org/geometry/Types-of-Reasoning/lesson/Inductive-and-
Deducting-Reasoning/?referrer=featured_content .
Take down notes in Ever note or in your notebook.
Process Questions:
1. How do inductive and deductive reasoning differ from each other?
2. Choose one concrete situation where inductive and deductive reasoning
can be used in making conclusions/generalization.
Post your answers to these questions in the Discussion Forum and discuss with
your classmates. Fill- in the box below as an evidence of your understanding.
Inductive reasoning differs from deductive reasoning because

___________________________________________________________________.
A concrete example where each can be differentiated is shown below:

Inductive:___________________________________________________________.
Deductive:__________________________________________________________.

Clear and coherent arguments and proofs are formulated
by/through__________________________________________________________.
It can be proved or disproved if/by/through ______________________________.
ACTIVITY 8. Skills Practice: Interactive Quiz
Take the interactive quiz for inductive and deductive reasoning by clicking
http://www.thatquiz.org/tq/previewtest?F/Z/J/V/O3UL1355243858 . Take the
practice test first before clicking the Take This Now button.

For each question, state whether the reasoning is an example of inductive or
deductive logic.
Reasoning Logic
1. All housecats are felines. All felines have claws.
Therefore all housecats have claws.
2. My dog has fleas. My neighbor’s dog has fleas.

Therefore all dogs must have fleas.
3. All cows like hay. My cow will like hay.
4. My Mac laptop is fast. All Mac laptops are fast.
5. My tennis shoes are comfortable. My friend’s tennis

shoes are comfortable. All tennis shoes are comfortable.
6. The scalloped potatoes I took from the oven were

cheesy. The enchiladas I took from the oven were
cheesy. If I take cookies from the oven, they will be
cheesy.
7. Everything cooked on the stove gets hot. If I cook
macaroni on the stove, it will get hot.
8. iPads are popular. iPhones are popular. Every phone or

tablet is popular.
9. Roses are red. Tomatoes are red. All red things come
from plants.

Reasoning Logic
10. Rock music is loud. Sayber listens to rock music.
Sayber’s music is loud.
11. Milk is good with cookies. Snicker doodles are cookies.

Milk is good with snicker doodles.
12. Hummers use a lot of gas. Suburbans use a lot of gas.

Large SUV’s use a lot of gas.
13. My garden has pumpkins. My dad’s garden has

pumpkins. All gardens have pumpkins.
14. Prob and Stats students are smart. You are a Prob and
Stats student. You are smart.
15. Students who study hard get good grades. You are a
student who studies hard. You will get good grades.
You have just learned about inductive and deductive reasoning. In

the part of the lesson, you will apply deductive reasoning in writing
proofs: direct and indirect.
ACTIVITY 10. Direct and Indirect Proofs

Read the content of the pages for each type of proof and watch videos
embedded on it.
a. Direct proof/ two-column proof. http://www.ck12.org/geometry/Two-
Column-Proofs/lesson/Two-Column-Proofs/?referrer=featured_content
Watch 4 other related videos from http://www.ck12.org/geometry/Two-

Column-
Proofs/?referrer=featured_content&by=all&difficulty=all#assessment
b. Indirect proof. http://www.ck12.org/geometry/Indirect-Proof-in-Algebra-

and-Geometry/lesson/Indirect-Proof-
Intermediate/?referrer=concept_details
Jot down notes in Ever Note.

Process Questions:
1. What is a direct proof?
2. What is the advantage of using a direct proof? What is its disadvantage?
3. What is an indirect proof?
4. What is the advantage of using an indirect proof? What is its
disadvantage?
Post your answers in the Discussion Forum and discuss with your classmates.
Fill in the box below to write your understanding about direct and indirect proofs?
I’ve learned that …
ACTIVITY 11. Interactive Practice

Direct Proof/Two-column proof:
a. http://www.ck12.org/geometry/Two-Column-
Proofs/?referrer=featured_content&by=all&difficulty=all#assessment Click on
start.

b. http://feromax.com/cgi-bin/ProveIt.pl
ProveIt! Two-Column Proofs Practice Tool

Select a proof from the list below to get started. To see and record your progress,
log in here.
Title Difficulty Solved By Date Added
Complementary Angles 1 easy 306 (84%) 2008-12-27
Complementary Angles 2 easy 307 (84%) 2008-12-27
Supplementary Angles 1 easy 301 (82%) 2008-12-27
Supplementary Angles 2 medium 266 (73%) 2008-12-27
Straight Angle 1 easy 256 (70%) 2008-12-24
Vertical Angles 1 medium 235 (64%) 2008-12-27
Parallel Lines 1 easy 145 (40%) 2008-12-27
Parallel Lines 4 hard 101 (28%) 2008-12-28
Converse of Parallel Lines 1 easy 111 (30%) 2008-12-28
Converse of Parallel Lines 2 medium 88 (24%) 2008-12-28
Converse of Parallel Lines 4 hard 44 (12%) 2008-12-28
Parallelogram 1 easy 37 (10%) 2008-12-29
Parallelogram 3 medium 27 (07%) 2008-12-29
Parallelogram 5 hard 17 (05%) 2008-12-29
Parallelogram 7 medium 21 (06%) 2008-12-29
Parallelogram 8 hard 13 (04%) 2008-12-29
Parallels and Perpendiculars 1 medium 19 (05%) 2009-01-14
Triangle Sum Theorem 1 easy 22 (06%) 2009-01-14
Triangle Sum Theorem 2 medium 15 (04%) 2009-01-18
Triangle Sum Theorem 3 hard 16 (04%) 2009-01-18
Triangle Exterior Angle Theorem 1 easy 16 (04%) 2009-01-18
Quadrilateral Sum Theorem 1 easy 13 (04%) 2009-01-18
Similar Triangles 1 easy 21 (06%) 2009-02-08
Similar Triangles 2 easy 13 (04%) 2009-02-08
Similar Triangles 3 medium 7 (02%) 2009-02-08
Similar Triangles 4 hard 6 (02%) 2009-02-08
Congruent Triangles 1 easy 23 (06%) 2009-02-08
Congruent Triangles 2 medium 17 (05%) 2009-02-08
Congruent Triangles 3 hard 13 (04%) 2009-02-08
Congruent Triangles 4 hard 9 (02%) 2009-02-08
Indirect Proof: http://www.ck12.org/geometry/Indirect-Proof-in-Algebra-and-

Geometry Click on start.

Process Questions:
1. How did you score in each Practice Test?
2. If you scored well, what contributed to your success? If not, what hinders
you to get high scores?
ACTIVITY 12. Skills Evaluation

Listed below are the skills you need to master before moving to the next part of
the lesson. Write YES if you have a full understanding of the lessons and write
NOT if you are still confused.
1. I know how to arrive in conclusions/conjectures using inductive

reasoning.
2. I know how to apply the laws of detachment, contrapositive, and

syllogism in making logical conclusions.
3. I can recognize whether the given set of statements follow an
inductive or deductive reasoning.
4. I can prove statements using the direct/two-column proof.
5. I can prove statements using the indirect proof/proof by

contradiction.

For the skills which you have written NOT, go back to the videos and answer
again interactive practices.
Your goal in this section is to relate inductive and deductive reasoning

to real-life problems or situations. Before proceeding to the next
section, consider the questions: How are clear and coherent
arguments and proofs formulated? How are they proved or
disproved?

B. The Power of Inductive and Deductive Reasoning in Solving Problems
Instruction: In the previous section, we looked at different problems about
sequences and series. Let’s put together in the table below our answers to the
essential question that we asked for each problem.
Essential Article 1 Article 2 Article 3

Question
How are clear The Science of Give Me One Reason A contradictory
and coherent Induction http://www.ck12.org/geom Evidence Read an
arguments and (Inductive etry/Two-Column- article and watch two
proofs Reasoning) Proofs/rwa/Give-Me-One- videos from
formulated? Read an article Reason?referrer=assessm http://www.ck12.org/ge
How are they and watch two ent_dashboard_page ometry/Indirect-Proof-
proved or videos from in-Algebra-and-
disproved? http://www.ck12.or Geometry/rwa/Contradi
g/geometry/inducti ctory-Evidence/
ve-reasoning-
from- Process Questions:
patterns/rwa/The- 1. How would you Process Questions:
Science-of- formulate or build your 1. What kind of
Induction/ statements in order to reasoning do
convince people to see lawyers use in
Process things your way? defending his/her
Questions: 2. What kind of proof will client?
1. What kind of you use to make sure 2. In what way are the
reasoning do that the reasons you proofs presented
doctors, give are true? when they lack
naturalists and 3. How are these direct evidence?
inventors use arguments 3. How are these
in the practice (statements/ arguments
of their conjectures/conclusion (statements/
professions? conjectures/conclus

2. How are these s) proved or ions) proved or
arguments disproved? disproved?
(statements/
conjectures/co
nclusions)
proved or
disproved?
Process Questions:
1. Look at your answers to the essential question in the above table. What do
all the answers have in common?
2. How do the answers differ?
3. Complete the following statement and support your answer with the
examples from the above problems.
Clear and coherent arguments and proofs depend on …
They are proved or disproved if/by …

C. Deductive Reasoning: In Making Decisions and Conclusions
Instruction: In the previous section, we looked at different problems about
sequences and series. Let’s put together in the table below our answers to the
essential question that we asked for each problem.
Essential Situation 1 Situation 2 Situation 3

Question
How are clear Liz has an In the hospital, Two signs are
and coherent appointment to see doctors may posted on a horror
arguments and a financial advisor prescribe medicine to train.
proofs on the fifteenth help patients get
NO ONE
formulated? floor of an office better. They use a
UNDER 5
How are they building When she dose chart like the ALLOWED
proved or gets to the building, one shown below to
disproved? the people at the determine the correct NO ONE UNDER
front desk tell her amount of medicine 8 ALLOWED
WITHOUT A
that if she wants to the patient should PARENT
go to the fifteenth take.
floor, then she Age Dose Inside the train, you
must take the red (mL) find a child with his
elevator. While Children 5 parent. What can
looking for the over 3 you deduce about
elevator, a guard years the age of the child
informs her that if Children 10 based on the rules?
she wants to find over 6
the red elevator he years
must find the Children 15 The situation can
replica of the Virgin over 12 be written in the
Mary. When she years following logical
finally got to the statements:
fifteenth floor, her If you have an age of
financial advisor 10 years old, what
greeted her asking, dose will a doctor give
“What can you say you based on the
about the replica of chart?
the Virgin Mary?”
How did Liz’s
financial advisor
A conclusion can
conclude that Liz
be deduced by
must have seen
using the Law of
the replica of the
________________.
Virgin Mary?
The situation can The situation can be

be written in the written in the Can the
conclusion

following logical following logical deduced above be
statements: statements: disproved? How?
Liz’s financial The doctor can

advisor was able determine the dose
to conclude or he/she has to give
reason that Liz to the patient by
must have seen using the Law of
the replica of the _________________.
Virgin Mary by
using the Law of
___________ Can a doctor alter
the dosage which is
Can Liz’s not based on the
advisor’s given chart?
conclusion be
disproved? How?
Process Questions:
2. How do the answers differ?

Clear and coherent arguments and proofs depend on
____________________________________________________.
It can be disproved if /by __________________________________________.
ACTIVITY 14. Mastery Test
The law says that if you are under 21, then you are not allowed to drink
alcoholic beverages and if you are under 18, then you are not allowed to vote.
For each problem, give the possible ages of the person described or state the
person cannot exist.
a. Emil cannot drink wine legally but is allowed to vote.
b. Andre cannot vote legally but can drink beer legally.
II. Explain how doctors make use of inductive and deductive reasoning in
treating patients’ illnesses?
Scoring Rubric:
3 – The answer was correct with a clear explanation.
2 – The answer was correct but explanation was not so clear.
1 – The answer was correct but explanation is not given.
0 – No answer and explanation was given.
III. Write 2 examples (for each law) to illustrate the correct use of the Law
of Detachment, Law of Contrapositive, and the Law of Syllogism.
Law of Detachment Law of Contrapositive Law of Syllogism

IV. Proving
1. Prove the following statements directly/using a two-column proof.
2. Prove the following statements indirectly.

a. If n is an integer and n2 is even, then n is even.
b. The base angles of an isosceles triangle are congruent.
Pass your output to your teacher in your next face-to-face meeting.
ACTIVITY 15. The Reasons Why

You are to conduct a survey among your classmates and find out what they think
the reasons why (select one among the listed situations):
a. students have a low grade in math
b. friends quarrel
c. a student is bullied
Analyze the results, come up with a valid conclusion, and formulate a plan on
how to avoid the situation you have selected above to happen.
ACTIVITY 16. Revisiting Activity No 1: The Detective
Watch again the videos on how detectives solve a case. Click

1. https://www.youtube.com/watch?v=zrTUkfEjPkA
2. https://www.youtube.com/watch?v=rDbQbJCLTMI
Revisit your answers to the Process Questions. Make necessary revisions.

1. How do detectives in the video gather evidences of the crime?
2. What other evidences might a detective collect?
3. What kind of arguments do they use to in presenting their proofs or

evidences?

4. What kind of reasoning do they use in identifying who is most likely
responsible for a crime?
ACTIVITY 17. Revisiting Activity No. 2: Anticipation Reaction Guide
Write your final response for each statement below in the After Lesson column.


Lesson Lesson
1. Inductive reasoning is the process of drawing
conclusions based on many clues, or pieces of
evidence.
2. Scientist and doctors make use of the inductive process
in making and recommending treatments.
3. Deductive reasoning is the process of drawing

conclusion from facts.
4. Deductive reasoning is the basis of the scientific

method.
5. Indirect Proof is also known as Proof by contradiction.

ACTIVITY 18. Concept Map
Map your understanding for this lesson.
http://www.softschools.com/teacher_resources/concept_map_maker/
1.
2.
3.

4.
5. Just repeat the process if you want to more subtopics and lines.

End of DEEPEN:
In this section, the discussion was about making decisions and
explanation by making use of inductive and deductive reasoning.
Now that you have a deeper understanding of the topic, you are ready
to do the tasks in the next section.
understanding.
ACTIVITY 19. Join a worldwide debate
Option 1: You are a member of an online debate which is participated by the

different debaters worldwide. Anybody can post title/idea to be debated. You are
challenged to make a stand on one of the big issues discussed worldwide
on either PRO or AGAINST positions. You will post a title/idea to be
debated and wait for an opponent to respond. While waiting, you will prepare
arguments for either side. You have to convince your co debaters and the jurors
of your idea. You are to present arguments that are based on coherence and
clarity.
Option 2: You are a member of an online debate which is participated by the

different debaters worldwide. You are challenged to respond to one of the
big issues discussed worldwide on either PRO or AGAINST positions.
While waiting, you will prepare arguments for either side. You have to convince
your co debaters and the jurors of your idea. You are to present arguments that
are based on coherence and clarity.

SCORING RUBRIC
Criteria Advanced Proficient Progressing Beginning
4 3 2 1
Coherence Arguments are Arguments are Some of the Arguments are
built on adequate and arguments are erroneous and
compelling follow logical inconsistent and show lack of
facts, and follow concepts and rules. show lapses in logical
logical concepts logic. reasoning.
and rules.
Clarity The The Some Most of the
arguments/idea arguments/ideas arguments/ideas arguments/idea
s are clearly are clearly stated. are not clearly s are vague.
stated and stated.
insightful.
ACTIVITY 20. Synthesis Journal
Complete the table below by answering the questions then click “Save”.
How will I use these

How did I find the What are the values What made my
learning/insights in
performance task? I learned from the task successful?
my daily life?
performance task?

End of TRANSFER:
In this section, your task was…
How did you find the performance task? How did the task help you see
the real world use of the topic?
You have completed this lesson. Before you go to the next lesson, you
have to answer the following post-assessment.
GLOSSARY OF TERMS USED IN THIS LESSON:
Biconditional Statement– if the condition is logically equivalent to its

converse
Conditional Statement– a statement written in if-then form
Contrapositive– both premise and conclusion are negated
Converse – formed by converting the premise to a conclusion and conclusion to
premise
Counterexample – a single example that shows a generalization to be false
Deductive Reasoning– begins with a general statement then conclusion
Inductive Reasoning – begins with a conclusion then presents specific Cases
Negation – a statement denying another statement
Reasoning – the process of drawing conclusions from the information
REFERENCES AND WEBSITE LINKS USED IN THIS LESSON:
Thinking kids
http://lonavi.files.wordpress.com/2008/03/ist2_2334825_puzzled_kids_cartoon.jp
g
you tube- wrong judgement

http://www.youtube.com/watch?v=muc1TMh6_LU
scientist in blue
http://t1.gstatic.com/images?q=tbn:ANd9GcRrGBqy07YykNiypKyuZX-
82FGibiUAKrlUK_rVa9ztIBsBij6S
white kitten
http://t2.gstatic.com/images?q=tbn:ANd9GcR6RsMuDRb89QB1YB74ihxj2fCR7-
3K8s1jEafBzZm3Hbvj1ra1Gg
multiplication kid

http://t3.gstatic.com/images?q=tbn:ANd9GcRJeohw0dUxRYGe7gn42NMq07Q78
C27La2YRPhD7qIZSk8Z2AHP7g
study girl
http://t0.gstatic.com/images?q=tbn:ANd9GcRyW76Rrj_m8Ykb8uIVm6s25Mrw8lZ
zWzJIxEyv2J4_RtYloDlBgg
recycle-students
http://t1.gstatic.com/images?q=tbn:ANd9GcTa6svmXdlcSnr-
cz_0Jv9NQA6b1mDGlxlvXhsXrJCbK2XqDf4L4Q
clean Philippines
http://t3.gstatic.com/images?q=tbn:ANd9GcS5lVSntHkyBxevrzvUWC1KSpS8Pk
HOpsKsjIligEU4qPPz8kNC_A
cellphone
http://t2.gstatic.com/images?q=tbn:ANd9GcRdmNuykhPN9tcbiY1OnAAjxKGI9PL
kJVXMO1C-iPvmw3S9Sx1V
pinoy kid
http://www.google.com.ph/imgres?q=pinoy+kid&num=10&hl=en&safe=active&tbo
=d&biw=930&bih=392&tbm=isch&tbnid=Jn-
xtX7JxEksSM:&imgrefurl=http://www.nextping.com/education/filipino-kid-kesz-
valdez-wins-international-childrens-peace-price-
2012/&docid=lpHfNe7D4KBGxM&imgurl=http://www.nextping.com/wp-
content/uploads/2012/09/kesz-
valdez.png&w=338&h=343&ei=AZS6UPH7BO2YiAewwoCYAQ&zoom=1&iact=h
c&vpx=669&vpy=68&dur=314&hovh=227&hovw=223&tx=161&ty=127&sig=1143
86800899313423233&page=1&tbnh=138&tbnw=123&start=0&ndsp=10&ved=1t:
429,r:4,s:0,i:92
ipod
http://t3.gstatic.com/images?q=tbn:ANd9GcQaJZoaAJ2IUcniNb3XeX5oOdyVTAv
fOcnsbYi-ZqikY_3fyTQAHw
tablet
http://t1.gstatic.com/images?q=tbn:ANd9GcQOvghn511--
9AeX5EzgBbv8jZ6qZHKuG5U9B6j3zkfQc0qdxzrpw
mp3
http://www.google.com.ph/imgres?q=mp3&hl=en&safe=active&tbo=d&biw=930&
bih=392&tbm=isch&tbnid=L0L-
hzWpzaAozM:&imgrefurl=http://electronics.howstuffworks.com/mp3-
player.htm&docid=mIMSt2wDl1ZwYM&imgurl=http://static.ddmcdn.com/gif/mp3-
player-1b.jpg&w=400&h=200&ei=FJS6UJjoBOqWiQfI-
4GgDQ&zoom=1&iact=hc&vpx=4&vpy=4&dur=292&hovh=160&hovw=319&tx=8

9&ty=37&sig=114386800899313423233&page=1&tbnh=132&tbnw=264&start=0
&ndsp=9&ved=1t:429,r:0,s:0,i:77
detective with hat

http://www.google.com.ph/imgres?q=detective+cartoon&hl=en&safe=active&tbo=
d&biw=930&bih=431&tbm=isch&tbnid=Tv82I15R7jzJsM:&imgrefurl=http://www.d
reamstime.com/royalty-free-stock-images-detective-cartoon-illustration-
image11853829&docid=hEe-
Dt90lmFyXM&imgurl=http://www.dreamstime.com/detective-cartoon-illustration-
thumb11853829.jpg&w=376&h=450&ei=FpS6UM2FE9GeiQfQzoCgCQ&zoom=1
&iact=hc&vpx=4&vpy=60&dur=235&hovh=247&hovw=206&tx=91&ty=160&sig=1
14386800899313423233&page=1&tbnh=148&tbnw=144&start=0&ndsp=12&ved
=1t:429,r:0,s:0,i:77
detective with foot prints

http://www.google.com.ph/imgres?q=detective+cartoon&hl=en&safe=active&tbo=
d&biw=930&bih=431&tbm=isch&tbnid=O4PY7crP-
3bT1M:&imgrefurl=http://www.ezscrap.net/ezscrap-
sitemap.html&docid=uqKGdrwEDlKPgM&imgurl=http://www.ezscrap.net/detectiv
e2.gif&w=250&h=146&ei=FpS6UM2FE9GeiQfQzoCgCQ&zoom=1&iact=hc&vpx
=310&vpy=114&dur=173&hovh=117&hovw=200&tx=152&ty=70&sig=114386800
899313423233&page=1&tbnh=116&tbnw=200&start=0&ndsp=12&ved=1t:429,r:8
,s:0,i:101
detective kid
http://t2.gstatic.com/images?q=tbn:ANd9GcST9V1N0Uq3No2-
2PzgFutYGYqYmERxcIkMJTyQDdpqRbmXd-dKOA
kid with cam

https://encrypted-
tbn0.gstatic.com/images?q=tbn:ANd9GcQOjZEQQN6Ou7jPeQUeP_C8UQoNs1
cmg4E3HC1mjMPnejmavKKpKA
medal
http://www.google.com.ph/imgres?q=medal+cartoon&hl=en&safe=active&tbo=d&
biw=930&bih=392&tbm=isch&tbnid=RpYUWFwnt4W4bM:&imgrefurl=http://www8
.open.ac.uk/platform/blogs/society-matters/London-olympics-the-alternative-
medals-
table&docid=s12Fh1oiNq5bVM&imgurl=http://www8.open.ac.uk/platform/files/pla
tform/imagecache/thumbnail_large/cartoon-catherine-pain-
medal.jpg&w=400&h=320&ei=JpS6UKbtKYiziQe3moG4BA&zoom=1&iact=hc&v
px=264&vpy=90&dur=112&hovh=201&hovw=251&tx=160&ty=92&sig=11438680
0899313423233&page=1&tbnh=141&tbnw=177&start=0&ndsp=12&ved=1t:429,r:
2,s:0,i:83
treasure chest

http://www.google.com.ph/imgres?q=treasure+chest+cartoon&hl=en&safe=active
&sa=G&tbo=d&biw=930&bih=431&tbm=isch&tbnid=gFiPOnZfGKZgmM:&imgrefu
rl=http://www.istockphoto.com/stock-illustration-11319133-treasure-
chest.php&docid=P3NA9vt90JhVYM&imgurl=http://i.istockimg.com/file_thumbvie
w_approve/11319133/2/stock-illustration-11319133-cartoon-treasure-
chest.jpg&w=380&h=343&ei=L5S6UK2zBuuSiAeQ6IAI&zoom=1&iact=hc&vpx=6
56&vpy=81&dur=226&hovh=213&hovw=237&tx=174&ty=106&sig=11438680089
9313423233&page=1&tbnh=141&tbnw=156&start=0&ndsp=11&ved=1t:429,r:5,s:
0,i:95
trophy
http://www.google.com.ph/imgres?q=trophy+cartoon&hl=en&safe=active&tbo=d&
biw=930&bih=431&tbm=isch&tbnid=gc2A_QFtp3qmJM:&imgrefurl=http://ferdifau
zan.blogspot.com/&docid=gtJtSQCa7MECwM&imgurl=http://2.bp.blogspot.com/-
Sq85W9Eaj9Y/UI58cptZ71I/AAAAAAAAAwI/wcMnCC8eEmM/s1600/cartoon-
trophy-gold-1057.png&w=336&h=336&ei=CZe6UJG-
FOeViAfDqYGIBg&zoom=1&iact=hc&vpx=224&vpy=72&dur=135&hovh=226&ho
vw=226&tx=133&ty=113&sig=114386800899313423233&page=1&tbnh=141&tb
nw=141&start=0&ndsp=12&ved=1t:429,r:2,s:0,i:83
ribbon
http://t2.gstatic.com/images?q=tbn:ANd9GcTLQbAc6PzmHwWrIKKSV1Cydg796
HIHXJaYxZRVF7WYNYFJRIBv
road
http://www.towntalk.co.uk/subdomains/lib/image.php/22051_untitled.jpg?domain
=.co.uk&image=http://www.leeds.towntalk.co.uk/images_folder/eventsimg/22051
_untitled.jpg&width=700

POST-ASSESSMENT
It’s now time to evaluate your learning. Click on the letter of the answer that you
think best answers the question. Your score will only appear after you answer all
items. If you do well, you may move on to the next module. If your score is not at
the expected level, you have to go back and take the module again.
1. If a conditional and its converse are true, what kind of statement is formed
when you combine them?
A. Biconditional
B. Converse
C. Conclusion
D. Truth value
2. What is the term used to refer to a statement which is formed by switching a

conditional’s hypothesis and conclusion?
A. Biconditional
B. Converse
C. Conclusion
D. Truth value
3. Which of the following statements is true?

A. If a conditional is true then the inverse is false.
B. If a conditional is false then the converse is false.
C. If a conditional is true then the contrapositive is true.
D. Every true statement will have at leasr one counterexample.
4. Which of the following is the if-then form of the statement below?

“It is time for dinner if it is 7 o’clock.”
A. If you want to eat dinner, then you must eat at 7 o’clock.
B. If it is time for dinner, then it is 7 o’clock.
C. If it is 7 o’clock, then it is time for dinner.
D. If it is not time for dinner, then it is not 7 o’clock.
5. What is the converse of the following statement?

If a whole number is divisible by 2, then it is even.
A. If a whole number is not divisible by 2, then it is not even.
B. If a whole number is even, then it is divisible by 2.
C. If a whole number is not even 2, then it is not divisible by 2.
D. If a whole number is not even, then it is divisible by 2.
6. What is the inverse of the following statement?

If Liza makes a 50 on the test, then Liza failed the test.
A. If Liza makes a 50 on the test, then Liza failed the test.
B. If Liza failed the test, then Liza made a 50 on the test.
C. If Liza did not make a 50 on the test, then Liza did not fail the test.
D. If Liza did not fail the test, then Liza did not make a 50 on the test.

7. Which of these statements is logically equivalent to the conditional below?
"If the measure of an angle is less than 90, then it is acute."
A. If an angle is acute, then its measure is less than 90.
B. If the measure of an angle is not less than 90, then the angle is not
acute.
C. If an angle is not acute, then its measure is not less than 90.
D. If an angle is not acute, then its measure is less than 90.
8. Determine which of the following situations is NOT based inductive

reasoning.
A. I heard lots of barking last night. The neighbor’s dog must’ve been pretty
upset about something, since he rarely barks.
B. No whale lives in fresh water, and the lake is fresh water, so there are no
whales living there.
C. Some cookies are burnt. Some burnt things are good to eat. So some
cookies are good to eat.
D. Crackers almost always have salt on them, so the crackers at this
restaurant will most likely be salted in some way.
9. Complete the proof showing that if two angles are verticals angles, then they
have the same measure by identifying the correct reason for statement c.
a
2
1 3
4
b
Given : lines a and b intersect; 1 and 3 are vertical angles
Prove: m1 =m3
Statements Reasons
lines a and b intersect; given
1 and 2 are a linear pair of angles and Definition of a linear pair
3 and 4 are a linear pair.
m1 +m 2  180 ?
m3 +m 2  180
m1 +m 2  m3 +m2 Substitution
m1 =m3 Subtraction Property of Equality
A. Definition of Adjacent Angles
B. Definition of Congruent Angles
C. Definition of Complementary Angles
D. Definition of Supplementary Angles
10. The following are examples of deductive reasoning through syllogisms.

Which of the following possesses a valid and harmonious conclusion?
A. Monkey eats banana. Ben eats banana

Ben is monkey. Square is parallelogram
B. Square is quadrilateral Square is a rectangle.
Trapezoid is quadrilateral D. John is hospitable.
Trapezoid is square. John is Filipino
C. Rectangle is a parallelogram Filipino is hospitable.
11. What is the best conclusion that can be drawn from the given below?
www.kidsnewsroom.org
n is the number of sides

A. (n(n - 3)) / 2 C. (n - 3) / 2
B. n(n - 3) D. (n(n + 3)) / 2
12. Advertisements make use of if-then statements to promote products or

services. An ad for car repair shop reads, If you’re looking for fast and reliable
car repair, visit CarCare Center. Does the advertisement say that CarCare
Center is fast and reliable?
A. Yes. Advertisements are always true.
B. Yes. The if-then statement is true.
C. No. The conclusion is implied.
D. A conclusion cannot be derived.
13. Which of the following statements is TRUE?

A. If an animal is a panther, then it lives in the forest.
B. If tomorrow is Friday, then today is Thursday.
C. If an animal is spotted, then it is a Dalmatian.
D. If you live in Tagaytay, then you live in Luzon.

14. Determine if the third statement of the following statements is valid.
1. If the taxi driver has a long drive, then the fare will be large.
2. The taxi driver has a long drive.
3. The fare will not be large.
A. Invalid. The fare will be large.
B. Invalid. The taxi driver did not charge a fare.
C. Valid
D. Invalid. The taxi driver has a short drive.
15. You are a debater. How will you prepare your arguments in order to win?
A. It must be based on facts, coherent and clear.
B. It must be based on what of the majority of the people will say about the
topic.
C. It must be based on the information provided by the social media.
D. It must be based on my own judgment.
16. Suppose that you an investigator who will present the result of your
investigation. How do you think your investigation will be assessed?
B. coherence, clarity and visual aid
17. You are a lawyer. You have been assigned to defend someone accused of
violating a law uptown at 10:00 A.M. on March 24. You argue that if guilty,
your client must have been there at that time. You have a video of your client
being interviewed by a TV reporter at a political rally on the other side of town
at the same time. Can you conclude that your client is not guilty?
A. My client is guilty.
B. My client is not guilty.
C. I am doubtful.
D. I cannot decide.
18. Last week Cathy saw a cat on her way and met an accident on the road. It is
belief that once a cat passes your way, something bad will happen. You saw
a cat passed by as you are on your way to your uncle’s house. Will you still
go to your uncle’s house?
A. No. I strongly believe on the belief.
B. No. Something bad might happen to me.
C. Yes. I will just go carefully to my uncle’s house.
D. Yes. There was no established evidences and facts regarding the belief.

19. Your mother told you that once you drop a spoon on the floor, a female
friend will visit you and if it is a fork, a male friend. You were expecting your
friend Lolita to visit you and it so happened that during your meal time you
dropped your fork? Will you conclude that Lolita cannot come anymore?
A. No. What my mother told me was only a belief and was not based on
facts.
B. No. I do not believe on beliefs.
C. Yes. Logically, it can be concluded that Lolita cannot come.
D. Yes. Based on the law of detachment, Lolita cannot really come.
20. You are a field reporter. How will you present your news so that it will be
reliable and convincing?
B. coherence, clarity and video documentation

Lesson 2: Stability: An Obligation or an Option?
Have you ever wondered how these structures are designed? What factors
are being considered in the designs? Designing these structures entails the
knowledge of congruent triangles, specifically their properties and principles. In
this module, the definition of congruent triangles, the triangle congruence
postulates and theorems, and the proving of the congruency of triangles will be
tackled. These concepts and skills will equip you to communicate, formulate,
investigate, analyze, and solve real-life problems related to structure stability.
This module seeks to find the answers to the question: how are problems
on structure stability solved?

LESSON COVERAGE:
In this lesson, you will examine this question when you take the following topics:
Lesson 2.1 - Axiomatic Structure in Geometry

Lesson 2.2 – Triangle Congruence
a. Definition and Examples of Congruent Triangles
b. Conditions for Triangle Congruence
 SAS Congruence Postulate
 SSS Congruence Postulate
 ASA Congruence Postulate
c. Proving Congruence of Triangles
d. Applications of Triangle Congruence
In these topics, you will learn the following:

Lesson 2.2  Illustrates triangle congruence.
 States and illustrates the SAS, ASA and SSS congruence
postulates.
 Applies the postulates and theorems on triangle congruence
to prove statements on congruence, including right triangles.
 Applies triangle congruence to geometric constructions to
perpendicular and angle bisector.
MODULE MAP:
Here is a simple map of the above lessons you will cover:
Definition
and
examples of
congruent
Triangle
Congruence To solve Proving
Postulates real-life Congruency
and problems on of
Th structure Triangles
t bilit
Applications of
Triangle
Congruence

EXPECTED SKILLS:
To do well in this lesson, you need to remember and do the following:
5. Define congruent triangles and other related terms about triangles and
their parts; state the different congruence postulates and theorems.
6. Explore certain websites indicated in the module that would be of great
help for your better understanding of the lessons on congruent triangles
and work on the interactive activities.
7. Take down notes of the important concepts and follow the flow chart in
proving congruency of triangles.
8. Perform the specific activities or tasks and complete the exercises and
assessments provided.
PRE-ASSESSMENT:
Let’s find out how much you already know about this lesson. Click on the letter that
you think best answers the question. Please answer all items. After taking this
short test, you will see your score. Take note of the items that you were not able
to correctly answer and look for the right answer as you go through this lesson.
1. In the congruent triangles ∆MRN and ∆SRT, the corresponding vertex of R

is
A. R
B. M
C. N
D. S
2. In ∆ MAR, the angle included between AM and AR is

A.  RAM A
B.  ARM
C.  AMR
D.  MRA M
R
3. In ∆STU, the side included between  T and  U is

S
A. ST
B. SU
C. TU
D. TS T U

4. In the given figure, the triangle congruent to ∆XYW is
x
A. ∆XWZ
B. ∆XZW
C. ∆WZX
D. ∆ZXW
Z Y
W
5. The postulate which supports the congruency of ∆ABC and ∆ABD is
A. SSS Congruence
B. SAS Congruence
C. AAA Congruence
D. ASA Congruence
6. The two triangles in the drawing are congruent due to the
A. SSS Congruence Postulate

B. SAS Congruence Postulate
C. LL Congruence Theorem
D. HL Congruence Theorem

7. If A is the midpoint of RM, then the result is
A. RA  MA
B. AR  MA
C. RS  MS
D. AS  AS
8. Refer to the same figure and answer in no.7 and AS  AS, using the SAS
Congruence Postulate to prove the congruency of ∆RAS & ∆MAS, the third
pair of congruent corresponding parts needed is
A. ∠SRA   SMA
B.  RSA   MSA
C. ∠ RAS  ∠ MAS
D. RS  MS
9. If two triangles are congruent and the perimeter of one triangle is 15 feet,
then the perimeter of the second triangle is
A. 10 feet
B. 15 feet
C. 20 feet
D. 30 feet

10. If the area of the first triangular garden to be landscaped is 30 sq. meters,
and its base is 10 meters, what is the area of another triangular garden having
exactly the same shape as the first and whose base is also 10 meters?
A. 15 sq. m
B. 20 sq. m
C. 30 sq. m
D. 60 sq. m
11. What is the implication to the cost of landscaping, granting that the materials
and styles used of the first garden are exactly the same?
A. one-third of the cost of the first
B. halved
C. same cost
D. doubled
12. Roof trusses allow a roof to withstand the stress of heavy loads. A roof truss
for a particular building makes a 420 angle on the right and the triangles are
to be congruent in order for it to be rigid. What should be the measure of the
angle on the left? or  R?
A. 380
B. 420
C. 480
D. 960
13. If the measure of AR is 12 feet, what is the measure of AM?

A. 6 ft.
B. 9 ft.
C. 12 ft.
D. 15 ft.
14. What is the measure of  SAM?

A. 420
B. 480
C. 900
D. 960

15. Therefore, RM and SA are line segments which are
A. concurrent
B. parallel
C. perpendicular
D. skew
16. What happen if the triangles in the roof trusses are not congruent?
I. The truss will be lopsided

II. The truss will not be stable and may cause the structure to collapse
III. The truss will not resist the stress of the load
A. I only
B. II only
C. III only
D. A,B and C
17. A four-legged stool is more stable than a stool with lesser number of legs, but
it is easily shaken when subjected to too much movement. It will be
strengthened by putting a brace at the bottom which will
A. be parallel to the other legs
B. be perpendicular to the other legs
C. form a diagonal of the rectangular base
D. intersect the two legs of the stool
18. What figures are evident from a top view of an airplane?

A pair of triangles with
A. varied shape and size
B. the same size
C. the same shape
D. the same shape and size
19. The strength of the migrating birds lies in their formation during flying, what
do their formation look like? They
A. fall in one horizontal line
B. fall in one vertical line
C. fly with their partners and form two lines
D. fly forming an inverted V
20. If you are ask to present a design of a structure, your work will be judged
based on
A. stability, originality, accuracy and mathematical reasoning
B. creativity, clarity, accuracy, voice and diction
C. attractiveness, accuracy, organization and completeness
D. accuracy, originality, attractiveness, communication

Lesson 2.1 Axiomatic Structure of Geometry
Let’s start the module by answering the problem below.
ACTIVITY 1. Geometric Figures in Construction
1. What are some of the geometric figures that you can see in the structure
of the building?
2. How do these figures define the structure and the stability of the building?
3. How is Math used in the design of different structures?

4. How are problems on structure stability solved?

ACTIVITY 2. Anticipation/ Reaction Guide
Instruction: Respond to each statement and write your answer in the Before the
Lesson Column.
Write A you if you agree with the statement

Write B you if you disagree with the statement
Before the Lesson TOPIC: The undefined terms in After Lesson

Geometry
1. Points, lines, and planes are the
bases in defining other terms in
Geometry.
2. An axiomatic system is a set of

axioms/postulates, from which some
or all axioms/postulates can be
used together to logically derive and
prove theorems.
3. A theorem is a statement that is
accepted only after it has been
proven.
4. Points that lie on the same line are
coplanar.
5. A postulate is a statement that is

proven.
6. Two points always determine a line.
7. At least three noncollinear points

determine a plane.
8. Points, lines and planes can be

modeled by real-life objects and
situations.
Click on SAVE if you have responded to the six statements in the first column.

End of EXPLORE:
above.
Let’s find out how others would answer the above, and compare their
ideas to our own. As you compare ideas, you will find out if your ideas
are in line with the standard. You will also learn other concepts which
will help you complete a required project found at the end. This project
is about making a sketch of any structural designs such as buildings,
houses, etc. and defend its stability.
Your goal in this section is to learn and understand the axiomatic

structure of geometry which includes the key concepts of the undefined
terms, defined terms, postulates, and theorems. Put into mind this
question:” How are problems on structure stability solved?” as you
answer each activity.
ACTIVITY 3. Axiomatic System in Geometry

Watch the two videos below. Read first the process questions before watching
each. Do not forget to take down notes.
https://www.youtube.com/watch?v=w2v0GNIS-5E This video explains the

components of axiomatic system in geometry.
https://www.youtube.com/watch?v=DzcTI3urU8I This video explains the
importance of axiomatic system in geometry in designing games and structures.
Process Questions:
1. What are the four parts of an axiomatic system?
2. Where do we use these four parts?
3. What are the undefined terms, defined terms and postulates and theorems?
Post your answers to these question in the Discussion Forum.

You have just learned the axiomatic system in geometry and its
importance. Let us now discuss each part of the system.
ACTIVITY 4. Undefined and Defined Terms in Geometry

1. Read an article from
http://www.gradeamathhelp.com/undefined-terms-in-geometry.html. This
article explains the undefined terms in geometry. Specific examples of each
in the real world are given so that you can easily understand each.
2. Watch a video from https://www.youtube.com/watch?v=LJ4YxqumMkc In

this video, Mr. T describes the difference between “defined” and “undefined”
terms in Geometry. He describes points, lines, planes, line segments, and
rays, as well as what it means for sets of points to be collinear and coplanar.
Process Questions:
1. What are the undefined terms in geometry?
2. Why are they considered the building blocks of Geometry?
3. How do you name a:

a. point;
b. line;
c. plane?

4. What is the difference between the undefined and the defined terms in
Geometry?
5. What are some of the defined terms that you have learned from the article
and from the video?
ACTIVITY 5. Interactive Practice
Click on
1. https://www.khanacademy.org/math/geometry/intro_euclid/e/points_lin
es_and_planes and answer the first five questions. If you are able to
correctly answer all five, you can proceed to next three levels of practice.
If you need some help, click the show me how button for some hint.
If you get stuck, you may watch the suggested video to the right. Do not
stop until you have mastered this part.
2. https://www.khanacademy.org/math/geometry/intro_euclid/e/recognizin
g_rays_lines_and_line_segments This is an interactive quiz for
recognizing rays, lines, and line segments. Answer the first five
questions. If you are able to correctly answer all five, you can proceed
to next three levels of practice. If you need some help, click the show
me how button for some hints. If you get stuck, you may watch the

suggested video to the right. Do not stop until you have mastered this
part.
3. https://www.khanacademy.org/math/geometry/intro_euclid/e/geometric
-definitions This is an interactive quiz for recognizing defined terms in
geometry. Answer the first five questions. If you are able to correctly
answer all five, you can proceed to next three levels of practice. If you
need some help, click the show me how button for some hint. If you
get stuck, you
may watch the suggested video to the right. Do not stop until you have
mastered this part.

ACTIVITY 6. Skills and Readiness Check
Check the column which reflects your readiness to go further in this lesson.
I am still confused I got it but I still need I am ready to go

more practice
Go back to the Go to …look for You may now take the

previous activities, another interactive Mastery Quiz
watch and/or read the website for practice.
article again.
ACTIVITY 7. Mastery Quiz

This quiz will test your knowledge and skills mastery on the undefined and defined
terms in Geometry. Analyze each figure first before answering.
I. Refer to the figure at the right to answer the following.

1. Name a line that contains point A. R
l
A D m
G B
C
n
2. Name a plane that contains lines m and n. E F
3. Name the intersection of lines and l and m.
4. What is the other name for line n.

II. Use the figures to your right to answer the following.
Are the points collinear? (Yes or

No) A
1. B, C, D __________
D B
2. B, C, E __________ C
B
E
3. A, D, E __________
F
4. A, C, F __________
Are the points coplanar? (Yes or

No)
5. B, C, D, E __________
6. B, C, D, A __________
7. A, C, F, E __________
Give 2 names for plane B.

8. ___________________
9. ___________________
P Q
S R
Tell whether the following are
coplanar or noncoplanar? T U
10. points P, Q, and R V W

__________
11. points T, U,W, and V
__________
12. line PS and line RW
_____________
13. point V and line QR
__________
II. Determine what undefined term is being modeled by each picture.

1. 2. 3.
4. 5. 6.
III. Which of the following pictures/situations below illustrate
1. Collinear points
A. B.
1.
2. Coplanar points

A. The three cups
B. Three cups and the saucer
C. The three cups, the saucer, and the teapot
2.
The definitions you have learned in Math 7 will help you

learn the next lesson in triangle congruence. Review
these definitions.
ACTIVITY 8. Skills Review on the definitions learned in Math 7

Read the content below.
Definitions Learned in Mathematics 7
Term Definition
LINE SEGMENT Segment AB, denoted by AB or BA is
the union of points A, B, and all the
A B points between them. A and B are called
the endpoints of the segment.
MIDPOINT OF A SEGMENT Point M is the midpoint of a segment if
and only if M is
between S and T and SM  TM which
S M T
means that SM = TM.
SEGMENT BISECTOR It is a segment, ray, or line that

contains the midpoint of the segment.
PERPENDICULAR BISECTOR OF A It is a segment, ray, or line that is

SEGMENT perpendicular to a segment at its
midpoint.

Recall: Two lines are said to be
perpendicular if they form 900 (right)
angles.
ANGLE An angle is the union of two noncollinear
rays that have a common endpoint
called the vertex.
The two rays make up the sides of the

angle.
CONGRUENT ANGLES Two angles are congruent if and only if

their measures are equal.
In symbols, ABD  CBD , if and

only if mABD  mCBD .
Arcs in the figure also indicate which
angles are congruent.
S M T
ANGLE BISECTOR The bisector of an angle is a ray

with its endpoint at the vertex of the
P angle, extending into the interior of
the angle.
The bisector divides the angle into two
congruent
 angles.
1
Q QA is the angle bisector of PQR
2 A
1  2 or PQA  RQA
R
Definition of Different Angles
RIGHT ANGLE A right angle is an angle with a measure
of 90.
ACUTE ANGLE An acute angle is an angle with a

measure greater than 0 but less than
90.

OBTUSE ANGLE An obtuse angle is an angle with a
measure greater than 90 but less than
180.
ADJACENT ANGLES These are two angles that share a

common side (ray) and a common
vertex.
Complementary Angles Two angles whose sum of their

measures is 900.
A 400 D
It can be adjacent or non-adjacent.
500
B C
Adjacent Complementary Angles
I H
E 270 G
630
F
J
Non-Adjacent Complementary
Angles
Supplementary Angles Two angles whose sum is 1800.
R
U
P 123 Q T 57
0 S
0
Linear pair of Angles Two angles form a linear pair if they are
(Adjacent Supplementary Angles) adjacent, and the noncommon sides
form a line.

103 77
VERTICAL ANGLES A pair of non-adjacent angles formed by

m the intersection of two straight lines.
1
4 2 3
n 2 pairs of vertical angles are

a.  1 and  2
b.  3 and  4
Transversal A line (or segment) that intersects two
or more coplanar lines (or segments) at
distinct points.
Line c is the transversal of lines a and

b.
Alternate interior angles These are two angles in the interior of

the parallel lines, and on opposite
(alternate) sides of the transversal.
4
5 Alternate interior angles are non-
adjacent and congruent.
4  5
Alternate exterior angles These are two angles in the exterior of
the parallel lines, and on opposite
(alternate) sides of the transversal.
Alternate exterior angles are non-

adjacent and congruent.
 2  7
Corresponding angles These are two angles, one in the interior
and one in the exterior that are on the
same side of the transversal.

Corresponding angles are non-adjacent
and congruent.
1  5
Same-side interior angles These are two interior angles lying on

the same side of the transversal
3
Same-side interior angles are always
5 supplementary.
m  3 + m  5 = 180
You have just learned how to name and identify some of the
defined terms. Let us now move on to the Basic Postulates
and Theorems. In this topic, you will see the difference
between a postulate and a theorem and how they are
applied in the real world.
THE BASIC POSTULATES AND THEOREMS
POSTULATE- is a statement that is accepted without proof.

THEOREM- is a statement whose truth is accepted only after it has been
proven.
Postulates
Postulate 1: A line contains at least two points.
Postulate 2: A plane contains at least three noncollinear points.
Postulate 3: Through any two points, there is exactly one line.
Postulate 4: Through any three noncollinear points, there is exactly one plane.
Postulate 5: If two points lie in a plane, then the line joining them lies in that
plane.
Postulate 6: If two planes intersect, then their intersection is a line.

Postulate 7: A space contains four noncoplanar points.
Theorems
Theorem 1: If two lines intersect, then they intersect in exactly one point.
Theorem 2: If a point lies outside a line, then exactly one plane contains both the line
and the point.
Theorem 3: If two lines intersect, then exactly one plane contains both lines.
Example 3: State the postulate or theorem you would use to justify the statement
made about each figure.
a. One plane contains points A, B, and C. b. Only one line contains points
Q and T.
A
B
C Q
T
Answer: Through any three noncollinear points,

there is exactly one plane (Postulate 4). Answer: Through any two points,
there is exactly one line
(Postulate 3).

c. KL lies in plane P. d. Plane G and plane H

intersect along AB.
G
P
A B
K L H
Answer: If two points lie in a plane, then the line Answer: If two planes intersect,
joining them lies in that plane (Postulate then their intersection is a
5). line (Postulate 6).
e. There is another point besides point W on line f. One plane contains lines l
m. and m.
A
m l
.
W
m
Answer: A line contains at least two points Answer: If two lines intersect,
(Postulate 1). then exactly one plane

contains both lines
(Theorem 3).

g. One plane contans AC and B. h. Lines q and t intersect at M
and and no other point.
A C
M
q
B
t
Answer: If a point lies outside a line, then exactly Answer: If two lines intersect,
one plane contains both the line and the then they intersect in
point (Theorem 2). exactly one point
(Theorem 1).
The notes in Example 3 was taken from the site.

http://www.cliffsnotes.com/study_guide/Postulates-and-Theorems.topicArticleId-
18851,articleId-18770.html
ACTIVITY 9. Skills Practice

Use the postulates and theorems to answer the following.
1. At least how many points are contained in a line? __________________

2. At least how many points determine exactly one __________________
plane?
3. What is the intersection of two distinct planes? __________________
4. What is the intersection of two coplanar lines? __________________
5. What can contain a line and a point not on the line? __________________
Use the figure on the right to answer the following. A B

6. What is the intersection of plane
EFGH and plane CBFG? D C
7. What is the intersection of plane

ABFE and BC ?
8. Name another point that is in the

same plane as points E, H and D. E F
H G

Complete the statement with the word always, sometimes or never to make
the given statement true.
9. Intersecting lines are _______________coplanar.
10. Two planes _______________ intersect in exactly one point.
11. Three points are _______________ collinear.
12. A line and a point not on the line are _______________ coplanar.
Revisiting Activity No. 1: Geometric Figures in

ACTIVITY 10.
Construction
This is to revisit activity 1, so most parts are the same with #1, although question
1-3 are additional questions.
Analyze the picture below and answer the following questions.
1. Which parts of the structure of the building models a point? How will you
describe these points?
2. Which parts of the structure of the building models a line?
3. Which parts of the structure of the building models a plane?

ACTIVITY 11. Take a Pic

Take at least 2 pictures of the parts of your house that you consider to be strong
and stable. Identify the undefined and the defined terms/figures that define each.
Process Questions:
1. What geometric figures are used to define each part of your house?
2. How do each contribute to its stability? What postulates and
theorems support this?

3. How do problems on structure stability solved?
End of FIRM UP
In this section, the discussion was about how the points, lines, and
planes are called the undefined terms in Geometry. We also learned
how to name and represent each undefined and defined term using
models. Real-life models and situations were also identified to connect
what you have learned to the real-world.
Your goal in this section is to relate geometric figures to real-life

problems or situations. Also, you will organize and assess your
learning in this topic. Before proceeding to the next section, consider
the following questions: How are

Instruction: In the previous section, we looked at different problems on structure
stability. Let’s put together in the table below our answers to the essential question
that we asked for each problem.
Essential Problem1: Problem 2: Problem 3:
Question
How do Furniture Equipment Construction
problem
s on
structur
e
stability
solved?
How many legs How many legs does

does the table the tripod have? What kind of lines are
have? What do What do you think is used in constructing
you think is the the reason why the the foundation of the
reason why the maker of this tripod house? What do you
maker of this make use of this think is the reason why
table make use of number of legs? the engineers made
this number of use of this kind of lines?
legs?
Process Questions:
5. What made each furniture/equipment/structure stable in each problem? Do
they have the same basis for their stability? If yes, explain. If not, cite
basis/bases of stability which is/are not found on the other
furniture/equipment/structure?
Problems on structure stability is solved using …
Supporting reasons and examples:

ACTIVITY 13. Revisiting Activity 1
Go back to your answers in Activity No.1 and revise them.
1. What are some of the geometric figures that you can see in the structure
of the building?
ACTIVITY 14. Revisiting Activity 2

Go back to your answers in Activity No.2 and revise them.
ACTIVITY 2: Anticipation/ Reaction Guide

Instruction: Respond to each statement and write your answer in the After
the Lesson Column.
Write A you if you agree with the statement
Write B you if you disagree with the statement
Before the Lesson TOPIC: The undefined terms in After Lesson

Geometry
1. Points, lines, and planes are the
bases in defining other terms in
Geometry.
2. An axiomatic system is a set of

axioms/postulates, from which some
or all axioms/postulates can be
used together to logically derive and
prove theorems.

3. A theorem is a statement that is
proven.
4. Points that lie on the same line are
coplanar.
5. A postulate is a statement that is

proven.
6. Two points always determine a line.
7. At least three noncollinear points

determine a plane.
8. Points, lines and planes can be

modeled by real-life objects and
situations.
End of Deepen
In this section, you have seen and witness how geometric figures
relate with real-life situations.
What have you realized about the topic? What new learnings have you
made for yourself?
to do the tasks in the next section…
Your goal in this section is to apply your learning to real life situations.
You will demonstrate your understanding by accomplishing the given
practical task below.
ACTIVITY 15. My own structural design

Make a sketch of any structures (house, school, commercial building, etc.) you
want to design. Explain how the design becomes stable.

ACTIVITY 16. Writing a Synthesis Journal
ACTIVITY 16: Writing a Synthesis Journal

Complete the table below.
Synthesis Journal
Lesson What I did. What I learned. How I can use
it

Lesson 2.2 Triangle Congruence
You began by engaging in an activity which will explore the

concepts of congruent triangles and how they are applied in the real
world.
ACTIVITY 1. Brainstorming Activity

DESCRIPTION: Watch a video clip on an acrobat show featuring tightrope
walking. After viewing, look for a partner and answer the following questions;
1. What ability/quality does the tightrope walker have which enables him to
walk on the rope?
2. How do you feel while watching it?
3. What cause him not to fall at the beginning?
4. Where does the balance lie?
5. How does this work?
6. What figure constitutes the stability of the tightrope walker?
7. In your opinion, how are problems about stability solved?
Share your answers to the class and note the similarities and the differing points
of view or intriguing ideas.
above. Let’s find out how others would answer the above and compare
their ideas to our own. As you compare, you will find out if your ideas are
in line with the standard. You will also learn other concepts which will help
you complete a required project found at the end. This project is about
making a sketch of any structural designs such as buildings, houses, etc.
and defend its stability.
http://www.dailymail.co.uk/news/article-2170881/Chinese-tightrope-walker-plummets-
ground-trying-high-wire-stunt-backwards-AND-blindfolded.html

This site shows a video clip on tightrope walking.
ACTIVITY 2. How much do I know?
GENERALIZATION TABLE
After hearing your thoughts on the situation given in the previous activity, it would
be better to have a record on the flow of your ideas. Fill up the first column of the
generalization table, the initial thoughts about congruent triangles which you will
revisit as you progress in the lesson.
My Initial My Findings Supporting Qualifying My Generalizations

Thoughts And Evidence Conditions
Corrections
You have just given your initial ideas about congruent triangles; now proceed by
sharing them to 2 of your classmates.
End of EXPLORE:
You have heard how others answered the questions in the previous
activity and expressed what you know about congruent triangles, so
you will start finding out the answers by doing the next activity.
Your goal in this section is to learn and understand key concepts of

triangle congruence, so let’s start by knowing what congruent triangles
are.

ACTIVITY 3. What Are You?
CONCEPT BUILDING ABOUT CONGRUENT TRIANGLES
MODELING WITH MANIPULATIVES
Materials: Barbecue sticks Protractor

Ruler cutter and pair of scissors
Markers cartolina
Instructions: Work with a partner:

1. Cut 2 pieces of barbecue sticks with measure 5, 7 & 9 inches each with a
total of 6 pieces.
2. Arrange the 3 pieces with measure 5,7 and 9 inches to form a triangle.
3. Name the 2 triangles as ∆ABC and ∆XYZ.
4. Measure the 3 angles of the 2 triangles.
5. Trace the triangles in a cartolina and cut the figures with the triangular shape.
6. Place 1 cut-out figure on top of the other such that all the corresponding parts
will coincide.
Answer the following questions:

1. What can you say about the size and shape of the 2 triangles; cut-out
figures?
2. What have you noticed about the measure of the corresponding angles?
3. What have you observed of the corresponding sides and angles?
4. What are the correspondence of the vertices, angles and sides?
5. What is your conclusion about the 2 triangles?
6. What are congruent triangles?
7. What happens if you change the pairing of the vertices?
8. What is the effect if only the 3 corresponding angles of the triangles are
congruent but their corresponding sides are not?
9. If there is a slight movement of the sides, what is its effect to the angles?
What about the other way around?
10. How stable is a triangle? Explain why?
11. Based on this activity, how is stability problem be solved?
Exercise:
1. Draw 3 pairs of congruent triangles of any kind and size, name and cut
them.
2. Put one triangle on top of the other.
3. Record the correspondence of the vertices, the congruent corresponding
sides and angles.
4. Write the definition of congruent triangles.
You may check your definition by clicking this site;
http://elearning.skola.edu.mt/wpcontent/uploads/2010/03/congruentriangles.pdf

This provides a focused instruction about congruent triangles.
OR CLICK this URL for a video explanation of congruent triangles.
http://www.onlinemathlearning.com/geometry-congruent-triangles.html
CONGRUENT TRIANGLES
are triangles whose vertices can be made to correspond so that the 3
corresponding angles and the 3 corresponding sides are congruent.
ACTIVITY 4. Is it True?
INVESTIGATIVE ACTIVITY ON THE CONGRUENCE POSTULATES
You have already defined congruent triangles and you have seen how tedious it
is to prove that 2 triangles are congruent. But is there a way of knowing whether
the two triangles are congruent with lesser number of congruent corresponding
parts? You will find out the answer after doing this investigation.
INVESTIGATE:
You look for two other buddies and perform this investigation.
Directions:
A. 1. In the previous activity, what are the parts with the given measures? How
many parts?
2. As a result, what happened to the rest of the parts?
3. What conjecture can you make about the 2 triangles?
B. 1. Trace a 360 angle whose 2 sides measure 6 in. and 9 in. Connect the 2
distinct endpoints of the segments and cut the resulting figure.
2. Repeat the process of tracing another figure with exactly the same
measure of the angle and the 2 sides, connect and cut.
3. Compare the 2 triangles and record your observation.
4. State your generalization.
C. 1. Draw an 8 inches segment whose endpoints are the vertices of the 2

angles whose measures are 400 and 600.
2. Extend the sides of the angles such that the sides will intersect.
3. Cut the resulting figure.
4. Duplicate the drawing and cut.
5. Place 1 figure on top of the other and write your conclusion.
Report your findings, compare with the answers of the other groups and state your
generalizations. You can also give the meaning of the side included between 2
angles and the angle included between 2 sides.

The generalization of the first investigation is referred to as the
SSS CONGRUENCE POSTULATE

If the three sides of one triangle are congruent to the 3
corresponding sides of another triangle, then the two
triangles are congruent.
The second investigation is summarized as the
SAS CONGRUENCE POSTULATE

If the 2 sides and the included angle of one triangle are congruent to the
corresponding 2 sides and the included angle of another triangle, then
the two triangles are congruent.
The result of the third investigation is referred to as the
ASA CONGRUENCE POSTULATE

If the 2 angles and the included side of one triangle are congruent to the
corresponding 2 angles and the included side of another triangle, then
the 2 triangles are congruent.
DEFINITION
An angle included between 2 sides – is an angle whose vertex is the
common endpoint of the 2 sides.
A side included between 2 angles – is a line segment whose endpoints
are the vertices of the 2 angles.

ACTIVITY 5. Hwat’s My Perfect Partner?
IDENTIFYING THE CONGRUENCE POSTULATES USED IN THE

CONGRUENT TRIANGLES
From the given figures, spot the congruent corresponding parts of the triangles.
Identify the Congruence Postulate which will justify the congruency of the
triangles and explain why.
1.)
2.)
3.)
4.)

ACTIVITY 6. Draing Out the Congruence Parts of the Triangles
Give the congruent parts which you can derive from the given hypothesis and
state the supporting reason:
1. If ACE is an isosceles triangle with CE as the base, then

_______________.
Reason_________________________________
2. If AM bisects  CAE, then ________________.
Reason _________________________________
3. If MN & PR bisect each other at O, then __________________.
Reason _________________________________
4. If X is the midpoint of WY , then ________________
Reason _______________________________________
5. If ST  PR at O, then _______________________
Reason ____________________________________
6. If AB is the perpendicular bisector of CE , then_________________
Reason __________________________________________
A discussion of the answers will follow after performing the entire activity 6 which
include the items that follow.
Using the specified congruence postulate, name the congruent parts which will
complete the triangle congruence:
1. ASA

2.
3. SAS
MATRIX
HYPOTHESIS CONCLUSION REASON
1. AB bisects  CAD  CAB   DAB Angle bisector divides
an angle into 2
congruent parts
2. M is the midpoint of MS  MT Midpoint divides a line
ST segment into equal
parts
3. XY  PR at Y  XYP and  XYR are Perpendicular line
right angles segments intersect and
form right angles
4.  XYP and  XYR  XYP   XYR All right angles are
are right angles congruent
5. ∆ABC is an isosceles AB  AC An isosceles triangle
triangle where BC is the has two congruent legs
base or sides

ACTIVITY 7. Focused Instruction On Proving Triangle Congruence
http://www.youtube.com/watch?v=TPL12Tk7L6U
This site contains a video explaining the congruency of triangles using the
congruence postulates.
Study very well the flow of the proof of congruent triangles in the
following examples:
Example 1:
Given: ∆AME is an isosceles ∆ where ME is the bas
G is the midpoint of ME
Prove: ∆AGE  ∆AGM
STATEMENTS REASONS
1. ∆AME is an isosceles ∆ where ME 1. Given
is the base
2. AM  AE 2. Isosceles triangle has two
S* congruent sides.
3. G is the midpoint of ME 3. Given
4. GM  GE 4. Midpoint divides a line segment
S* into two congruent segments.
5. AG  AG S* 5. Reflexive Property of Equality
6. ∆AGE  ∆AGM 6. SSS Congruence Postulate
S*= side
Example 2:
Given: TP is a diagonal of the parallelogram TSPR
Prove: ∆TSP  ∆PRT

STATEMENTS REASONS
1. TP is a diagonal of the 1. Given
parallelogram TSPR
2. STP  RPT 2. If lines cut by the transversal are
A* parallel, then alternate interior
3. SPT  RTP 3. If lines cut by the transversal are
4. PT  TP 4. A line segment is congruent to
S* itself (Reflexivity)
5. ∆TSP  ∆PRT 5. ASA Congruence Postulate
A*=angle
Example 3:
Given: XC bisect YB at A;
A is the midpoint of YB
Prove: ∆XYA  ∆CBA
STATEMENTS REASONS
1. XC bisect YB at A 1. Given
2. AY  AB 2. Bisector divides the line segment
3. A is the midpoint of YB 3. Given

4. YA  BA 4. Midpoint divides a line segment
S* into two equal parts.
5. YAX  BAC A* 5. Vertical angles are congruent.
6. ∆XYA  ∆CBA 6. SAS Congruence Postulate

ACTIVITY 8. Proof Flowcharting
Study the examples below. Follow the arrow. It indicates the consequence of the
given statement.
Example 1:
STATEMENTS REASONS
1. ∆AME is an isosceles ∆ where ME 1. Given
is the base
2. AM  AE S* 2. Isosceles triangle has two
congruent sides.
3. G is the midpoint of ME 3. Given
4. GM  GE S* 4. Midpoint divides a line segment into
two congruent segments.
5. AG  AG S* 5. Reflexive Property of Equality
6. ∆AGE  ∆AGM 6. SSS Congruence Postulate
Example 2:
STATEMENTS REASONS
1. TP is a diagonal of the 1. Given
parallelogram TSPR
2. STP  RPT 2. If lines cut by the transversal are
3. SPT  RTP 3. If lines cut by the transversal are
4. PT  TP 4. A line segment is congruent to
S* itself (Reflexivity)
5. ∆TSP  ∆PRT 5. ASA Congruence Postulate
Example 3:
STATEMENTS REASONS
1. XC bisect YB at A 1. Given
2. AY  AB 2. Bisector divides the line segment
3. A is the midpoint of YB 3. Given

4. YA  BA 4. Midpoint divides a line segment
S* into two equal parts.
5. YAX  BAC A* 5. Vertical angles are congruent.
6. ∆XYA  ∆CBA 6. SAS Congruence Postulate

ACTIVITY 9. Practice On Proving Triangle Congruence
Answer this exercise with a partner.

Write a 2-column proof of the ff. and sketch the figure:
1. Given: MN  MR & NP where R & P are on the opposite sides of MN

O is the midpoint of MN
Prove: RMO  PNO
2. Given:  XWY is isosceles where XY is the base

Z is the midpoint of XY
Prove: WZX  WZY
ACTIVITY 10. Interactive Activity on Proving Congruency of Triangles
http://www.mathwarehouse.com/classroom/worksheets/congruent_triangles/Angl
e-Angle-Side-euclidean-proof-worksheet-activities.pdf
This site provides interactive activities on proving congruency of triangles.
http://www.mathwarehouse.com/geometry/congruent_triangles/side-angle-side-
postulate.php
This website provides interactive activities on proving congruency of triangles
using the SAS congruence postulate.
Explore these sites and answer as many exercises as you wish until you can
master the skill in proving congruency of triangles.
Reflections: Answer these questions in your reflection log.

1. How do you find the exercises?
2. Is learning how to prove congruency of triangles taking place? Explain.
3. What have you realized after doing the exercises?
4. Do they improve your logical thinking?
5. Do you think this can help you in your day to day activity? How?
6. How can the concepts of congruency of triangles affect stability of a structure?
Click on SAVE if you have responded to the questions asked
ACTIVITY 11. Exercises on Proving
On your own, sketch the figure of the given triangles and make a 2-column proof
of the ff.

1. Given: AE and CD bisect each other at M
Prove: ∆AMC  ∆EMD
STATEMENTS REASONS
2. Given: PR is the  bisector of ST at R

Prove: ∆PRS  ∆PRT
STATEMENTS REASONS
When you’re done, find a learning partner and take turns in commenting your
answers.
Pause to reflect on the following questions:
How is your experience in proving congruency of triangles? Can you manage to

do it on your own? If you do, then you are ready to use it in the next activity
which will prepare you to do the succeeding tasks.
ACTIVITY 12. Paper Planes
Watch this video before you work on the activity so you will have an idea on how
to proceed with it.
http://www.youtube.com/watch?v=y3_VMPkzI8A
This video shows how to make paper plane for scaffold level 1

During the Math Fair, one of the activities is a symposium in
which the delegates will report on an inquiry about an important concept in Math.
You will report on how congruent triangles are applied in real-life. Your query
revolves around this situation;
1. Design at most 5 different paper planes using congruent triangles.

2. Let it fly and record the flying time and compare which one is the most stable.
3. Point out the factors that affect the stability of the plane.
4. Explain why such principle works. Provide a flow chart for your reasoning.
5. Draw out some insights and make recommendations.
End of FIRM UP:

In this section, the discussion was about congruency of triangles and
the possible ways to prove them using the different congruence
postulates. Flow charting helps you see the coherence of your
thoughts.
Your goal in this section is to take a closer look at some aspects of the
topic particularly the connections of congruent triangles to the real
world situations and their significance to life.
ACTIVITY 13. Got It?
In the construction of different structures, varied geometric figures are used. You
are to infer which of the polygons will contribute to their balance and stability.
Take a look at the 2 pictures below.

Think, Pair and Share on the answer of the question which follows;
Which of the two doorways do you think is more stable? The one with the
brace or no brace ? Explain why.
To check whether you got the right ideas, read the text inside the box.
In the doorway with the diagonal brace, the wood

forms triangles whose sides have fixed lengths. The SSS
Congruence Postulate guarantees that these triangles are
rigid, because a triangle with given side lengths has only
one possible size and shape. The doorway without the
brace is unstable because there are many possible shapes
for a four‐sided figure with the given side lengths.

Picture Analysis On Congruent Triangles In Real –Life
ACTIVITY 14.
Setting
Group yourselves by 3 and take a look at the different pictures. Identify the
geometric figure/s shown, answer the questions at the end and share it in your
group.
Q&A
1. What parts of the picture illustrates congruent triangles?
2. How do you know that these triangles are congruent?
3. Why do these triangles need to be congruent?
4. Does congruency of triangles affect stability of structure? Explain
why.
5. Will this knowledge help solve stability problems? In what manner?
6. What do you think will happen if a certain pair of triangles are not congruent?
Volunteers report the answers of the questions which they share in their
respective groups.

Proving Congruency of Triangles From The
ACTIVITY 15.
Pictures In The Real-World

Look for 3 group mates, and together identify the different congruent triangles in
the objects found in the picture. Discuss how and why they are congruent. Justify
the answers by explaining the appropriate postulates which are applicable. Post
your flow chart showing the specific congruent parts and the supporting reasons
and the class will go on a Gallery Walk. A member of a group will stay behind as
a curator to explain why these triangles are congruent.
OBJECT CONGRUENT PARTS JUSTIFICATIONS

1. Butterfly wings The wings of the
butterfly are symmetrical
which means one side is
the mirror image of the
other side, thus the
measure of all the three
sides of one wing have
exactly the same
measure as the
corresponding 3 sides of
the other.
2. Roof trusses
3. Seaplane
4. Window
(The instructions on what to do are already given above.)
To further prepare you to do the task on coming up with the proposal of a design
of stable stools with fewer legs, perform the next activity.

Parachute: Work out this activity within a group of 4
ACTIVITY 16.
members.
In the upcoming City Festival, there will be a parachute flying.

You are to submit a certain design of a parachute and an instruction guide of how
it operates. The designer who can come up with a parachute which can fly the
longest wins a prize.
Present the mechanics and show the flow on how you come up with such a
design.
Process Questions:
1. How was the balance of the parachute achieved?
2. From what figure did you pattern the design?
3. What were the conditions of the parts?
4. Why were they like that?
5. How did you know such conditions exist? Justify your answer.
6. Are the concepts of triangle congruency important in the making of the design?
7. How did these contribute to the stability of the structure?
Revisit your generalization table and fill in the new ideas you gain, findings and
evidence of congruent triangles.
MY INITIAL MY FINDINGS SUPPORTING QUALIFYING MY

THOUGHTS AND EVIDENCE CONDITIONS GENERALIZATIONS
CORRECTIONS
Video Clip on the Practical Applications of Congruent

ACTIVITY 17.
Triangles
http://www.nexuslearning.net/books/ml-
geometry/Chapter4/ML%20Geometry%204-3%20SSS%20and%20SAS.pdf
This website contains real-life applications of congruent triangles.
Take time to watch this video clip and answer the ff. questions:
1. How relevant are congruent triangles in the real-world? Explain.
2. Do people always measure things to ensure congruency? Explain.
3. What do they do if such measure is inaccessible?
4. Is it possible that this congruency of triangles will not be applied?
5. What will happen to the structures?

6. Is the knowledge of triangle congruency important? How does it solve stability
problems?
ACTIVITY 18. Wooden Stools

To further enhance your skills on the congruency of triangles and prepare you of
the final task on designing a hanging bridge, you should perform this task
together with your group mates.
A certain barangay wanted to build wooden stools to be distributed to its

constituents who were victims of flash flood. Because a bigger portion of the
budget goes to the provisions of the victims, the barangay has limited funds for
this project, so, bidding for the project must be done. As a draftsman, you are to
submit a proposal for the design which maximizes the number of stools without
sacrificing its stability. The basis for judging your proposal includes accuracy,
mathematical communication, stability and practicality.
After the submission of your work output, answer the following process
questions;
1. What is the best stable design that maximizes the number of stools made?
2. What supports the stability of the structure?
3. What are your findings about the lesson?
4. What new connections do you have regarding triangle congruence?
5. Is this lesson significant? Why or why not?
6. How does it solve problems on stability?
End of DEEPEN:
In this section, the discussion was about the applications of congruent
triangles in the real-world.
to do the tasks in the next section…

Your goal in this section is to apply your learning to real life situations.
understanding. Before doing the specific PT, accomplish the next
activity.
ACTIVITY 19. Concept Mapping

Provide a visual representation of the summary of the concepts of congruent
triangles. Complete the map by filling in the blank shapes.
CONGRUENT TRIANGLES
Have 3
But they can be proven congruent using the
Which in real-life provide the framework of a
After completing the concept map, compare your answers with the text below.
Congruent triangles have 3 pairs of congruent corresponding angles

and 3 pairs of congruent corresponding sides. But they can be proven
congruent using the SSS, SAS and ASA congruence postulates which
in real-life provide the framework of a stable structure.

SUMMATIVE TEST
To check on how much you know about the concepts and skills of congruent
triangles, answer the following set of questions;
Please refer to the post-assessment below.
A clearer and better understanding of the lesson on congruent triangles is made

evident in the performance of this given task.
ACTIVITY 20. Performance Task

GROUP ACTIVITY:
Do this task as instructed and submit it on the third meeting.
One of the moves of the City Council for economic

development is to connect a nearby island to the mainland with a hanging bridge
for easy accessibility of the people. Those from the island can deliver their
produce, and those from the mainland can enjoy the beautiful scenery and
beaches of the island.
As one of the staff of the engineers of the DPWH who is commissioned by the
Special Project Committee, you are tasked to present a design/blueprint of a
hanging bridge to the City Council together with the City Engineers. Your
presentation will be evaluated according to its accuracy, creativity & originality,
stability and mathematical communications.
After submitting your work, revisit the generalization table and complete the entry
by filling in the last 2 columns; qualifying conditions and generalizations.
MY MY FINDINGS SUPPORTIN QUALIFYIN MY

INITIAL AND G G GENERALIZATIO
THOUGHT CORRECTIO EVIDENCE CONDITIO NS
S NS NS
You have already realized the importance of the what, how and why of the topic,
now you will proceed to the knowing of oneself and how you may affect the lives
of other people.
VALUE INTEGRATION:
1. Is your project worth the effort? Justify your answer.
2. How do you find such kind of work?

3. Do you think that the knowledge you gain about congruent triangles is
applicable in this job?
4. Is the application of such knowledge of congruent triangles an option or an
obligation? Why?
5. Whose responsibility is the structure stability?
5. What is your accountability of that bridge?
6. What is your reaction if the bridge you design will collapse?
7. How do you feel if people will like your design and the structure will be proven
to be very stable?
8. What do you do if there is a certain structure which is found to be unstable?
ACTIVITY 21. Synthesis Journal
In your journal, write the answers to these questions:
1. What are your insights regarding the task?

2. Do you find the task useful? How?
3. How prepared are you with the given task?
4. How do you rate the experience?
5. How does the knowledge of congruent triangles help in solving stability
problems?
ACTIVITY 22. Self-Assessment/ Reflections
1. What did I learn about the topic on congruent triangles?

2. How did I learn them?
3. How is my logical thinking? Has it improved?
4. Is logical thinking beneficial to me? Cite specific way/s?
Each member of your group will submit the ratings of all the members of the
group according to the participation/cooperation.
End of TRANSFER:
In this section, your task was to summarize your learning, findings,
insights and realizations.

POST-ASSESSMENT:
1. ∆WAS  ∆RAY, the corresponding vertex of S is

A. W B. A C. R D. Y
2. The following description/s are true about congruent triangles. They have
A. congruent corresponding angles C. he same size and shape

B. congruent corresponding sides D. all of a, b, & c
3. If you are tasked to make a table that will be placed in an uneven area, at
least how many legs would be needed in order for it to stand?
A. 2 C. 4
B. 3 D. 5
4. Which of the following points are NOT coplanar?

A. B, C, D C. C, D, E
B. B, C, E D. B, D, F
5. Which of the following is a statement that is accepted as true without proof?

A. definition of a term
B. postulate
C. Theorem
D. Undefined term
6. Triangle ABC is congruent to triangle DEF. Therefore, segment AB is

congruent to segment ____.
A. EF C. DE
B. DF D. ED
7. Triangle GHI is congruent to triangle JKL. Therefore, angle L is congruent to

angle__.
A. G C. H
B. I D. J
8. Triangle MNO is congruent to triangle PQR. Therefore, QP = _.
A. MO B. NM C. MN D. ON

9. Triangle STU is congruent to triangle VWX. Therefore, triangle XVW is
congruent to triangle ___.
A. UST B. UTS C. STU D. SUT
10. Jason wants to prove triangle ABC congruent to triangle XYZ. He knows
that AB = XY and AC = XZ. What other information must he know to prove
the triangles congruent?
1. Angle C is congruent to angle Z
2. Angle A is congruent to angle X
3. Angle B is congruent to angle Y
4. BC = YZ
A. Choice 1 or 4 will either work C. Choice 3 or 4 will either work

B. Choice 2 or 4 will either work D. None of the above
11. The 2 friends Lordan and Gigi are evaluating the congruent figures, Lordan
says ∆ABC  ∆PQR and Gigi says ∆CAB  ∆RPQ. Who is correct?
A. Gigi B. Lordan C. both of them D. no one
12. Which of the following statements is/are true about triangles?

I. If two triangles are congruent, then their perimeters are equal.
II. If two triangles have equal perimeters, then they are congruent.
A. I only B. II only C. I & II D. None at all
13. Find x and y in the figure showing 2 congruent triangles.
2x 3y + 8
X 2y
A. x= 2 B. x = 6 C. x = 12 D. x = 16
y=1 y=3 y=6 y=8

14. Shiela cut 4 congruent triangles off the corners of a rectangle to make an
octagon as shown in the figure. What is the area of the octagon?
A. 456 cm2 C. 552 cm2
2 30
B. 528 cm D. 564 cm2
20
15. If 2 cut-out triangles are laid one on top of the other so the parts of the same
measures are match up. What is true about the triangles?
I. They have the same size.
II. They have the same shape.
III. They are congruent.
A. I B. II C. III D. I, II & III
16. Allan is using a brace to support a table top, namely BE and DG so that
∆BCE  ∆DFG. If the m  CEB = 50o, then the m  FGD is
C B D F
A. 40o C. 60o
B. 50o D. 90o E G
17. Why should the brace of the table be triangular?
I. to resist the load put on the table

II. to make it more stable
III. to avoid the table to collapse
A. I only B. II only C. III only D. a, b & c
18. Vikki is preparing plain square cloths of different colors so that her quilt will
show geometric patterns. If she needs to have 2 triangular cloths of the

same size and shape from the available square cloths, how will she cut it
without measuring?
A. Cut it along the diagonal.
B. Cut it lengthwise
C. Cut it crosswise
D. Cut it lengthwise and then crosswise
19. Fitness equipment such as bike uses triangles in the frame in order to
A. add aesthetic appearance
B. maintain its form
C. add strength to its structure
D. maintain its alignment
20. To ensure that sailboat races are fair, the boats and their sails are required
to have
I. the same size
II. the same shape
A. I only B. II only C. both I & II D. neither I

nor II

(List in alphabetical order the key terms and give their definitions)
1. Angle bisector – is a ray/segment which divides the angle into 2

equal/congruent parts.
2. Angle included between two sides – it is an angle whose vertex is the
common endpoint of the two sides/segments.
3. Congruent triangles – are triangles whose vertices are paired such the
three corresponding sides and the three corresponding angles are
congruent.
4. Isosceles triangle – is a triangle with two congruent sides.
5. Midpoint – is a point which divides a line segment into two congruent
parts.
6. Perpendicular bisector – is a line/ray/segment which divides a segment
into two congruent segments and form right angles.
7. Side included between two angles – it is the side/segment whose
endpoints are the vertices of the two angles.

A. Printed
Boyd, et al. GEOMETRY. The McGraw-Hill Companies, Inc. Columbus,

Ohio. 2005.
Kaufmann, Jerome E. and Karen L. Schwitters. BEGINNING ALGEBRA.
Brooks/Cole. California. 2010.
Leschensky, William. et al. PRE-ALGEBRA. McGraw Hill companies, Inc.
New York. 2002.
Educational Development Center, Inc. CONNECTED GEOMETRY.
Everyday Learning Corporation. Massachusetts. 2000.
http://www.dailymail.co.uk/news/article-2170881/Chinese-tightrope-walker-
plummets-ground-trying-high-wire-stunt-backwards-AND-blindfolded.html
1. video on a tightrope walker
http://elearning.skola.edu.mt/wpcontent/uploads/2010/03/congruentriangles.p
df
2. focused instructions about congruent triangles
http://www.analyzemath.com/Geometry/congruent_triangles.html
3. discussion of congruent triangles

http://www.onlinemathlearning.com/geometry-congruent-triangles.html
4. video explanation on congruent triangles
http://www.mathwarehouse.com/geometry/congruent_triangles/
5. how do we prove congruency of triangles
http://www.youtube.com/watch?v=TPL12Tk7L6U
6. video explaining congruency of triangles using all the postulates
http://www.mathwarehouse.com/classroom/worksheets/congruent_triangles/A
ngle-Angle-Side-euclidean-proof-worksheet-activities.pdf
7. interactive activity on proving using the postulates
http://www.mathwarehouse.com/geometry/congruent_triangles/side-angle-
side-postulate.php
8. interactive activity on proving congruency of triangles using the different
congruence postulates
geometry/Chapter4/ML%20Geometry%204-3%20SSS%20and%20SAS.pdf
9. real-life applications of congruent triangles
http://www.youtube.com/watch?v=y3_VMPkzI8A
10. video on how to make paper plane for scaffold level 1

Lesson 3: Triangle Inequalities
Have you ever wondered how the different mechanical machines found in
amusements parks, and tools and equipment used in home and in work with
triangular features work and designed? What mathematical explanations will justify
their functions? And have you ever asked yourself how to determine the shortest
path in going to different places? Find out the answers to these questions by
understanding and applying the theorems on triangle inequality in solving real-life
problems.
In this module the theorems of triangle inequalities will be tackled. The
concepts, skills, and attitudes this lesson teaches will shape your logical thinking,
strengthen your reasoning skills, and polish your mathematical communication.
Remember to find out the answers to this question: How can you justify
inequalities in triangles? How can the knowledge of inequalities in triangles
help us solve problems related to design and estimation of distances?

LESSON COVERAGE:
In this lesson, you will take the following topics:
Lesson 3 – Triangle Inequality

3.1 Inequalities for Sides and Angles of a Triangle
3.2 Theorems on Triangle Inequality
3.3 Applications of the Theorems on Triangle Inequality
In these lesson, you will learn the following:
Lesson 3  States and illustrates the theorems on triangle inequalities

such as exterior angle inequality theorem, triangle inequality
theorem, hinge theorem.
 Applies theorems on triangle inequalities to:
a. determine possible measures for the angles and sides of
triangles.
b. justify claims about the unequal relationships between side
and angle measures.
 Applies the theorems on triangle inequalities to prove results
involving triangle inequalities.
MODULE MAP:
TRIANGLE
INEQUALITIES
INEQUALITY IN ONE INEQUALITY IN TWO

TRIANGLE TRIANGLES
THE EXTERIOR ANGLE THE HINGE THEOREM AND

INEQUALITY THEOREM ITS CONVERSE
SIDE-ANGLE INEQUALITY APPLICATIONS

RELATIONSHIP THEOREM
THE TRIANGLE INEQUALITY

THEOREM

EXPECTED SKILLS:
To do well in this lesson, you need to remember and do the following:
10. Define terms that are unfamiliar to you.
11. Explore websites that would be of great help for your better understanding
of the lessons.
LESSON NO. 3.1: INEQUALITIES IN ONE TRIANGLE

LESSON NO. 3.2: INEQUALITIES IN TWO TRIANGLES
PRE-ASSESSMENT:
Let’s find out how much you already know about this module. Click on the letter
that you think best answers the question. Please answer all items. After taking
this short test, you will see your score. Take note of the items that you were not
able to correctly answer and look for the right answer as you go through this
module.
1. The measure of the exterior angle of a triangle is always

A. greater than its adjacent interior angle.
B. lesser than its adjacent interior angle.
C. greater than its two remote interior angles
D. lesser than its two remote interior angles.
2. Which holds true about the sum of any of the lengths of the two sides of the
triangle in relation to the length of its third side?
A. It is greater than the length of the third side.
B. It is lesser than the length of the third side.
C. It is equal to the length of the third side.
D. It is greater than or equal to the length of the third side.
3. Which of the following theorems states that “If two sides of the corresponding
parts of a triangle are congruent, and the included angle of the first is bigger
that the included angle of the second, then the length of the third side of the
first triangle is longer than the length of the second triangle.”?
A. The Exterior Angle Inequality Theorem
B. The Hinge Theorem
C. The Triangle Inequality Theorem
D. The Triangle-Angle-Sum Theorem

1.
2. 4. Using the Exterior Angle Inequality Theorem, what are the angles
lesser than 3 ?
A. 1 and  2
B.  4 and 5
C.  4 and  6
D.  7 and  8
4. In PQR , PQ= 13, QR = 17. The length of PR cannot be

P
Q R
A. 5
B. 14
C. 20
D. 30
5. List the sides of LYK in order from least to greatest measure.

K
84°
Y 58° 38° L
A. LY,KY,KL
B. KY,LY,LK
C. KY,KL,LY
D. LY,KL,LY
6. From the inequalities in the triangles shown, a conclusion can be reached

using the converse of hinge theorem. Which of the following is the last
statement?

3.
A. HM  HM
B. OHM > EHM
C. HO  HE
D. EHM > OHM
7. What is the range of values for x in the figure?

4.
5.
A. x < 11.25
B. x > 11.25
C. x ≤ 11.25
D. x ≥ 11.25
8. Vince is tasked to place a big potted tree on the biggest corner of the patio.
He is only given a diagram of the patio. In which corner will he place the
potted tree?

A. Corner A
B. Corner B
C. Corner C
D. at the center
6.
9. Clara, Dana, Jane, and Liza were instructed to create a triangle. They were
each given a piece of stick of 18 in long. Each cut the stick in their own chosen
lengths as follows: Clara (6 in, 6in, 6in ), Dana ( 4in ,5in, 9in), Jane, (7in,
5in, 6in), and Liza (3 in, 7 in, 10 in). Who among them was not able to make
a triangle?
A. Clara
B. Dana
C. Jane
D. Liza
7.
11. From a station, hikers Oliver and Ruel, who both have uniform hiking, speed
walk in opposite directions—Oliver speed walks eastward whereas Ruel
speed walks westward. After walking 3 kilometers each, both of them take
left turns at different angles—Oliver at an angle of 30o and Ruel at 40o. Both
continue hiking and cover another 4 kilometers each before taking a rest.
Which of the hikers is farther from their station?
A. Ruel
B. Oliver
C. It cannot be determined.
D. Ruel is as far as Oliver from the rendezvous.
12. Elena Travels from Davao to Cotabato for

144 km, Cotabato to Cagayan for 160 km,
How far may she travel from Cagayan to
Davao?
A. between 16 km to 144 km
B. between 16 km to 160 km
C. between 16 km to 200 km
D. between 16 km to 302 km*

13. The chairs of a swing ride are farthest from the base of the swing tower
when the swing ride is at full speed. What conclusion can you make about
the angles of the swings at different speeds?
8. A. 9. The angles of the swings remain constant whether the speed is low
or full.
10. B. 11. The angles of the swings are smaller at full speed than at low speed.
12. C. 13. The angles of the swings are larger at full speed than at low speed.
14. D. The angles of the swings are larger at low speed than at full speed.
14. Will you be able to conclude that EM >EF if one of the following statements
is not established: AE  AE, AF  AM , MAE > FAE?
15. A. 16. Yes, I will.

17. B. 18. No, I won’t.
19. C. 20. It is impossible to decide.
21. D. 22. It depends on which statement is left out.
23.
15. Your best friend has saved enough money to build a vacation house. In the
original plan, the design was based on a larger area. Now, your friend would
like it to be built on a smaller lot and the design is patterned after a simple A-
Frame Style house. In connection with this, he is looking for someone who
could explain to him in detail the possible adjustments and changes that have
to be made to the design. Having experienced contracting construction jobs,
your best friend asks you to do the project, if he is convinced that your
modification is the best. What major modification will you make?

A. adjust the included angle formed by the two braces of the frame so that it
will be smaller than the original*
B. adjust the included angle formed by the two braces of the frame so that it
will be larger than the original
C. adjust the lengths of the sides by cutting it into equal measurements
D. adjust the length of one sides to make t shorter
16. Which of the following standards will you consider in the design
modification?
A. Creativity
B. Mathematical justification
C. Originality
D. Practicality
17. You are a furniture owner and a designer. One customer ordered a portable
foldable table. What part of the table needs to be considered so that the
table can be folded?
A. the size of the table top
B. the materials to be used
C. the length and the number of legs
D. the hinge that adjusts the angles between the legs
18. You are a contractor. Your new project is a 32-storey building. This is the
tallest building that you will have attempted to construct since the time you
started in the construction business. Hence, there is a need for you to
update your equipment in lifting loads. Which of the following cranes should
be purchased?
A. C.
B. D.

19. In choosing the equipment in item 18, what is the main criterion to be
considered to ensure quality of the product?
A. Efficiency
B. Flexibility
C. Elegance of the design
D. Low cost
24.
20. One of your classmates fainted in the canteen. You are one of those students
who assisted her in going to the clinic. The clinic is far from the gym as shown
in the map below. In what path will your group pass so that you can arrive at
the clinic right away?
CANTEEN GYMNASIUM
B B
L L
D D
FIELD
G G.
.1 3
BLDG. 2 CLINIC
A. Pass through buildings 1 and 2

B. Pass through the gym and building 3
C. Pass through the field following a diagonal path*
D. Pass through building 1 then pass across the field going to building 3.

LESSON 3.1 INEQUALITY IN ONE TRIANGLE
Let’s start the module by getting your initial ideas about triangle
inequality in the statements given. Then keep in mind these questions:
How can the knowledge of inequality in one triangle help us solve
problems related to design and distances?
How can you justify inequalities in one triangle?”
ACTIVITY 1. Anticipation / Reaction Guide

Instruction: Respond to each statement twice: once before the lesson, and
again after the lesson.

Before Lesson Statement After Lesson
1. You can form a triangle using your chosen

lengths even without doing a trial and error
process.
2. The measure of the exterior angle of a triangle is
always greater than the measure of its two
remote interior angles.
3. Segments with lengths 2 in, 2 in, and 4 in can

form a triangle.
4. The sum of the lengths of any two sides of a

triangle is always greater than its third side.
5. If you want to find for the biggest angle of a

triangle, look for the longest side.

ACTIVITY 2. Which Is The Largest Corner?
A landscape engineer is designing a triangular area. He wants to place potted
trees in the two largest corners. In which corners will he place the two potted
trees?
Process Questions:
1. What idea led you to arrive at your answer?
2. Can you see the relationship between sides and angles of the given
triangular area? What relationship have you seen?
3. How can the knowledge on inequality in one triangle help us solve

problems in the real-life?

ACTIVITY 3. Let’s Make a Triangle!
Read the conversation of the four campers: Adrian, Kenneth, Loyd, and Miko
(arranged from left to right) as they solve a given task.
I think 3in, 10in, and
Hey guys, our next 13in can exactly For me 7in, 10in, and
task is to make a form a triangle. 9in can make a
triangle out of a 26 in triangle.
piece of wood without
wasting any part of it.
What possible lengths I think, any lengths
can you suggest? can make a triangle.
Mine is 4in, 8in, 14in. Let’s just choose
among your
suggested lengths.
Process Questions:
1. Which of these boys is correct? Why?
2. If you are in their situation, will it be easy for you to decide which set of
lengths to choose?
3. Is inequality of triangle present in their suggested lengths?
4. How can you justify inequalities in one triangle?

5. How can triangle inequalities helped solve problems in the real-life?
END OF EXPLORE:
You gave your initial ideas to the statements and questions given
above.
Let’s find out how others would answer the question and compare their
ideas to our own. As you compare, you will also learn other concepts
which will help you complete the required project. This project is about
designing and making a miniature of mechanical equipment. We will
start by doing the next activity.
Your goal in this section is to learn and understand key concepts on

inequalities in one triangle. These are: the relationship between the
measure of the exterior angle to the measure of its two remote interior
angles, the relationship between the sides and angles of a triangle,
and the possible lengths of the sides of a triangle.
Before you start this part, make sure that you have installed a pdf
reader. (If not installed, download adobe reader which can be
downloaded for free).
Create a folder in the desktop and name it TRIANGLE

INEQUALITIES MATERIALS. It is where all you downloaded pdf
materials will be saved.
Download and save the following pdf files by clicking on the links below :
1. For your reference,
http://images.pcmac.org/SiSFiles/Schools/AL/MobileCounty/BryantHigh/Uploads/Forms/ch
ap05.pdf Rename it as Glencoe Geometry Chapter 5.
2. For more practice problems http://glencoe.mcgraw-
hill.com/sites/dl/free/0078738181/518676/geonot2.pdf
Rename it as Glencoe Interactive Study Notebook.
3. For a study guide and practice problems, Copy the URL,
www.glencoe.com/sec/math/geometry/ca/ca_05/pdfs/gcasgw_SE_6232.pdf Rename it
as Glencoe Study Guide.
DO NOT START WITH THE FIRST ACTIVITY IF YOU HAVE NOT ACCOMPLISHED THE
AFOREMENTIONED REQUIREMENTS.

Now, let’s have a review on the key concept of inequality and the properties
of inequalities for real numbers. Read page 247 of Glencoe Geometry
Chapter 5 for the properties of inequalities in real numbers.
For more detailed explanation and situational examples of the properties of

inequalities, click on this site http://www.mathsisfun.com/algebra/inequality-
properties.html
The properties of inequalities that you have learned in algebra can be applied to the
measures of angles and segments. You should familiarize yourself with these properties
because it will be used in our proving activities.
Know the exterior and remoter interior angles of a triangle by reading the definition below.
After this, we will explore the relationship between the measures of the exterior angle of a
triangle to the measure of its two remote interior angles.
The Exterior Angle Inequality
The Exterior and Angles of a Triangle

An EXTERIOR ANGLE of a polygon is an angle which is adjacent and
supplementary to one of the angles of the triangle.
3
Remote Interior
Exterior Angle Angles
1 2
For each exterior angle of a triangle, the two non-adjacent interior angles are
called its REMOTE INTERIOR ANGLES.

ACTIVITY 4. Compare Angle Measures
This activity will help you find out the relationship between
1. the measure of the exterior angle of a triangle to the sum of the measures
of its two remote interior angles
2. the measure of the exterior angle to the measure of each remote interior
angle.
INVESTIGATION
1. Draw and label a large triangle like the one shown below. Cut the two
remote interior angles and put them together using an adhesive tape.
Place the two remote interior angles on top of the exterior angle 1. What
do you observe? (Note: only look at the two sides of the angles if they fit
together. Disregard the arcs.)
Another option. The remote interior angles are combined together. Drag
it over to angle 1.What did you observe? Did they fit together? (Note: Look
only at the two sides of the angles if they fit together. Disregard the arcs.)
The exterior angle The sum of the two remote

interior angles
3
2
2. Make a conjecture about the measure of an exterior angle of a triangle in

relation to the sum of the measures of its two remote interior angles.
3. Compare the measure of the exterior angle to the measure of each

remote interior angle by placing each remote interior angle over the
exterior angle 1. What inequalities have observed between the measures
of the exterior angle to the measures of its two remote interior angles?
Another Option: Drag each remote interior angle over the exterior angle.
What did you observe with the measure of the exterior angle to the
measure of each of its two remote interior angles?
3 2

4. Make a conjecture about the measure of an exterior angle of a triangle in
relation to the measure of each two remote interior angles.
Discuss results with other students and with your teacher in the discussion
forum.
The conjectures you’ve made in the investigation above would lead

you to the Exterior Angle Inequality Theorem. Click on the link
http://images.pcmac.org/SiSFiles/Schools/AL/LeeCountySchools/Smit
hsStationHigh/Uploads/DocumentsCategories/Documents/5.3_Inequali
ties_in_One_Triangle.ppt to view a PowerPoint file. Answer first the
5-minute check that will serve as a review of the past lessons. Then,
view the slides up to the coverage of the Exterior Angle Inequality only.
Theorem 8.1. The Exterior Angle Theorem

3
The measure of the exterior angle of a triangle
is equal to the sum of the measures of its two
remote interior angles. That is,
m 1  m 2  m 3 1 2
Theorem.8.2. The Exterior Angle Inequality Theorem

The measure of an exterior angle of a triangle is greater than the measure of
either of its two remote interior angles.
m 1> m  2 and m 1 > m 3
Study the additional examples below

Example: Use the Exterior Angle Inequality Theorem to list all of the angles
that satisfy the stated condition.
2 5
8 1 4 6 7
9
1. All angles whose measures are greater than 8 .
a. 2 and 4 are the two remote interior angles of the exterior 8 in the smaller triang
By the Exterior Angle Inequality Theorem, m 8 > m 2 and m 8 > m 4.
b. (2 + 5) and 7 are the two remote interior angles of 8 in the biggest triangle
By the Exterior Angle Inequality Theorem , m 8 > m 2 ,m 8  m 5 and m 8 >
Therefore, the angles that are lesser than 8 are 2 , 4 , 5 and 7 .

2 5
8 1 4 6 7
9
5 and 7 are the two remote interior angles of the exterior  4.

By the Exterior Angle Inequality Theorem, m  4 > m 5 and m 4 > m 7.
Therefore 5 and 7 are the angles that are lesser than  4.

2 5
8 1 4 6 7
9

1 and 2 are the two remote interior angles of the exterior 6.
Therefore 1 and 2 are the angles that are lesser than 6.
a. 5 and 6 are the two remote interior angles of the exterior 9 in the smalle
b. (5  2) and 1 are the two remote interior angles of the exterior 9 in the
By the Exterior Angle Inequality Theorem, m 9 > m 5 m 9 > m 2, and m 
Therefore, the angles that are lesser than 9 are 5 , 6 , 2 and 1 .
I hope the examples really helped you in determining the relationships

between the angle measures of the triangle.
Let us now move on to the indirect proof of the Exterior Angle Inequality
Theorem by clicking http://mrpilarski.wordpress.com/2010/01/10/how-to-
write-indirect-proofs-exterior-angle-inequality-theorem/
Another indirect proof of this theorem is found on page 257 of Glencoe Geometry
Chapter 5 pdf (main reference file saved in your computer).
Two‐Column Proof of the Triangle Inequality Theorem

Given: ∆LMN with exterior angle ∠LNP
Prove: m∠LNP > m∠MLN

Proof:
Let us prove that ∠LNP > ∠MLN by constructing the following:
1. midpoint Q on LN such that LQ  NQ
2. MR through Q such that MQ  QR
25. Statements 26. Reasons

1. LQ  NQ 28. Given
27. MQ  QR
2. 3  4 29. Vertical angles are congruent
3. LMQ  RNQ 30. SAS Postulate
4. MLN  1 31. ASA Postulate
5. mLNP  m1  m2 32. Angle Addition Postulate
6. m LNP  m 1 33. Exterior Angle Inequality
Theorem
7. mLNP  mMLN
34. Substitution Property


Process Questions:
1. In the given examples, how can you justify inequality in triangles?
2. How were the postulates, theorems, and properties of inequalities used in

the proof?
Post your answers in the Discussion Forum and discuss with your online
classmates and teacher.
Practice Problems on the Inequality between the

ACTIVITY 5. Measures of the Exterior Angle and its Two Remote
Interior Angles of a Triangle
In this activity, you will be given more practice problems for you to master the skills
in identifying and applying the relationship between the measures of the exterior
angle and its two remote interior angles in solving problems.
Open the Glencoe Geometry Interactive Study Notebook found in the TRIANGLE
INEQUALITIES MATERIALS folder in the desktop.
Find the page navigator at the upper part of the page, change the page to 130 -
131 to view pages 122 and 123 of the book.
Fill all the boxes to complete the solution to every problem. You can print the file
so that it will be very easy for you to answer. Just press CTRL + P or click the
printer icon. Set the Print range from 130 to 131, then click OK.
If you think your skill in identifying and applying the relationship between
the measures of the exterior angle and its two remote interior angles in
solving problems is not enough, make use of the Glencoe Study Guide
pdf material found in your TRIANGLE INEQUALITIES folder.
Go to the page navigator and change it to 43 to view page 39.

Read again the theorem and study the examples given. Then, answer the problems.
You can print the page.

ACTIVITY 6. Short Quiz on the Exterior Angle Inequality
This activity will enable you to apply the Exterior Angle Inequality Theorem on
your own. Write all answers in the provided box.
A. Determine which angle has the greatest measure.
1.1,2, 4
2.5,7, 8
3.2,4, 6
4.3,5, 7
5.2,6, 8
B. Use the Exterior Angle Inequality theorem to list all of the angles that
satisfy the stated condition.
a. The angles which are less than

m 8 .
b. The angles which are less than

m 7 .
c. The angles which are greater
than m6 .

C. Developing Proof. What’s wrong with the triangle below? Explain
D. Writing Proofs.
R
7
1. Given: 5 is an exterior angle of RST
Prove: m 5 > m 7 and m 5 > m 8
T 6
8 S
Indirect Proof: 5
Step 1. Assume that m 5  m 7 and m 1  m 8
In other words m 5  m 7 and m 5  m 8
Step 2: Show that the assumption leads to a contradiction of known facts or of

the given information.
m 5  m 7 and m 5  m 8 means that either m 5  m 7 and m 5< m 7
Case 1: m 5  m 7
Case 2: m5  7
Step 3: Conclude that the original conclusion is true.

Recall that if two sides of a triangle are congruent, then the angles
opposite those sides are also congruent. In the next activity, you will
investigate the relationship between sides and angles of a triangle
when they are not congruent.
Each angle and its corresponding opposite side of a triangle are shown below for you
to easily see their relationship.
SIDE-ANGLE RELATIONSHIPS
BC is the side opposite of A AC is the side opposite of B AB is the side opposite of C
ACTIVITY 7. The Sides and Angles of a Triangle
INVESTIGATION
Materials: protractor and ruler
1. Draw an acute scalene triangle, and
label the vertices A, B, and C.
2. Get the length each side of the triangle Side Length

using a ruler. Record each length in a BC
table.
AC
AB

3. Measure each angle using a Angle Measure
protractor. Record each angle A
measure in a table.
B
C
Analyze
1. Describe the measure of the angle opposite the longest side and the
angle opposite the shortest side.
2. Describe length of the side opposite the biggest angle and the side
opposite the smallest angle.
Make a Conjecture
1. What can you conclude about the relationship between the lengths of the
sides and measures of the angles of a triangle?
ACTIVITY 8. Let’s Do It the Interactive Way

Verify your results in Activity 7 by visiting the interactive website
http://www.mathopenref.com/trianglesideangle.html. This will give you a
clearer understanding of the relationship between sides and angles of a triangle.
Just click any point, then drag it around. The sides and angles of the interactive
triangle will adjust accordingly. You may choose which side to show, shortest or
the longest side. Just click on the box to the right of the triangle. Then, record
your observations.

Process Questions:
1. What have you found out whenever you drag a point? What happened
to the lengths of the two sides and the measures of the angles
opposite them?
2. What have you noticed with the measure of the angle opposite the
longest side?
3. What have you noticed with the measure of the angle opposite the
shortest side?
4. What can you conclude with the relationship between the sides and
angles of a triangle?
5. Was the conclusion you’ve made in Activity 6 is the same with the
conclusion you’ve just made?
Discuss results with other students and with your teacher in the
discussion forum.

The conjecture you’ve made in the investigation above would lead you
35. to the following theorems below. For an input and examples, click on
this link to view a ppt file
36. http://images.pcmac.org/SiSFiles/Schools/AL/LeeCountySchools/Smith
sStationHigh/Uploads/DocumentsCategories/Documents/5.3_Inequaliti
37.
es_in_One_Triangle.ppt
This has been viewed in the first lesson, just continue on the slides till you reach the
38.
slides for the Angle-Side Relationships.For its two-column proof and additional
examples, go to pages 249 and 250 of Glencoe Geometry, Chapter 5 pdf.
39.
Theorem 8.3.
If two sides of a triangle are not congruent, then the measure of the
angle opposite the longer side is greater than the measure of the
angle opposite the shorter side.
Theorem 8.4.
If two sides of a triangle are not congruent, then the measure of the
angle opposite the longer side is greater than the measure of the
angle opposite the shorter side.
ACTIVITY 9. Practice Problems on the Side-Angle-Relationships

In this activity, you will be given more practice problems for you to master the skills
in identifying and applying the side-angle relationships in one triangle in solving
problems.
Find the page navigator at the upper part of the page, change the page to 132 to
view pages 124 of the book.
printer icon. Set the Print range from 132, then click OK.

If you think your skill in identifying and applying the side-angle
relationships in one triangle in solving problems, make use of the Glencoe
Study Guide pdf material found in your TRIANGLE INEQUALITIES
folder.

Read again the theorem and study the examples given. Then, answer the problems.
You can print the page.
ACTIVITY 10. Short Quiz on the Side-Angle-Relationships
1. List the sides of each triangle from shortest to longest measure.
2. List the angles of each triangle from smallest to largest measure.
3. Determine the longest and shortest side in the given figure below.

4. Developing Proof. What’s wrong with the measurements in the triangle
below? Explain.
40.
41.
5. Writing Proofs.
42. B
a. Given: mA  B C
Prove: BC > AC
Write an Indirect Proof:
Step 1. Assume the negation of the conclusion. A
Step 2. Show that the assumption leads to a contradiction of known facts or of

the given information.
Step 3. Conclude that the original conclusion is true.
b. Complete the two-column proof by supplying the reasons in the second column
for each statement in the first column.
43.
Given: DF > EF and FG  FE D
4
Prove: mDEF  m4 G
1
32 F
E
Proof:
To prove, draw first EG such that FG  FE .
44. Statements 45. Reasons

1. FG  FE
2. m1  m2
3. m DEF  m 2  m 3
4. mDEF  m2
5. mDEF  m1
6. m 1  m 3  m 4
7. m1  m4
8. Based on the statements in items 4 and
5, mDEF  m4
ACTIVITY 11. REVISITING ACTIVITY 2: Which Is The Largest Corner?

A landscape engineer is designing a triangular area. He wants to place potted
trees in the two largest corners. In which corners will He place the two potted
trees?
Process Questions:
1. What idea led you to arrive at your answer?
2. Can you see the relationship between sides and angles of the given
triangular area? What relationship have you seen?

3. How can the knowledge on the side-angle relationships of a triangle
help us solve problems in the real-life?
Let us have a recap of the two lessons that you have just learned. In the
Exterior Angle Inequality of a Triangle, you have found out that the
measure of the exterior angle is always greater than the measure of
each of its two remote interior angles. In the Inequality for the Sides and
Angles of a Triangle, you have found out that the biggest measure of
the angle is always opposite the longest side and the smallest measure
of the angle is always opposite the shortest side.
Also, the longest side is opposite the biggest angle and shortest side is opposite the
smallest angle.
In the next lesson, you’ll find out when you can and cannot form a triangle, and
determine the possible lengths of the third side of a triangle.

The Triangle Inequality
Investigating the Possible Lengths of the Sides of the
ACTIVITY 12.
Triangle
INVESTIGATION
Materials: straws, scissors, and a ruler
Procedure:
1. Cut the straws in to the following lengths: 1 in., 2 in., 3 in., 4 in., 5 in., and
6 in.
2. For each activity below, choose the three straws indicated in the table.
With the straws touching at the ends, try to make a triangle.
46. Record the results in the second column. Complete the last three columns of
the table.
Sets of Straw Do the Use <, >, or = to compare the sum of any
Pieces straws two sides to the third side.
a b c form a a + b ____c a + c ____b b + c ____a
triangle or
not?
1 in. 2 in. 3
in.
2 in. 4 in. 6
in.
3 in. 6 in. 1
in.
2 in. 3 in. 4
in.
3 in. 4 in. 5
in.

3 in. 2 in. 5
in.
3. What did you notice with symbols used to compare the sum of any two
sides to its third side when the response is Yes? How about in the No
answers. Are they all greater than, less than or equal to?
47.
4. Make a conjecture about the inequality between the sum of any two sides
of a triangle to the length of the third side by completing the statement
below. Use greater than or lesser than.
48. “ The sum of the lengths of any two sides of a triangle is
the length of the third side.”
49.

ACTIVITY 13. Let’s Do It the Interactive Way
Verify your results by visiting the site
http://www.mathopenref.com/triangleinequality.html . You can adjust the triangle
by dragging the points A, B, and C. Compare the length of third side of the
triangle (whether it is the shortest or the longest) to the sum of the lengths of the
other two sides.
Follow-Up Questions:
1. We’re you able to verify the conjecture you’ve made in Activity 9?
2. What is now your final conjecture regarding the relationship between

the length of the third side of the triangle to the sum of its two other
sides?
Post your answers in the Discussion Forum and discuss results with your
online teacher and classmates.
The conjecture you’ve made in the investigation above would lead you
to the theorem below. For an input and examples, click on this link
http://images.pcmac.org/SiSFiles/Schools/AL/LeeCountySchools/Smith
sStationHigh/Uploads/DocumentsCategories/Documents/5.3_Inequaliti
es_in_One_Triangle.ppt to view a ppt file. This has been viewed in the
previous lessons. Just go t0 the slides on Triangle Inequality.

Theorem 8.5. THE TRIANGLE INEQUALITY THEOREM
The sum of the lengths of any two sides of a triangle is greater than the
length of the third side. B
a+b>c
a+c>b c a
b+a>a
A C
b
ACTIVITY 14. Practice Problems on Triangle Inequality

In this activity, you will be given more practice problems for you to master the
skills in applying the Triangle Inequality Theorem in solving problems.
137 to view pages 128 and 129 of the book.
If you think your skill in identifying and applying the relationship between
the measures of the exterior angle and its two remote interior angles in
solving problems, make use of the Glencoe Study Guide pdf material
found in your TRIANGLE INEQUALITIES folder.

Read again the theorem and study the examples given. Then, answer the problems. You
can print the page.

ACTIVITY 15. Interactive Quiz
Click http://library.thinkquest.org/20991/textonly/quizzes/geo/q13/test.html to
answer a 6-item quiz. When the page appears, click on take the quiz. After you
have selected your answer, an acknowledgement whether the answer is correct
or will appear. An explanation of the answer is also given.
ACTIVITY 16. Short Quiz on Triangle Inequality
I. Determine if whether or not a triangle can be possibly drawn given the sides.
1. 6, 8, 13 2. 8, 10, 20 3. 12, 11, 23 4. 10, 21, 22
50.
51.
II. Find the possible values of x (range) given the lengths of the first two sides
of a triangle.
1. 35, 48, x 2. 40, 52, x 3. 26, 53, x 4. 58, 77, x
III. Find three numbers that can be the lengths of the sides of a triangle and
three numbers that cannot be the lengths of the sides of a triangle. Justify
your reasoning with a drawing.

ACTIVITY 17. Inequalities Applied
A. Tools.
Given are the tools that are commonly used at home, in school, and in work.
Determine the changes in length X or the distance from tip to tip of the tool as it
opens wide. Explain why triangle inequality is applied in their function.
1. 2.
Answer:
Answer:
Explanation:
B. Estimating Distances
School
Church
120 m
80 m
Home
The distance Rolly walks from home to school is 120 meters and 80 meters when
he goes to church from home. Kat estimates that the distance Rolly walks when
he goes directly to Church, coming from school, is 180 meters. Gina’s estimation
is 210 meters.
1. Which estimation is feasible? Justify your answer.

2. Which of the following paths to church is the shortest if you are from
school? Justify your answer.
 Path No. 1: School to Home then to Church
 Path No. 2: School to Church
ACTIVITY 18. Revisiting Activity 3: Let’s Make a Triangle!
Read the conversation of the four campers: Adrian, Kenneth, Loyd, and Miko
(arranged from left to right) as they solve a given task.
Hey guys, our next 3in, 10in, and 13in can For me 7in, 10in, and
task is to make a exactly form a triangle. 9in can make a triangle.
triangle out of a 26 in
piece of wood without
wasting any part of it.
What possible
lengths can you
suggest? Mine is 4in,
8in, 14in. I think, any lengths can
make a triangle. Let’s just
choose among your
suggested lengths.
Process Questions:
1. Which of these boys is correct? Why?
2. If you are in their situation, will it be easy for you to decide which set of
lengths to choose?

3. Is inequality of triangle present in their suggested lengths?
4. How can you justify inequalities in one triangle?
5. How can triangle inequalities helped solve problems in the real-life?
ACTIVITY 19. REVISITING ACTIVITY 1: Anticipation/ Reaction Guide

Go back to the A/R guide. Answer the column on After Lesson.
Click on SUBMIT if you have answered all the items.
ACTIVITY 20. 3-2-1 Chart
Complete the chart below to sum up what you have learned in this section.
3 – things I’ve found out
2 – interesting things I’ve

learned
1 – question I want to be
answered

End of FIRM-UP:
In this section, the discussion was about the inequality that exist
between the measure of the exterior angle to the measure of its two
remote interior angles, the relationship between the sides and angles,
and the possible lengths of the sides of the third side of a triangle.
Your goal in this section is to take a closer look at some aspects of

inequalities in one triangle. You will be asked to answer problems
which will check if you still have misconceptions about the lesson and
solve real-life problems
ACTIVITY 21. Checking for Understanding
Answer the following questions:

Note: In justifying or explaining your answer, cite a theorem to support it.
1. Margaret and Dana drew ABC with AB = 13 and BC = 5. Each of them
chose a possible measure for AC.
Margaret Dana
A A
13 13
10 8
B 5 C B 5 C
Who is correct? Explain.

APPLICATION PROBLEMS
2. Nick was asked to plant the trees in the biggest corner of a triangular
yard shown below. He was given a map so that he’ll know where to
place the trees.
B
16 m
A
15 m
8m
Nick planted the trees at corner C. Is he correct? Explain.
3. What is the Shortest Path?

Melinda travels Manila, Cebu, and Davao as part of her job as an
accountant. Melinda lives in Manila and needs to get to Davao as quickly
as possible. Should she take a flight that goes from Manila to Davao, or a
flight that goes from Manila to Cebu, then to Davao? Justify your answer.
Manila
Cebu
Davao
4. Given the seesaw below, what is the greatest integral distance of

the tip of the board to the bottom part of the fulcrum? Explain.

7 ft
7 ft
3 ft
5. Finding the Possible Distance

Given the map below, what are the possible distances from Makati City
to Manila? Justify your answer.
Process Questions:
1. How can you justify inequalities in triangles?
2. How can the knowledge of inequalities in triangles help you solve

problems related to design and distances?

Process Questions:
1. Inequalities in triangles can be justified deductively.
2. Inequalities in triangles can help us estimate distances and can help us
landscape or design a triangular land.
Organize your thoughts. Complete the statement in

ACTIVITY 22.
every box to complete the idea.
Is used to solve problems in the real-life

just like
________________________________
INEQUALIT ________________________________
________________________________
Y IN ONE ________________________________
TRIANGLE ________________________________
The measure of the exterior angle is Can be proven using

________than the measure of its two ________________________________
________________angles. ________________________________
____________________.
The longest side of the triangle is opposite The biggest angle of the triangle is opposite
the ___________angle and the shortest the ___________side and the smallest angle
side is opposite the ____________angle. is opposite the ____________side.
The sum of the lengths of any two sides A triangle can’t be formed if the sum of
of a triangle is __________than the the lengths of any two is either
length of the third side. ________or ________ the third side.
The shorter way to determine the range

of the possible lengths of the sides of
the triangle is to follow the inequality,
difference of the two sides<third
<_______________.

ACTIVITY 23. Comic Strip Making
Think of a situation wherein you can apply the theorems on the inequalities in
one triangle. Just imagine that your friend, mother, brother, or any person that
you can think of needs your help in a particular situation and the solution to their
problem is your knowledge on inequality in one triangle. Make a comic script out
of it. You may use other application/website aside from the suggested site given
below.
Procedure:
1. Go to http://www.toondoo.com.
2. Create an account (choose the free account).
3. Log in into your account.
4. After you have logged in, press the CREATE button on the upper right
corner.
5. Choose a page layout for your comic.
6. Once chosen a page, choose any type of props, background, people, etc.
on the tool bar on the left side of the screen b dragging it to the box.
7. If you want to change the expression or posture of the character, press the
emotion or position button found on the bottom toolbar.
8. If you want to lay an object over another object, press BACK or FRONT
button found on the bottom toolbar.
9. If you want to rotate your object, people, or background, press to ROTATE
button on the bottom toolbar
10. If you’re finished with your comics, find the Toondoo icon on the upper left
corner of the page. Choose SAVE then type the title and description.
Click the Publish button to save your work.
11. Email your comics or share it through Facebook.
Process Questions:
1. How did you find the activity?
2. Were you able to see the real-world application of the inequalities in one
triangle?
3. How useful it is in solving problems in the real-life?

Rubric
CRITERIA EXCELLENT SATISFACTORY PROGRESSING DEVELOPING RATING
(4) (3) (2) (1)
Creativity The story The story The story There is little
(x5) contains many contains a few contains a few evidence of
creative details creative details creative details creativity in
and/or and/or and/or the story.
description that description that descriptions, but Story is
contribute to the contribute to the they distract difficult to 20
reader’s reader’s from the story understand.
comprehension comprehension making it
and enjoyment and enjoyment somewhat
of the story. of the story. difficult to
understand.
Dialogue/Te There is an There is an There is no There is no
xt appropriate appropriate appropriate enough
(x5) amount of amount of dialogue or text dialogue or
dialogue and dialogue and but it is clear text and it is
text to bring the text to bring the which character not clear
characters to life characters to is speaking. which 20
and it is always life and it is character is
clear which always clear speaking.
character is which character
speaking. is speaking.
Grammar and Grammar and
usage are usage are
correct. Choice correct. Choice
of words is of words is
correct and simple and
appropriate. correct
Illustration Illustrations are Illustrations are Illustrations Illustrations
(x5) detailed, detailed, relate to the text are limited
attractive, presentable, on the page. and do not
creative, and and relate to relate to the 20
relate to the text the text on the text.
on the page. page
Title Title is very Title is Title may be Title is not
(x2) catchy. It interesting and catchy but does interesting
engages the tells what the not relate to the and do not 10
reader to read topic will be. topic. relate to the
the rest of the topic.
comic strip. It
also tells what
the topic will be.
Originality Comic shows Comic shows Comic shows an Comic is a
(3) originality and originality and attempt at rehash of
inventiveness. inventiveness. originality and other people’s

The content and The content inventiveness in ideas and/or
ideas are and ideas are some part of the images and 12
presented in a presented in an presentation. shows very
unique and interesting way. little attempt
interesting way. at original
thought.
Content and All content All content The content is Content is
Accuracy throughout the throughout the generally confusing and
(5) presentation is presentation is accurate, but contains more
accurate. There accurate. There one piece of than one 20
are no factual are no factual information is factual
errors and were errors. inaccurate. information.
able to connect
learned ideas
from previous
lessons.
Total
102
Upload output in the discussion forum so that it can also be viewed by other
students and make comments and suggestions in your work.
End of DEEPEN:
In this section, the discussion was about the use and importance of
inequality in one triangle and justifies inequalities that existed on it.
understanding.

ACTIVITY 24. The Magic Ladder
Watch a video about a magic ladder design in
https://www.youtube.com/watch?v=GIANsddCczg.
Process Questions:
1. How can you justify that inequalities in triangles exist in the design?
2. How do the designers design and make tools and equipment with
triangular features?
Post your answers in the Discussion forum and discuss with your teacher and
peers.
ACTIVITY 25 The Kitchen Triangle
The Kitchen Triangle was developed in the 1950’s as a tool to aid designers in
creating an effective kitchen lay-out. The triangle has a corner at the sink, the
refrigerator, and the stove, the three essential locations in the kitchen when
cooking. Most kitchen plans still include this today. The idea is to have them
close enough that they can easily be moved between, but not too far to reduce

the amount of movement while cooking. The general rule is that the triangles
perimeter must be at least 12 ft. but should not be greater than 26 ft.
The area inside the triangle should be completely open, making the movement
between each of these easy. Most modern kitchen plans still include this.
See the whole article at http://bathroomphotogallery.com/kitchen-plans.php~
For your activity, you are given the situation below.
Situation: You are an architectural student and in your apprentice stage. Your
boss asked to design a kitchen for a condominium. He gave you instructions on
how to do it easily. These are some of his instructions:
1. Choose one of kitchen triangle designs.
2. Assign lengths for the sides of the triangle following the condition that the
perimeter of the triangle is at least 12 ft. but should not be greater than 26
ft.
3. Justify that the lengths you have assigned for your triangle is possible.
4. Output can be done in MSWord or PowerPoint Presentation form.
5. Attach file in the email icon.
Process Questions:
1. What have you realized while doing the activity?
2. How can you justify inequalities in triangles?
3. How can triangle inequalities help you solve problems in the real-life?
RUBRIC
Criteria Excellent Satisfactory Progressing Needs RATING
(4) (3) (2) Improvement
(1)
Accuracy The chosen The chosen The chosen set The chosen set
(x 10) set of lengths set of lengths for the lengths for the lengths of
for the sides for the sides of of the sides of the sides of the
of the triangle the triangle is the triangle is triangle is not 40
is possible possible. possible but possible. Some of
and is suited Computations there is an error the computations
to the design. in determining in one of the are erroneous.
Computations the sides are computations.
in determining accurate.

the sides are
accurate.
Mathe- Justification Justification for Justification for Justification for
matical for the chosen the chosen the chosen the chosen
Justifi- lengths for the lengths for the lengths of the lengths of the
cation sides of the sides of the sides of the sides of the
(x10) triangle triangle makes triangle did not triangle is vague.
makes use of use of the make use of the
the theorems theorems of theorems of the 40
of the the inequalities inequalities in
inequalities in in one triangle. one triangle.
one triangle. It
is also clear
and logical.
TOTAL
80
End of TRANSFER:
In this section, your task was to watch a video where inequality in one
triangle is applied in the design. This activity will give you an idea on
how you will perform the final task.

LESSON 3.2 INEQUALITY IN TWO TRIANGLES
Let’s begin by getting your initial ideas about inequality two triangles in
the statements given. Then keep in mind these questions:
How can you justify inequalities in two triangles?”
How can the knowledge of inequality in two triangles help us
solve problems related to design and distances?
ACTIVITY 1. Anticipation / Reaction Guide

Instruction: Respond to each statement twice: once before the lesson and again
after reading it.
Write A if you agree with the statement
Write B if you disagree with the statement
Before Lesson Statement After Lesson
1. There is inequality among the third sides

and included angles of two triangles in
which two of its corresponding sides are
congruent.
2. If the two corresponding sides of the two

triangles are congruent but the included
angle of the first is larger than the first,
then the length of the third side of the first
triangle is shorter than the length of the
third side of the second triangle.
3. Inequalities in two triangles can be used in
designing mechanical tools and
equipment.
4. Inequalities in two triangles can be used

to compare distances.

ACTIVITY 2. Hurricane Ride
Shown below is a hurricane ride. The design of this ride involves triangles.
Observe how the changes in the sides and angles of a triangle as the arms are
moved. Watch the video in the site
http://www.youtube.com/watch?v=3ApaQVv7Eik .
Process questions:
1. What have you noticed with the distance of the chair from the base of the
hurricane tower as the arm is moved up and moved down?
2. What have you noticed with the measure of the angle formed by the tower
and the arm of the hurricane ride as the arm is moved up and moved
down?
3. Can you see inequalities in the sides and angles of the triangles? What
inequality have you observed?
4. How can you justify that inequality in triangles exists in this amusement
ride?
5. How are triangle inequalities useful in the design of some amusement

rides?

End of EXPLORE:
You gave your initial ideas on the questions given above.
Let’s find out how others would answer the question and compare their
ideas to our own. We will start by doing the next activity.
Your goal in this section is to learn and understand key concepts on

inequalities in two triangles
Before you do the first activity, let us recall that every space in the clock is
equivalent to 300.
An included angle is an angle that lies in between the two sides of the angle.

ACTIVITY 3. Investigating Inequalities in Two Triangles
INVESTIGATION
Materials: Clock and ruler
Procedure:
FIRST TRIANGLE
1. Set the clock at 4:00.

2. Determine the measure of the angle formed.
3. Measure the distance between the tips of the arms of the clock using a
ruler.
SECOND TRIANGLE
1. Set the clock at 2:00.

2. Determine the measure of the angle formed.
3. Measure the distance between the tips of the arms of the clock using a
ruler.
Process Questions:
1. What are the congruent parts (equality) in the two triangles shown?
2. How will you compare the measure of the included angle of the first
triangle to the measure of the included angle of the second triangle?

3. How will you compare the length of the third side of the first triangle to
the third side of the second triangle?
4. What inequality have you observed between the parts of the two
triangles?
5. Make a conjecture about the inequality between the included angles and
opposite sides of the two triangles. Use longer than or shorter than.
“If two sides of one triangle are congruent to two sides of another
triangle, but the included angle of the first triangle is larger than
the included angle of the second, then the third side of the first
triangle is the third side of the second triangle.
The conjecture you have just completed is the Hinge Theorem. For an
input and examples, click on the link
http://www.hasdpa.net/21512042794634380/lib/21512042794634380/
Geometry_-_Section_56.ppt to view a ppt file on Inequalities in Two
Triangles.

Practice Problems Applying the Hinge Theorem and its
ACTIVITY 4.
Converse
In this activity, you will be given more practice problems for you to master the
skills in applying the Hinge Theorem and its Converse in solving problems.
139 to view pages 130-132 of the book.
ACTIVITY 5. Self-Check Quiz

Click http://www.glencoe.com/sec/math/studytools/cgi-bin/msgQuiz.php4?isbn=0-
07-888484-5&chapter=5&lesson=6&&headerFile=7 to take a 5-item self-check
quiz. Hint is given for each item to guide you in choosing the right answer. After
you have finished answering all the items, click on Check It to view the items that
you answered correctly. If you want to take again the quiz, click RETRY.
ACTIVITY 6. Short Quiz
1. Using the Hinge Theorem and its converse, write the symbols >, <, or = to
make the following statement true.
a. b. c.
AC DF MO HO  ACR  RCE

d. e.
EF OG  SFL  SLE
2. Solve for x using the Hinge Theorem and its converse.
3. Writing proofs
Use an indirect proof to prove the Hinge Theorem (SSS Inequality
Theorem)
a. Given:
PQ  ST
QR  TU
PR  SU
Prove: m Q  m T

Indirect Proof:
Step 1. Assume the negation of the conclusion.
Step 2. Show that the assumption leads to a contradiction.
Step 3. Point out that the original conclusion is true
For items b and c, supply the reasons for each statement in every two-column
proof below. K
b. Given: KIS 2
KS  DI
Prove: KI > SD
1
S D I
Statements Reasons
1. KS  DI
2. KD  KD
3. m 1  m 2  m KSD
4. m1  m2
5. KI > SD
S V
1 2
c. Given: SN  VE
SV < NE
3
Prove: m 3  m 1 N 4 E
Statements Reasons
1. SN  VE
2. SE  SE
3. SV < NE
4. m 3  m 1

ACTIVITY 7. Application in Making Tools
Hinges are used to fasten two things together and allow one of them to pivot.
Some tools and equipment just like the ones shown below have hinges. Choose
one of these then use the Hinge Theorem to explain how to use it.
ladder compass clock
back hoe See saw
Process Questions:
1. How do the designers design and make tools and equipment with
triangular features?
2. How can you justify that inequality in triangles exist in the designs?

Process questions
1. Designers of tools and equipment with triangular features make use of the
knowledge in inequalities in two triangles so that the latter will be adjustable.
2. Inequality in triangles existed in a design if and only if there are changes in the
measure of the included angle and its third side whenever the arms of the
equipment or tools are adjusted. Justifying inequality in triangles is done
deductively.
ACTIVITY 8. Photo Collage

Make a collage of real-life objects that model inequality in triangles. Suggested site
is www.photovisi.com but you can also visit other sites for your collage.
Procedure:
1. Search for photos of objects or situations that would model the use
of inequalities in triangles and save it in your computer.
2. Visit the site www.photovisi.com
3. Register for an account.
4. Click on Start Creating Button.
5. Select a template for your collage.
6. Click + Add Item to download pictures from your computer. Just drag
the pictures in to the template.
7. Click on Add text button to add title.
8. If you’re finished with the collage, click on Finish button to save it.
9. Share your collage by clicking the Email Collage button then type
the email address of your teacher and peers. Then, click Share this
Collage.
Rubric
CRITERIA EXCELLENT SATISFAC- PROGRESSING DEVELOPING RATING

(4) TORY (2) (1)
(3)
Number of There are There are There are 3-4 There are 1-2
Pictures more than 8 at least 5 pictures used to pictures used
(x3) pictures used and at most model to model 15
to model 8 pictures inequalities in inequalities in
inequalities that are triangles. triangles.
in triangles. used to
model
inequalities
in triangles.

Appropriateness All of the All of the One of the Most of the
of the pictures chosen chosen chosen pictures chosen
(x 5) pictures are pictures are is not a correct pictures are 20
correct and correct model for not models for
unique models for inequalities in inequalities in
models for inequalities triangles. triangles
inequalities in triangles.
in triangles.
Visual Impact Overall Overall Overall impact is Overall impact

(x3) impact is visual somewhat is limited.
very impact is effective . 15
effective. effective.
Total
44
ACTIVITY 9. Revisiting Activity 27:Hurricane Ride

Shown below is a hurricane ride. The design of this ride involves triangles.
Observe how the changes in the sides and angles of a triangle as the arms are
moved. Watch the video again in the site
http://www.youtube.com/watch?v=3ApaQVv7Eik .
Process questions:
1. What have you noticed with the distance of the chair from the base of the
hurricane tower as the arm is moved up and moved down?
2. What have you noticed with the measure of the angle formed by the tower
and the arm of the hurricane ride as the arm is moved up and moved
down?

3. Can you see inequalities in the sides and angles of the triangles?
4. How can you justify that inequality in triangles exists in this amusement
ride?
5. How are triangle inequalities useful in the design of some amusement

rides?
ACTIVITY 10. Revisiting Activity No. 26. A/R Guide

Go back to the A/R Guide. Read again the statements in the second column.
Then write your final response on the third column.
Process Questions:
1. Were there changes in your previous responses?
2. What were the concepts and insights that you have learned in the lesson?

End of FIRM-UP:
In this section, the discussion was about the inequalities that existed in
two triangles. It was also discussed how to justify and prove
inequalities in triangles and how they were used to design machines,
equipment, and tools.
topic.
Inequalities are found in the angles and sides of one triangle or in two
triangles. Their concepts would really help us understand how and why
certain designs or situations happen.
For you to have a deeper understanding of the lesson, you are given
more challenging problems and activities.
ACTIVITY 11. Swing Ride Design
You are a design engineer of a contracting company. One day, your boss
asked you to design a swing ride for a big amusement park. He told you
that if the owner is convinced of the design, the implementation of the
project will be given to the company. He also told you that the following
details must be included during the presentation of the design:
1. Specify the height of the tower and the length of the swing arm in feet.
2. Specify the measure of the angle of the swings when it is at its full speed,
medium and low speeds. Provide mathematical justification.
Your boss also told you that you have to prepare a PowerPoint presentation of
the design and its details to the owner and its board members.

Process Questions:
1. How did you find the activity? Did you find any difficulty in designing your
own swing ride?
2. How did your knowledge of inequalities in triangles helped you in
designing your own swing ride?
3. How can the knowledge on the inequality of two triangles help design
engineers in designing rides, tools, and equipment?
RUBRIC
Criteria Excellent Satisfactory Progressing Needs RATING
(4) (3) (2) Improvement
(1)
Accuracy The chosen The chosen set The chosen set The chosen set for
(x 10) set of lengths of lengths for for the arms arms and the
for the arms the arms and and the tower tower is not
and the tower the tower is is possible but possible. Some of 40
is possible possible is there is an the computations
and is suited possible. error in one of are erroneous.
to the design. Computations the
Computations in determining computations.
in determining the sides are
the sides are accurate.
accurate.
Mathema- Justification Justification for Justification for Justification for
tical for the chosen the chosen the chosen the chosen
Justification lengths makes lengths makes lengths did not lengths is vague.
(x10) use of the use of the make use of
theorems of theorems of the the theorems of 40
the inequalities in the inequalities
inequalities in triangles. in triangles.
triangles. It is
also clear and
logical.
Creativity The design is The design is The design The design is not
(x5) attractive and presentable lacks color and presentable and
convincing. and convincing. art. convincing. 20
TOTAL
100

ACTIVITY 12. The Magic Ladder
https://www.youtube.com/watch?v=GIANsddCczg a video on a folding ladder
design. Watch this video again to explain its function using the hinge theorem and
its converse.
ACTIVITY 13. Comic Strip Making

Think of situation where you can apply the theorems on the inequalities in one
triangle. Just imagine that your friend, mother, brother, or any person that can
you think of needs your help in a particular situation/ problem and the solution to
their problem is your knowledge on inequalities in two triangles. Suggested
situations and objects can be found at home, hospital, and playground. Make a
comic script out of it. Make a comic script out of it. Go to www. toondoo.com. or
any site where you can make your comic strips.
Procedure:
1. Go to http://www.toondoo.com.
2. Log in into your account.
3. After you have logged in, press the CREATE button on the upper right
corner.
4. Choose a page layout for your comic.
5. Once chosen a page, choose any type of props, background, people, etc.
on the tool bar on the left side of the screen b dragging it to the box.
6. If you want to change the expression or posture of the character, press the
emotion or position button found on the bottom toolbar.
7. If you want to lay an object over another object, press BACK or FRONT
button found on the bottom toolbar.
8. If you want to rotate your object, people, or background, press to ROTATE
button on the bottom toolbar
9. If you have completed your comics, save it by clicking the Toondo icon on
the left corner of the page and choose SAVE then type the title and
description. Go down to SHARE OPTIONS and click share with friends
then type the email address of your online teacher then click SAVE.

Rubric
CRITERIA EXCELLENT SATISFACTORY PROGRESSING DEVELOPING RATING
(4) (3) (2) (1)
Creativity The story The story contains The story There is no
(x2) contains many a few creative contains copied evidence of
creative and details and/or details and/or creativity in 8
original details description that descriptions, the story.
and/or contribute to the and they distract Story is
description that reader’s from the story incoherent.
contribute to the comprehension making it difficult
reader’s and enjoyment of to understand.
comprehension the story.
and enjoyment
of the story.
Dialogue/Text There is an There is an There is no There is no
(x2) appropriate appropriate appropriate enough
amount of amount of dialogue dialogue or text dialogue or
dialogue and and text to bring but it is clear text and it is
text to bring the the characters to which character not clear
characters to life and it is always is speaking. which 8
life and it is clear which character is
always clear character is speaking.
which character speaking.
is speaking. Grammar and
Grammar and usage are correct.
usage are Choice of words is
correct. Choice simple and correct
of words is
correct and
appropriate.
Illustration Illustrations are Illustrations are Illustrations are Illustrations do
(x4) detailed, presentable, and limited and only not relate to
presentable and relate to the text some relate to the text.
relate to the text on the page the text on the
on the page. page. 16
Title Title is catchy. Title is interesting Title is Title is not
(x1) It engages the and tells what the interesting but interesting
reader to read topic will be. does not relate and does not
the rest of the to the topic. relate to the 4
comic strip. It topic.
also tells what
the topic will
be.
Originality Comic shows Comic shows Comic shows an Comic is a
(3) originality and originality and attempt at rehash of
inventiveness inventiveness in all originality and other people’s
in all parts. parts. The content inventiveness in ideas and/or
The content and ideas are some part of the images and
and ideas are presented in an presentation. shows no 15
presented in a interesting way. attempt at
unique and original
interesting thought.
way.
Content and All content All content The content is Content is
Accuracy throughout the throughout the generally confusing and

(5) presentation is presentation is accurate but one contains more
accurate. accurate. There are piece of than one
There are no no factual errors. information is factual
factual errors. inaccurate. information.
Content 20
shows
connection of
learned ideas
from previous
lessons.
Total
68
ACTIVITY 14. Organize Your Thoughts

Complete the statement in each box to sum up the things you have learned in
this lesson.
Can be used in
INEQUALITY IN TWO
____________________________________
TRIANGLES
____________________________________
____________________________________
____________________________________
_______.
If two sides of one triangle are congruent to two
sides of another triangle, but the included angle
of the first triangle is larger than the included
angle of the second, then the third side of the first
triangle is _________than the third side of the Can be proven
second triangle. using________________________________
____________________________________
____________________________________
__.
If two sides of one triangle are congruent
respectively to the other two sides of another
triangle, and the third side of the first triangle is
longer than the third side of the second, then the
angle opposite the longer side is
__________than the angle opposite the third side
of the second triangle.

ACTIVITY 15. Cornell’s Note
Complete the table below to sum-up and assess what you have
learned in this module.
Topics Things I learned
Inequality In One Triangle
Inequality in Two Triangles
Question I want to be answered.
End of DEEPEN:
In this section, the discussion was about clarifying misconceptions,
summing-up the things that you have learned from the module, and
reflecting on the roles that designers should take in doing their work.

understanding.
ACTIVITY 16. Ladder for Safety
Situation:
The lessons learned from the widespread flooding in many parts of the
country during typhoons and monsoon season include securing tools and
gadgets needed for safety. More and more people are shopping for ladders that
could reach as high as 10 feet, long enough for people to gain access to their
ceiling or their roof. There is a high demand for folding ladders for they can be
stored conveniently. Being the design engineer of your company, the company
head asks you to submit a miniature model of that ladder and justify the design.
The design must include accurate computations and mathematical justifications.
The product must be efficient and creative.
RUBRIC
CRITERIA Outstanding Satisfactory Developing Beginning RATING
4 3 2 1
The The The The
computations are computations computations computations
accurate and are accurate show some do not show
Accuracy show an and show the errors in the the use of the
(x5) insightful use of use of geometric use of the concepts on
the geometric concepts concepts on triangle 20
concepts specifically on triangle inequalities.
specifically on triangle inequalities.
triangle inequalities.
inequalities.
Justification is Justification is Justification is Justification is
logically clear, clear and not so clear. ambiguous.
Mathe-matical convincing, and convincingly Some ideas are Only few
Justifi-cation professionally delivered. not connected concepts on
(x5) delivered. The Appropriate to each other. triangles
concepts learned concepts Not all inequalities
on triangle learned on concepts on are applied.
inequalities are triangle triangle
applied and inequalities are inequalities are
previously applied. applied. 20
learned concepts
are connected to
the new ones.

The miniature is The miniature is The miniature The miniature
Efficiency very effective and effective and has some has many
(x5) flawlessly done. It flawless. defects. defects.
is also attractive.
20
Resource- The miniature The miniature The miniature The miniature
fulness shows originality shows originality is patterned shows no
(x5) and and from other evidence of
inventiveness. inventiveness. designs. creativity.
Materials used Materials used Materials used Materials used
are of low cost are reasonable. are expensive. are not
but of good appropriate 20
quality. and
reasonable.
Total
80
Process Questions:
1. What have you experienced in the activity?
2. What are the insights that you have learned?
3. What does one need in order to come up with a good ladder design?
4. What will happen to the design if there are no hinges on it?
5. How can you justify inequality in triangles?

Valuing:
1. How could ladder illustrate the relationship between you and God?
2. Do we really need a ladder to reach Him?
3. What inequality exists between God-Man relationships? How about man-
man relationships?
4. What will you do in order to promote equality among people?
End of TRANSFER:
In this section, your task was to make a foldable ladder that can be
stored conveniently.

POST-ASSESSMENT:
1. What holds true about the measure of the exterior angle to the measure of its two
remote interior angles?
A. The measure of the exterior angle is greater than the measures of its two remote
interior angles.
B. The measure of the exterior angle is less than the measures of its two remote
interior angles.
C. The measure of the exterior angle is greater than or equal to the measures of its
two remote interior angles.
D. The measure of the exterior angle is less than or equal to the measures of its two
remote interior angles
2. What must be considered in determining the possible lengths of the sides of a triangle?
A. The sum of the lengths of any two sides must be greater than the length of the
third side.
B. The sum of the lengths of any two sides must be lesser than the length of the
third side.
C. The sum of the lengths of any two sides must be greater than or equal to the
length of the third side.
D. The sum of the lengths of any two sides must be lesser than the length of the
third side.
3. If two sides of the corresponding parts of a triangle are congruent, and the
included angle of the first is bigger that the included angle of the second, then what must
be true about the length of the third side of the first triangle?
A. It is longer than the third side of the second triangle.
B. It is shorter than the third side of the second triangle.
C. It is equal to the length of the third side of the second triangle.
D. Its length cannot be determined.
4. Using the Exterior Angle Inequality

Theorem, what are the angles lesser 8
than 7 ?
3 5
A.  2, 3
B. 2, 3, 6 1 2 4 6
C. 2, 3, 5, 6 7
D. 1, 2, 3, 4, 5, 6

5. The two sides of a triangle have lengths 20 and 35. Which cannot be a
possible length for its third side?
A. 15
B. 16
C. 30
D. 54
6. List the sides of EFG in order from least to greatest measure.
E 150 F
850
G
A. EF, FG, GE
B. FG, GE, EF
C. FG, EF, GE
D. GE, FG, EF
7. What theorem will complete the proof below?
Given: HO  EF , OHP > EPH

Prove: OP  EH
Statements Reasons
1 HO  EF Given
2 HF  HF Reflexive Property of Equality
3 OHP > EPH Given
4 OP  EH ?
A. Converse of the Hinge Theorem

B. Exterior Angle Inequality Theorem
C. Hinge Theorem
D. Triangle Inequality Theorem

8. What is the range of values for x in the figure?
A. x<5
B. x>5
C. x ≤ 10
D. x ≥ 10
9. The Cruz family owns a triangular lot shown below wherein their house is
built in the middle of it. To give shade to their house, a family friend
suggested that they need to plant
B
a tree in the biggest corner of the
lot. Where will the Cruz family
plant the tree?
A. Corner A
B. Corner B A
C
C. Corner C
D. at the center
10. Ana, Bea, Clara, and Dina were instructed to create a triangle. They were
each given a piece of stick of 21 in long. Each cut the stick in their own chosen
lengths as follows: Ana (7 in, 7in, 7in), Dana ( 7in ,8in,6in), Jane, (5in, 10in,
6in), and Liza (3 in, 7 in, 11 in). Who among them was not able to make a triangle?
A. Ana
B. Bea
C. Clara
D. Dina
11. Kenneth, Leo, and Michael play with their roller skates at the town oval.
From the center of the oval, all of them skated 10 m east then turned south
by 7 m but at different angles. Kenneth at 680, Leo at 540 and Michael at
700. Who is farther from the center of the oval?
A. Kenneth
B. Leo
C. Michael
D. all of them are equally apart from the center

12. Bryan’s house is 20 m away from the church and 50 m away from his
school. If Bryan went to the church first before going to school, for how
many meters will he have to walk from church to school?
A. between 20 m to 50 m House School

B. between 30 m to 50 m
C. between 30 m to 70 m*
D. between 50 m to 70 m Church
13. Jasper, Jerome, and Joel went to the field for kite flying. The length of their
strings is 15 meters. The 15 meters strings were already consumed as the
kite flyon the air. But Jasper’s kite made an angle of 750 with the ground
while Jerome’s 680, an Joel 650. Which kite is higher?
A. Jasper
B. Jerome
C. Joel
D. All of them
14. Will you be able to conclude that AB > CE if one of the following
statements is not established: AC  CD,BC  EC, BCA  EDC ?
B
A. Yes, I will.
B. No, I won’t. A C D
C. It is impossible to decide.
D. It depends on which statement is left out.
15. As the head of the physical plant department, you are asked to design
foldable chairs that will be used in the new auditorium. Which of the
following standards will you primarily consider in the design that affects the
cause and the efficiency of the product?
A. Creativity
B. Mathematical justification
C. Originality
D. Practicality

16. You are a pilates instructor. Some of
your clients cannot perform some of
the pilates moves. Because of this,
you suggested that each one should
buy his/her own ab rocket to aid in
the stretching moves. You need to
convince that they need to buy the
product. Which of the following
criteria will you consider in
persuading them?
A. Creativity
B. Efficiency
C. Practicality
D. Originality
17. You are a doctor assigned in the Emergency Room. A patient was rushed
into the ER because his arms are fractured. You found out that his left arm
can bended at an angle of 300 from the bed and his right at 750. Which of
his two arms need to be given more attention in the treatment?
A. left arm
B. right arm
C. both arms
D. treatment not needed
18. Your project in Livelihood and Economics is to make a fan. What material
will you need to fasten the ridges together and make the fan foldable?
A. bolt
B. pin
C. rope
D. string
19. In item 18, what other criteria will you consider in making your fan aside
from efficiency?
A. creativity and cost of materials*
B. creativity and flexibility
C. creativity and originality
D. creativity and visual impact

20. Your teacher instructed the class to proceed to the library after recess.
While in the canteen, you forget about the time and you only have few
minutes left before the time. In what path will you pass so that you can
immediately arrive at the library?
Principal’s
Library office
B
B L
L D
D FIELD G.
G.
3
1
BLDG. 2 Canteen
A. Pass through buildings 2 and 1

B. Pass through building 3 and the principal’s office
C. Pass through the field following a diagonal path
D. Pass through building 3 then pass across the field going to building 1.
Exterior Angle- is an angle which is adjacent and supplementary to one of the

angles of the triangle.
Included Angle- an angle that lies between two sides of a triangle
Opposite angle – is the angle opposite a side
Opposite side- is the side opposite an angle
Remote Interior angles- the two non-adjacent interior angles of the exterior
angle of a triangle
The Converse of the Hinge Theorem- If two sides of one triangle are congruent
respectively to the other two sides of another triangle, and the third side of the first

triangle is longer than the third side of the second, then the angle opposite the
longer is larger than the angle opposite the third side of the second triangle.
The Exterior Angle Theorem- The measure of the exterior angle of a triangle is
equal to the sum of the measures of its two remote interior angles.
The Exterior Angle Inequality Theorem- The measure of an exterior angle of a

triangle is greater than the measure of either of its two remote interior angles.
The Hinge theorem-If two sides of one triangle are congruent to two sides of
another triangle, but the included angle of the first triangle is larger than the
included angle of the second, then the third side of the first triangle is longer the
third side of the second triangle.
The Side-Angle- Relationship Theorems

If two sides of a triangle are not congruent, then the measure of the angle opposite
the longer side is greater than the measure of the angle opposite the shorter side.
If two sides of a triangle are not congruent, then the measure of the angle opposite
the longer side is greater than the measure of the angle opposite the shorter side.
The Triangle Inequality theorem- The sum of the lengths of any two sides of a
triangle is greater than the length of the third side.
I. Books
Romero, Karl Friedrich. 2003. Geometry in the Real World. Salesiana

Publishers Inc. Makati City, Philippines.
De Leon, N., Galangue, G., and Pascual, F. 2007. Worktext in

Mathematics (Geometry). Innovative Educational Materials. Sta. Ana. Manila,
Philippines.
Oronce, O., and Mendoza, M. 2007. E-math (Geometry). Rex Bookstore.

Quezon City, Philippines.
Next Generation Math III: Geometry. 2011. Diwa Learning Systems.

Makati City, Philippines.
Bass, L., Hall, R., et. al. 2001. Geometry: Tools for a Changing World.
Prentice Hall. United States of America.

Serra, Michael. 2008. Discoverig Geometry: An Investigative Approach.
United States of America.
II. Websites
http://images.pcmac.org/SiSFiles/Schools/AL/MobileCounty/BryantHigh/Uploads/
Forms/chap05.pdf . Retrieved January 20, 2013. This is the Chapter 5 of the
Glencoe Geometry pdf book. This serves as a reference material.
http://glencoe.mcgraw-hill.com/sites/dl/free/0078738181/518676/geonot2.pdf
Retrieved January 20, 2013. This is a Glencoe Geometry: Concepts and
Applications Interactive Study Notebook pdf material. This contains guided
practice problems.
http://www.glencoe.com/sec/math/geometry/ca/ca_05/pdfs/gcasgw_SE_6232.pdf
Retrieved January 20, 2013. This is Glencoe Geometry: Concepts and
Applications Study Guide pdf material. This contains the concepts, examples and
practice problems for students to work on.
http://glencoe.mcgraw-hill.com/sites/dl/free/0078884845/634463/geosgi.pdf
Retrieved January 20, 2013. This is Glencoe Geometry: Concepts and
Applications Study Guide and Intervention Workbook pdf material. This will be
used by students who still have difficulty in understanding the concepts
discussed in the module. This also contains the concepts, examples and practice
problems for students to work on.
http://www.mathsisfun.com/algebra/inequality-properties.html. Retrieved January

6, 2013. This page contains detailed explanation and situational examples of the
properties of inequalities.
www.images.pcmac.org/.../5.3_Inequalities_in_One_Triangle.ppt Retrieved
January 20, 2013. This is a PowerPoint Presentation file which gives input and
examples for the Exterior Angle Inequality Theorem and for the Triangle
Inequality Theorem.
http://mrpilarski.wordpress.com/2010/01/10/how-to-write-indirect-proofs-exterior-
angle-inequality-theorem/ Retrieved January 6, 2013. This page shows the
indirect proof of the Exterior Angle Inequality Theorem.
http://www.mathopenref.com/trianglesideangle.html. Retrieved December 2,

2012. This is an interactive website which will give the students a clearer
understanding of the relationship between sides and angles of a triangle.
http://www.toondoo.com. Retrieved December 16, 2012. This site helps students

create their own comics.

https://www.youtube.com/watch?v=GIANsddCczg. Retrieved December 16,
2012. This a video of a magic ladder design.
http://bathroomphotogallery.com/kitchen-plans.php~ Retrieved December 16,
2012. It is an article about the Kitchen Triangle.
http://www.youtube.com/watch?v=3ApaQVv7Eik . Retrieved December 16, 2012.

It is a video of a how a hurricane ride works.
www.hasdpa.net/.../lib/.../Geometry_-_Section_56.ppt Retrieved January 20,

2013. This is a PowerPoint Presentation file prepared by Glencoe McGraw Hill
Company which gives input and examples for the Inequalities in Two Triangles.
http://www.glencoe.com/sec/math/studytools/cgi-bin/msgQuiz.php4?isbn=0-07-
888484-5&chapter=5&lesson=6&&headerFile=7 Retrieved December 16, 2012.
This a 5-item self-check quiz to check students’ progress.
www.glogster.com. Retrieved December 16, 2012. This a site where students

can create their own collage.

III. Pictures
http://www.google.com.ph/imgres?q=boys+camping+cartoon&um=1&hl=fil&sa=G
&biw=1280&bih=678&tbm=isch&tbnid=vCxO2ZUdbgII6M:&imgrefurl=http://www.
cumbriascouts.org.uk/scouts/&docid=HocTWK2MF-
C2sM&imgurl=http://www.cumbriascouts.org.uk/scouts/images/scout_camp.png&
w=1600&h=978&ei=6JqpUP7iHoShiAfhv4HYAQ&zoom=1&iact=hc&vpx=841&vp
y=307&dur=1503&hovh=175&hovw=287&tx=103&ty=107&sig=11396346959466
2257484&page=1&tbnh=138&tbnw=226&start=0&ndsp=18&ved=1t:429,r:10,s:0,i
:95 Boy Scout Picture. Retrieved December 2, 2012.
http://www.google.com.ph/imgres?q=amusement+rides&um=1&hl=fil&tbo=d&tbm
=isch&tbnid=5JZETBwvZ4rafM:&imgrefurl=http://quezoncity.olx.com.ph/amusem
ent-rides-for-sale-in-korea-iid-
174282464&docid=lw9wCE8JR6LurM&imgurl=http://images02.olx.com.ph/ui/13/
28/64/1299473362_174282464_9-AMUSEMENT-RIDES-FOR-SALE-IN-KOREA-
.jpg&w=600&h=335&ei=0J-
tUMWBEYLmiAeG04DAAw&zoom=1&iact=hc&vpx=616&vpy=70&dur=1569&hov
h=168&hovw=301&tx=215&ty=105&sig=113963469594662257484&page=1&tbn
h=142&tbnw=230&start=0&ndsp=27&ved=1t:429,r:10,s:0,i:111&biw=1280&bih=6
78 Swing Ride Picture. Retrieved December 2, 2012.
http://www.google.com.ph/imgres?q=hurricane+ride&um=1&hl=fil&tbo=d&tbm=is
ch&tbnid=fvIun1OG5OXmDM:&imgrefurl=http://www.flickr.com/photos/60372684
%40N08/6538606003/&docid=I8GjEWum7ZAH5M&imgurl=http://farm8.staticflick
r.com/7170/6538606003_277dabed6b_z.jpg&w=640&h=427&ei=66CtUPWdBq-
ciAfB9IHAAw&zoom=1&iact=hc&vpx=609&vpy=349&dur=107&hovh=183&hovw
=275&tx=114&ty=99&sig=113963469594662257484&page=2&tbnh=138&tbnw=
211&start=24&ndsp=30&ved=1t:429,r:51,s:0,i:237&biw=1280&bih=678
Hurricane Ride Picture. Retrieved December 2, 2012.
http://www.google.com.ph/imgres?q=scissors&start=96&um=1&hl=fil&tbo=d&tbm
=isch&tbnid=sHPJdg88EpNlqM:&imgrefurl=http://en.wikipedia.org/wiki/File:Small
_pair_of_blue_scissors.jpg&docid=1z9QNGxcOV3TCM&imgurl=http://upload.wiki
media.org/wikipedia/commons/thumb/2/29/Small_pair_of_blue_scissors.jpg/1024
px-
Small_pair_of_blue_scissors.jpg&w=1024&h=768&ei=j6GtUIaBKu60iQfK2YG4A
w&zoom=1&iact=hc&vpx=388&vpy=222&dur=3554&hovh=194&hovw=259&tx=1
47&ty=86&sig=113963469594662257484&page=4&tbnh=142&tbnw=179&ndsp=
34&ved=1t:429,r:4,s:100,i:16&biw=1280&bih=678 Scissors Picture .Retrieved
December 2, 2012.
http://www.google.com.ph/imgres?q=back+hoe&start=107&um=1&hl=fil&tbo=d&t
bm=isch&tbnid=0aHpTFEPM2JbgM:&imgrefurl=http://www.directindustry.com/pr
od/sichuan-chengdu-cheng-gong-construction-machinery/backhoe-loaders-
52849-
889813.html&docid=IVOjhiCCUB_zSM&imgurl=http://img.directindustry.com/ima

ges_di/photo-g/backhoe-loader-52849-
2644581.jpg&w=600&h=374&ei=Fa6tUIWXFI2PiAfr54CQAw&zoom=1&iact=hc&
vpx=352&vpy=354&dur=335&hovh=177&hovw=284&tx=98&ty=57&sig=1139634
69594662257484&page=5&tbnh=144&tbnw=231&ndsp=24&ved=1t:429,r:15,s:1
00,i:49&biw=1280&bih=678 Back Hoe Picture. Retrieved December 2, 2012.
http://www.google.com.ph/imgres?q=see+saw&start=82&um=1&hl=fil&tbo=d&tb
m=isch&tbnid=BAnNpoxiaVItnM:&imgrefurl=http://fallout.wikia.com/wiki/File:See_
Saw.png&docid=V1hxFKP-
g4gHOM&imgurl=http://images.wikia.com/fallout/images/0/06/See_Saw.png&w=
900&h=570&ei=f6-
tUKLlEOuciAe_2YDgAg&zoom=1&iact=hc&vpx=461&vpy=402&dur=552&hovh=
179&hovw=282&tx=158&ty=122&sig=113963469594662257484&page=4&tbnh=
142&tbnw=252&ndsp=31&ved=1t:429,r:2,s:100,i:10&biw=1280&bih=678 Seesaw
Picture. Retrieved December 2, 2012.
http://www.google.com.ph/imgres?num=10&hl=en&tbo=d&biw=1024&bih=422&t
bm=isch&tbnid=fMOvUwH3I5vw_M:&imgrefurl=http://www.khl.com/magazines/int
ernational-cranes-and-specialized-transport/detail/item80738/HLMs-Liebherr-
assists-in-Singapore-Waterview-
build&docid=QwllFqfi6ABo_M&imgurl=http://www.khl.com/servlet/file/80737_156
_preview.jpg%253FITEM_ENT_ID%253D80737%2526COLLSPEC_ENT_ID%25
3D32%2526ITEM_VERSION%253D1%2526FILE_SERVICE_CONF_ID%253D1
56&w=400&h=267&ei=zka5UPeePMGjmQWxwoHQAw&zoom=1&iact=hc&vpx=
370&vpy=69&dur=1112&hovh=183&hovw=275&tx=156&ty=139&sig=105163065
674396694699&page=2&tbnh=137&tbnw=213&start=10&ndsp=17&ved=1t:429,r:
24,s:0,i:158 Tower Crane Picture. Retrieved December 2, 2012.
http://www.google.com.ph/imgres?num=10&hl=en&tbo=d&biw=1024&bih=422&t
bm=isch&tbnid=lJ0bYbe4M1QKEM:&imgrefurl=http://www.pastormattrichard.com
/2012/08/saying-goodbye-to-ladder-
encore.html&docid=7ZSsGOj9RtTupM&imgurl=http://1.bp.blogspot.com/-
nyJgzHZxPq4/UCVqOP3s3BI/AAAAAAAACdE/o5nD5ok-
kuY/s400/ladder.gif&w=325&h=355&ei=HtC4UO7cHq6aiAfK5YCgBg&zoom=1&i
act=rc&dur=3&sig=105163065674396694699&page=1&tbnh=145&tbnw=121&st
art=0&ndsp=15&ved=1t:429,r:0,s:0,i:147&tx=57&ty=47 Ladder Picture. Retrieved
December 2, 2012.
http://www.google.com.ph/imgres?start=111&num=10&hl=en&tbo=d&biw=1024&
bih=422&tbm=isch&tbnid=EYoLdi_XhoCyqM:&imgrefurl=http://www.philohome.c
om/towercrane/tc.htm&docid=g4avIBAwyOP1dM&imgurl=http://www.philohome.c
om/towercrane/crane1.jpg&w=800&h=784&ei=zka5UPeePMGjmQWxwoHQAw&
zoom=1&iact=hc&vpx=692&vpy=68&dur=370&hovh=222&hovw=227&tx=107&ty
=100&sig=105163065674396694699&page=8&tbnh=145&tbnw=148&ndsp=18&
ved=1t:429,r:27,s:100,i:85 Tower crane used in posttest. Retrieved December 2,
2012.

http://www.google.com.ph/imgres?um=1&hl=en&tbo=d&biw=1024&bih=389&tbm
=isch&tbnid=nm5-H-
8VbUtjLM:&imgrefurl=http://www.bcxsy.com/work/specials/2008/see-saw-
bookshelf-
shine/&docid=wfbaq9qA1b8VYM&imgurl=http://www.bcxsy.com/ngg_gallery_upl
oads/specials-see-saw-bookshelf-shine/see-
saw_bookshelf_shine_01.jpg&w=1280&h=863&ei=SZ__UIOOK8H-
iwLYxoDwAw&zoom=1&iact=hc&vpx=707&vpy=2&dur=1073&hovh=184&hovw=
274&tx=172&ty=94&sig=105163065674396694699&page=3&tbnh=135&tbnw=1
83&start=24&ndsp=15&ved=1t:429,r:38,s:0,i:261 Seesaw picture used in the
deepen part. Retrieved December 2, 2012.

Lesson 4: Parallelism and Perpendicularity
Have you ever wondered how

carpenters, architects and engineers
design their work? What factors are
being considered in making their
designs? The use of parallelism and
perpendicularity of lines in real life
necessitates the establishment of these
concepts deductively.
This module seeks to find the

answer to the question: How can we
establish parallelism or perpendicularity
of lines?

MODULE LESSONS AND COVERAGE:
In this module, you will examine this question when you study the
following lessons:
Lesson 4.1: Parallel Lines, Perpendicular Lines and Its Applications
Lesson 4.2: Parallelogram and Its Applications
In these lessons, you will learn the following:
Lesson 4.1 Parallel Lines, Perpendicular Lines and Its Applications

 Determine which lines and segments are parallel or
perpendicular
 Illustrate parallel and perpendicular lines
 Prove properties of parallel lines cut by a transversal
 Use properties of parallel lines cut by a transversal to find
measures of angles formed
 Apply properties of parallel lines cut by a transversal in
solving real-life problems
Lesson 4.2 Parallelogram, Its Properties and Applications

 Name the different kinds of quadrilaterals and identify those
that are parallelograms.
 Determine conditions that make a quadrilateral a
parallelogram
 Prove properties that make a quadrilateral a parallelogram
 Use properties of parallelogram to find the measures of
angles, sides and other quantities
 Apply properties of parallelogram in solving real-life
problems

MODULE MAP:
Conditions for
Theorems Quadrilaterals to
and Proofs be a parallelogram
Parallelism and
Perpendicularity
Properties of
Application Parallelogram
EXPECTED SKILLS:
To do well in this module, you need to remember and do the following:
15. Define terms that are unfamiliar to you.

16. Explore websites that would be of great help for your better understanding
of the lessons.
19. Collaborate with your teacher and peers.

MODULE PRE-ASSESSMENT
Let’s find out how much you already know about this module. Click
on the letter that you think best answers the question. Please answer

all items. After taking this short test, you will see your score. Take
note of the items that you were not able to correctly answer and look
for the right answer as you go through this module.
(A) 1. Using the figure below, if l1 || l2 and t is a transversal, then which of the
following are corresponding angles?
t
l1 1 2
4 3
5 6
l2 8 7
A.  4 and  6,  3 and 5
B.  1 and  7,  2 and 8
C.  1 and  5,  2 and 6
D.  4 and  5,  3 and 6
(A) 2. All of the following are properties of a parallelogram except:
A. diagonals bisect each other

B. opposite angles are congruent
C. opposite sides are congruent
D. opposite sides are not parallel
(A) 3. Lines m and n are parallel cut by transversal t which is also perpendicular to m and
n. Which statement is not correct?
m n
1 2 3 4
t 5 6 7 8
A.  1 and  6 are congruent.

B.  2 and  3 are supplementary.
C.  3 and  5 are congruent vertical angles.
D.  1 and  4 form linear pair

(A) 4. Lines a and b are parallel cut by transversal m. If m  1 = 850, then what is m 
5?
m
a 2 1
3 4
b 8 7
5 6
A. 800
B. 850
C. 950
D. 1000
(A) 5. Using the figure below, which of the following guarantee that m || n?
t
n 1 2
3 4
5 6
m 7 8
A.  1  7
B.  3  5
C.  4  5
D.  4  7
(A) 6. In JOSH, the measure of  J = 570, find the measure of  H.

A. 430
B. 570
C. 630
D. 1230
(A) 7. Using the figure below, if m || n and t is a transversal which angles are congruent to
 5?
t
n 1 2
3 4
m 5 6
7 8
A.  1,  2 and  3

B.  1,  4 and  8
C.  1,  4 and  7
D.  1,  2 and  8
(A) 8. LOVE is a parallelogram. If the length of SE = 6, then what is the

length of SO?
L O
E V
A. 3
B. 6
C. 12
D. 15
(M) 9. The Venn diagram below shows the relationships of special quadrilaterals. Which
statements are true?
Quadrilaterals
Parallelogram
Rectangle Rhombus
Square
Trapezoid
I - Squares are rectangles.

II – A trapezoid is a parallelogram.
III- A rhombus is a square.
IV – Some parallelograms are squares.
A. I and II
B. III and IV
C. I and IV
D. II and III
(M) 10. All of the figures below illustrate parallel lines except:
A.

B.
C.
D.
(M) 11. In the figure below, a || d with e as the transversal. What is true about
 3 and  4 in order to make b || c?
a
e
b 1 4
3 2
d
A.  3 is a complement of  4
B.  3 congruent to  4
C.  3 is a supplement of  4
D.  3 is bigger than  4
(M) 12. Which of the following statements ensures that a certain quadrilateral is a
parallelogram?
A. Diagonals bisect each other.
B. The two diagonals are congruent.
C. The consecutive sides are congruent.
D. Two consecutive angles are congruent.
(M) 13. Which of the following statements is always true?

A. Lines that do not intersect are parallel lines.
B. Two coplanar lines that do not intersect are parallel lines.
C. Lines forming right angle are parallel lines.
D. Two lines that are parallel will not meet no matter how long they
are.
(M) 14. In STAR with diagonals AS and RT, if m  STR = (3x – 5)° and m 
ART = (x + 10)°, then what is the m  RAT?
A. 8°
B. 19°
C. 71°

D. 161°
(T) 15. You are tasked to divide a blank card into three equal rows and you do not have
a ruler. Instead, you will use a piece of equally lined paper and a straight edge.
What is the sequence of the steps you are going to undertake in order to apply
the theorem on parallel lines?
I – Mark the points where the second and third lines intersect the card.
II – Place a corner of the top edge of the card on the first line of the paper.
III – Repeat for the other side of the card and connect the marks.
IV – Place the corner of the bottom edge on the fourth line.
A. I, II, III, IV
B. II, III, IV, I
C. I, III, IV, II
D. II, IV, I, III
(T) 16. You are a student council president. You want to make a request for
financial assistance for the installation of a book shelf for the improvement
of your school’s library. Your student council moderator requested you to
submit a proposal for their approval. Which of the following will you
prepare so as to ensure that your request be granted?
I. propose design of book shelf
II. research on the important of book shelf
III. estimated cost of the project
IV. pictures of the different libraries
A. I only
B. I and II only
C. I and III only
D. II and IV only
(T) 17. Based on your answer in item no. 16, which of the following standards
should be the basis of your moderator in approving or granting your
request?
A. accuracy, creativity and mathematical reasoning
B. practicality, creativity and cost
C. accuracy, originality and mathematical reasoning
D. organization, mathematical reasoning and cost

(T) 18. Based on item no. 16 design is common to all the four given options. If
you are to make the design, which of the drawing below will you make to
ensure stability?
A.
B.
C.
D.
(T) 19. You are an architect of the design department of SM Mall of Asia. With
the increasing number of mall-goers, the management decided to
restructure their parking lot so as to maximize the space. As the head
architect, you are tasked to make a design of the parking area, and this
design is to be presented to higher officers of the SM Mall of Asia

management for approval. Which of the following will be the design that
you are going to make so as to guarantee maximizing the available lot?
A.
B.
C.
D.
(T) 20. Based on your answer in item no. 19, how will your immediate supervisor
know that you have a good design?
A. The design should be creative and accurate.
B. The design should be accurate and practical.
C. The design shows a depth application of mathematical reasoning
and it is practical.
D. The design should be realistic and accurate.
SUBMIT

Lesson 4.1 Parallel Lines, Perpendicular Lines and Its Application
LESSON: PRE-ASSESSMENT
Let’s find out how much you have already know about this lesson.
Click on the letter that you think best answers the question. Please
answer all items. After taking this short test, you will see your score.
Take note of the items that you were not able to correctly answer and
look for the right answer as you go through this lesson.
1. Using the figure below, which of the lines is perpendicular to l1?

l3 l4
l1
l2
l5
A. l2
B. l3
C. l4
D. l5
2. In the figure, RS || PQ. If m  1 = 85°, then what is the m  2?
R 2 S
1
P Q
A. 65°
B. 75°
C. 85°
D. 95°
3. All of the following are properties of a parallel lines cut by a transversal

except:
A. corresponding angles are congruent
B. vertical angles are congruent
C. alternate-interior angles are congruent
D. alternate-exterior angles are congruent

4. L1 || L2 with r and s as the transversals. What type of angle pairs is a and
b?
r a
s
b
L1
L2
A. corresponding angles
B. alternate-interior angles
C. alternate-exterior angles
D. interior angles on the same side of the transversal
5. A carpenter builds a stairway by cutting triangles like  AFB and  BGC

from a piece of lumber.  GBC and  HCD are corresponding angles
relative to what pair of parallel lines?
E
D I
C H
B G
A F
A. AF and BG
B. BG and CH
C. CH and DI
D. AF and CH
6. In the figure a || b with transversal t and  x is 72° less than  y. Find the
m  x. t
A y
x
b
A. 54° C. 128°
B. 72° D. 180°

7. If two lines r and s are cut by a transversal forming corresponding angles
with measures 3x – 25 and 2x + 10, what value of x will guarantee that r
and s are parallel?
A. 15
B. 25
C. 35
D. 45
8. In the figure, m || n and transversal t is perpendicular to m. If  2 = 3x – 6,

find x.
m t
2
A. 8
B. 16
C. 24
D. 32
For items 9 and 10, refer to the figure below:

b
a
3
1 2
4
6
5
8
c 7
9. What do you call  3 and  7?

A. corresponding angles
B. same-side interior angles
C. alternate exterior angles
D. alternate interior angles
10. Suppose m  4 = 48°. Find the m  5.

A. 42°
B. 48°
C. 142°
D. 148°

Let’s start the module by taking a look at the figures below and then
answer the questions given.
ACTIVITY 1. Optical Illusion
Below are three different figures. Figures 1 and 2 are in connection with the
concept on parallel lines, whereas figure 3 is related to perpendicular lines. Right
after the given figures, answer the questions provided then “SAVE” your answer.
Figure 1 Figure 2
 Can you see straight lines in the pictures above?
 Are these lines parallel? Why?
 Can you describe what parallel lines are?

Figure 3
 What can you say about the edges of the box?
 Are these lines perpendicular? Why?
 Can you describe what perpendicular lines are?
You have just tried describing parallel and perpendicular lines. In

our next activity, your prior knowledge on parallelism and
perpendicularity will be elicited.

ACTIVITY 2. Generalization Table
Fill in the first column of the generalization table below by stating your initial
thoughts on the question, then save your answer.
“How can parallelism or perpendicularity of lines be

established?”
My Initial My Findings Supporting Qualifying My

Thoughts and Evidence Conditions Generalizatio
Corrections ns
Well, those were your thoughts and ideas about our lesson.
Let’s start a new activity to further explore on the important key

concepts about parallel and perpendicular lines. I guess you have it
already in your previous Math, but just to recall, I want you to answer
the next activity.

ACTIVITY 3. Name It! A Recall…
We see parallel lines everywhere. Lines on a pad paper,

railways, edges of a door or window, etc. suggest parallel lines.

Click on this site:
http://www.mathwarehouse.com/geometry/angle/transveral-and-
angles.php to recall the different angles formed by parallel lines cut
by a transversal. Then complete the table below using the given
figure as your reference:
t
1 2
m 3 4
5 6
n
7 8
Alternate Alternate Same Side Same Side

Corresponding Interior Exterior Interior Exterior
Angles Angles Angles Angles Angles

End of EXPLORE:
You gave your initial ideas on naming angle pairs formed by two lines
cut by a transversal line. What you will learn in the next sections will
enable you to do the final project which involves integrating the key
concepts of parallelism and perpendicularity of lines in model making
of a cabinet book case. Let’s now find out how these pairs of angles
are related in terms of their measures by doing the first activity on
investigating the relationship between the angles formed by parallel
lines cut by a transversal and perpendicular lines.

measurement of angles formed by parallel lines cut by a transversal
and basic concepts about perpendicularity. And towards the end of
this section, you will be encouraged to learn the different ways of
proving deductively.
ACTIVITY 4. Let’s Investigate!
Two parallel lines when cut by a transversal line form eight angles. This
activity leads students investigate on how one angle is related to the other angle.
Using this link: http://www.mathwarehouse.com/geometry/angle/interactive-
\transveral-angles.php
In this site, you have to note down the following:
a. Identify the different pairs of angles formed by parallel lines cut by a
transversal line.
b. As you move the lines, observe which pairs of angles are congruent?
Which pairs are supplementary?
c. Make an inference based on your observations on how one angle is related
to the other angle.
What inferences can you make for each pair of angles?
Generalization:

Now think about the answers to the following questions. Write your answer in
the answer box.
PROCESS QUESTIONS:
1. What pair of angles is formed when two lines are cut by a transversal line?
2. What pair of angles has equal measures? What pair of angles are
supplementary?
3. Can the measures of any pair of angles (supplementary or equal)
guarantee the parallelism of lines? Support your answer.
4. How can the key concepts of parallel lines facilitate solving real-life
problems using deductive reasoning?
Answer:
Uncovering the Mystery of Parallel Lines Cut by a

ACTIVITY 5.
Transversal
Study the problem situation below and answer succeeding questions:
A zip line is a rope or a cable that you can ride down on a pulley. The
pair of zip lines below goes from a 20-foot tall tower to a 15 foot tower 50
feet away in a slightly inclined ground as shown in the sketch.
M
2z + 15
A
3z
a
b
y + 15
y
H T

1. What kind of angle pairs are  M and  A?  MHT and  ATH?
_____________________________________________________
_____________________________________________________
2. Using the information stated in the figure, what are the measures of the
four angles?
Solution: Answers:
m  M = _________
m  A = _________
m  AHT = _______
m  ATH = _______
3. Are the two towers parallel? Why do you say so?

________________________________________________________
________________________________________________________
4. Is the zip line parallel to the ground? Why or why not? Why do you say
so?
________________________________________________________
_______________________________________________________
Fill in the second, third and fourth column of the generalization table below by
stating your revised or new thoughts on the question, then save your answer.

established?”
My Initial My Findings Supporting Qualifying My

Thoughts and Evidence Conditions Generalizations
Corrections

Discussion: Parallelism
1. Two lines are parallel if and only if they are coplanar and do not intersect.
( m || n)
t
m 1 2
3 4
5 6 transversal
n
7 8
2. A line that intersects two or more lines at different points is called a

transversal.
a. The angles formed by the transversal with the two other lines can be
identified as:
 exterior angles (  1,  2,  7 and  8)
 interior angles (  3,  4,  5 and  6).

b. The pairs of angles formed by the transversal with the other two lines
can be identified as:
 corresponding angles (  1 and  5,  2 and  6,  3 and 

7,  4 and  8)
 alternate-interior angles (  3 and  6,  4 and  5)
 alternate-exterior angles (  1 and  8,  2 and  7)
 interior angles on the same side of the transversal (  3 and

 5,  4 and  6)
 exterior angles on the same side of the transversal (  1 and

 7,  2 and  8)
3. If two lines are cut by a transversal, then the two lines are parallel if:
a. corresponding angles are congruent
b. alternate-interior angles are congruent
c. alternate-exterior angles are congruent
d. interior angles on the same side of the transversal are supplementary
e. exterior angles on the same side of the transversal are supplementary
ACTIVITY 7. Quiz No. 1 (FORMATIVE ASSESSMENT)
Study the figure and answer the following questions as accurate as you can.
I. The figure below shows a || b with t as transversal.
a b
t 3
1 2
4
6
7 8
5
Name:
1. 2 pairs of corresponding angles __________ _________
2. 2 pairs of alternate-interior angles __________ _________
3. 2 pairs of alternate-exterior angles __________ _________
4. 2 pairs of interior angles on the same __________ _________
side of the transversal
5. 2 pairs of exterior angles on the same __________ _________
side of the transversal

I. Given m || n and s as transversal. s
a b
m
c d
e f
n
g h
1. Name all the angles that are congruent to  a.

_______________
2. Name all the angles that are supplement of  e. _______________
II. Find the value of x that will make l1 || l2.

l1 l2
1. m  1 = 2x + 25 and m  8 = x + 75 ________
1
2
2. m  2 = 3x – 10 and m  6 = 2x + 45 ________
6
5 3 4
7
8
3. m  3 = 4x – 27 and m  8 = 2x + 7 ________

ACTIVITY 8. Am I Perpendicular? Let’s Find Out….!
On a plane, given any two distinct lines, the two lines either intersect or they
are parallel. If two lines intersect, then it forms four angles of different measures.
Consider the figures below to answer the questions given.
m n a
b Figure 2
Figure 1
s l1
l2
Figure 3 Figure 4
Process Questions:
1. What is common in the four figures given above?

________________________________________________________
2. What makes figures 3 and 4 different from the other two figures?
________________________________________________________
3. What does this symbol mean?
________________________________________________________
4. Of the four figures, which is/are perpendicular?
________________________________________________________
5. When is the lines said to be perpendicular?
________________________________________________________
6. How useful the knowledge on perpendicularity in real life? Cite an
example in which perpendicularity is said to be of important in real life.
________________________________________________________
________________________________________________________

Discussion: Perpendicularity
Two lines that intersect to form a right angle are said to be perpendicular.
This is not limited to lines only. Segments and rays can also be perpendicular. A
perpendicular bisector of a segment is a line or a ray or another segment that
is perpendicular to the segment and intersects the segment at its midpoint.
Thus: XY  YZ
• •
X Y Z
perpendicular bisector
Samples of perpendiculars:
The small box drawn in the corner, means “right angle”. Whereas,  is a
symbol use to indicate perpendicularity of lines.
To prove that two lines are perpendicular, you must show that one of the
following theorems is true:
1. If two lines are perpendicular, then they form four right angles.
m If m  n, then we can
conclude that  1,  2,  3
and  4 are right angles.
1 2
n 3 4

2. If the angles in a linear pair are congruent, then the lines containing their
sides are perpendicular.
l1
If  a and  b form a
linear pair and  a   b, then
a b l1  l2.
l2
c d
3. If two angles are adjacent and complementary, the non-common sides are
perpendicular.
C• R•
If  CAR and  EAR

are complementary and
adjacent, then AC  AE.
•
A E
ACTIVITY 9. Yes / No Card!
Refer to the given figure and the conditions given, then shade the yes or
no box.
S
MI  IL
SE  EL
M
I L YES NO
1. Is ML  IS?
2. Are  SIE and  LIE complementary angles?
3. Is EI a perpendicular bisector of SL?

4. Do  MIS and  SIL form a linear pair?
5. Is the m  MIS = 90°?
END OF FIRM UP:

In this section, the discussion was about the key concepts on
parallelism and perpendicularity. Relationships of the different angle
pairs formed by parallel lines cut by a transversal were also given
emphasis.
topic. This section gives emphasis on proving through deductive
reasoning involving conditions that guarantee parallelism or
perpendicularity of lines. I hope that you are now ready to answer the
exercises given in this section to intensify or make deeper application
of what has been learned.
Discussion: Writing Proofs / Proving
In the previous discussions, you have solved a lot of equations and

inequalities by applying the different properties of equality and
inequality. To name some, you have the APE (addition property of
equality), MPE (multiplication property of equality) and TPE (transitive
property of equality). Now, you will use the same properties with some
geometric definitions, postulates and theorems to write a complete
proof.
One of the tools used in proving is reasoning, specifically deductive

reasoning. Deductive reasoning is a type of logical reasoning that uses accepted
facts to reason in a step-by-step manner until we arrive at the desired statement.

A proof is a logical argument in which each statement you make is backed
up by a statement that is accepted as true.
EXERCISE: Identify whether the given statement is a deduction or a proof.
1. All segments such as AB, have only one bisector.

2. Given that C is the midpoint of AB. Then by definition of a midpoint, AC
 BC.
3. A student who attains a perfect score in the unit test will be exempted in the
final examination. Ted attained a perfect score in the unit test. Thus Ted will
be exempted in the final examination.
4. AB  CD. By definition of congruent segments, AB = CD.
5. 1 and 6 are corresponding angles and are congruent. Since if two lines
m and n are cut by a transversal line t and corresponding angles 1 and 6
are congruent, then m//n.
Proof can be written in three different ways:
1. Paragraph Form/ Informal Proof:

The paragraph or informal proof is the type of proof where you write
a paragraph to explain why a conjecture for a given situation is true.
L
Given:  LOE and  EOV
are complementary
E
Prove: LO  OV
O V
Proof:
Since  LOE and  EOV are complementary, then m  LOE + m 
EOV = 90° by definition of complementary angles. Thus, m  LOE + m 
EOV = m  LOV by angle addition postulate and m  LOV = 90° by
transitive property of equality. So,  LOV is a right angle by definition of
right angles and therefore, LO  OV by definition of perpendicularity.

2. Two-Column Form/ Formal Proof:
Two-column form/Formal Proof is the most formal proof with

statements and reasons. The first column is for the statements and the
other column for the reason.
1
Given: m || n m 2
Prove:  2   3
3
n
Statements Reasons
1. m // n 1. Given
2.  1   3 2. Corresponding angles are
congruent.
3.  1   2 3. Vertical angles are
congruent.
4.  2   3 4. Transitive Property of
Congruence
3. Flowchart Form:
A flowchart-proof organizes a series of statements in a logical

order, starting with the given statements. Each statement together with its
reason is written in a box, and arrows are used to show how each statement
lead to another. It can make ones logic visible and help others follow the
reasoning.
p q
1 2
Given: p || q and  1   3 m
Prove: m || n
n

p || q 1  2
Given Corresponding  s are 
2  3 m // n
1  3 Transitive Property of Converse of
Congruence Alt. Ext.  s
Given Theorem
Given: m c + m b = 180
Prove: m is not parallel to n
a
m
c
n
b
Proof:
Statements Reasons
1. m c + m b = 180 1. Given
2. a  c 2. Vertical angle theorem
3. m a = m  c 3. Definition of congruent angles
4. m a + m b = 180 4. Substitution
5. m is not parallel to n 5 .Any two lines cut by a
transversal line where alternate
exterior angles are
supplementary is
not a guarantee that the two
lines
are always parallel.

ACTIVITY 10. Complete Me!
In relation to the discussion on writing proofs deductively, complete each

proof below:
l1 l2
1. Given:
t intersects l1 and l2 such that  a =  b b
a
Prove:
l1 || l2 t t c
Proof:
Statements Reasons
1.  a =  b 1. __________________
2. _______________ 2. Vertical  s are equal
3.  c =  b 3. Substitution
4. l1 || l2 4. _________________
2. Given: S M A
SA || RT 1 2
2  3
Prove:
3
MT || AR
T R
Proof:
SA || RT ________
Given alternate interior  s
are congruent

_________ 2  3 MT || AR
Given _________________ __________________

_________________ __________________
END OF DEEPEN
In this section, the discussion was about parallelism and
perpendicularity of lines.
to do the tasks in the next section
Your goal in this section is apply your learning in proving through

deductive reasoning. You will be given a task which will demonstrate
your understanding.
After a lot of exercises, it’s now time for you to fill in the last column of the
generalization table below by stating your conclusions or insights about parallelism
and perpendicularity.

established?”
My Initial My Findings Supporting Qualifying

Thoughts and Evidence Conditions My Generalizations
Corrections

ACTIVITY 12. Prove It!
It has been discussed in the previous section the different ways on proving
through deductive reasoning. Many formulas in a form of theorems are applied in
the world around us only after careful and often through deductive reasoning has
established their validity and be used with confidence. Likewise, many
circumstances in our lives make use of deductive reasoning. For example, we
know that Filipinos are hospitable. We are Filipinos, so we consider ourselves
hospitable. It is also a common knowledge that simple interest of money deposited
in bank is computed by multiplying the amount deposited, the rate of interest and
the number of years we put the money in bank. If you deposited Php 5,000.00 at
3% rate of interest in two years it earns a simple interest of Php 300.00.
In the previous activity, you were asked to complete the proof of the given problem.
In this activity, I want you to decide on your own so as to prove the given
statements below:
a b
1. Given: m
c d
m || n
Prove:
 a and  g are supplementary n e f
g h

2. In the figure, if m  1 = (3x + 15)°, m  2 = (4x – 10)° prove that CT is
perpendicular to UE if x = 25°.
C
1 2
U T E
Process Questions:
1. What are the three different ways of proving deductively?
2. Which of the three ways is the best? Why
3. How can one reason out deductively?

4. Why is there a need to study deductive reasoning? How is it related to real-
life? Cite a situation where deductive reasoning is applied.
END OF TRANSFER
have to answer the following lesson post-assessment.

LESSON: POST-ASSESSMENT
It’s now time to evaluate your learning. Click on the letter of

the answer that you think best answers the questions. If you do

well, you may move on to the next lesson. If your score is not at
For numbers 1 – 4, refer to the figure below:
1 2
m 4 3
5 6
8 7
n
1. What relationship exists between  4 and  5, and  3 and  6?

A. supplementary angles
B. congruent angles
C. complementary angles
D. vertical angles
2. Which of the following does not guarantee that m || n?

A.  1   5
B.  2   7
C.  3   5
D.  2   8
3. Which of the following angles are congruent to  5?

A.  6,  7 and  8
B.  1,  2 and  3
C.  1,  3 and  7
D.  3,  4 and  6
4. In the figure m || n, if  2 = (2x + 5)° and  8 = (3x – 20)°, then what is m

 3?
A. 115°
B. 120°
C. 125°
D. 130°

5. Which of the following conditions will guarantee that m || n with t as the
transversal?
t
1
2
4
3
m
6
5
8
7
n
A.  1 is congruent to  3
B.  3 and  4 are supplementary angles
C.  3 and  7 are congruent angles
D.  1 and  7 are supplementary angles
For numbers 6 – 8, refer to the figure below:

c d
40°
a 3
1
5
b 2 5
6. If a || b with d as the transversal, then what is m  1?

A. 40°
B. 80°
C. 100°
D. 120°

7. Given a || b and c  d, find the m  2.
A. 40°
B. 50°
C. 60°
D. 80°
8. What relationship exists between  2 and  3?

A.  5   3
B.  5 and  3 are supplementary angles
C.  5 and  3 form linear pair
D.  5 and  3 are vertical angles
For numbers 9 and 10, refer to the figure below:
T
Y
1
2 3
M E
H S
9. If ME  TH and ME  YS, then which are parallel?
A. MY || HE
B. ME || HS
C. TH || YS
D. SM || ET
10. Given that SM || ET, m  1 = 2x + 50 and m  2 + m  3 = 2x + 105, solve

for x.
A. 25°
B. 35°
C. 45°
D. 55°

After having clear idea of what parallelism and perpendicularity are,
let us investigate how these concepts are proved in the properties of

quadrilaterals. These properties will be proved and applied in solving
word problems and in proving other statements. The study of
quadrilaterals is important since most of the things that can be seen
around are in the shape of quadrilaterals like ceilings, tables, floors,
windows, doors and other structural designs of the buildings. The
following activity helps you familiarize yourself with the family of
quadrilaterals.
LESSON NO. 4.2 Parallelogram, Its Properties and

Applications
LESSON: PRE-ASSESSMENT
Let’s find out how much you already know about this lesson. Click
on the letter that you think best answers the question. Please answer
all items. After taking this short test, you will see your score. Take
note of the items that you were not able to correctly answer and look
for the right answer as you go through this lesson.
1. Which of the following figures is a parallelogram?

a. b. c. d.

a. Each diagonal of a rhombus bisects a pair of opposite angles. *
b. Diagonals of a rhombus are congruent.
c. Diagonals of a rectangle are perpendicular to each other.
d. Diagonals of a parallelogram are congruent and perpendicular to each
other.

3. Which of the following information is enough to determine that a
quadrilateral is a parallelogram?
a. All four sides are congruent.
b. Diagonals are congruent.
c. The diagonals bisect each other. *
d. Two pairs of consecutive angles are congruent.
4. Which values of x will make LOVE a parallelogram?
L 2x + 3 O
E 5x – 9 V
a. 3 units b. 4 units c. 5 units d. 6 units
5. Which values of x and y will make CARE a parallelogram?
C 2x + 5 A
y+3 x+2
E 3x – 2 R
a. x = 3 and y 2 Units
b. x = 3 and y = 4 Units
c. x = 7 and y = 6 Units
d. x = 7 and y = 12 Units
6. Quadrilateral ABCD is a parallelogram. If m  A = x + 50 and m C = 2x +

30, what is m  A ?
a. 20
b. 30
c. 40
d. 50

7. Quadrilateral ABCD is a parallelogram with diagonals AC and BD
intersecting at E. If AE = x + y, CE = 12, DE = 2x – y, and BE = 9, what is y?
a. 5 Units
b. 6 Units
c. 7 Units
d. 8 Units
8. Which of the following information will make FAIR a parallelogram?

a. FA // RI, FR // AI
b. FA // RI, FR  AI
c. FA  RI, FR  AI
d. FA  RI, FR // AI
9. The diagonals PR and QS of a rhombus intersect at O. If PO = 4x +8 and

OR = 6x – 12. Find PO.
a. 10
b. 18
c. 42
d. 48
10. In the parallelogram CARE, m  R = 2x – 10 and m C = 4 (x – 20 ) + 6, what

is m E ?
a. 32
b. 54
c. 92
d. 126

Let’s start the module by doing the activities below. Always keep in
mind this question:
How can parallelism and perpendicularity of lines be
established?
ACTIVITY 1. AGREE OR DISAGREE!
ANTICIPATION-REACTION GUIDE
Instruction: Read each statement under the column TOPIC and write A if you
agree with the statement, otherwise write D in the first column.
Response Response After

TOPIC: Parallelism and Perpendicularity
Before Lesson Lesson
Lines that do not intersect are parallel lines.
Skew lines are coplanar.
Transversal is a line that intersects two or more lines.
Perpendicular lines are intersecting lines.

If two lines are parallel to a third line, then the two lines
are parallel.
If two lines are perpendicular to the same line, then the
two lines are parallel.
If one side of a quadrilateral is congruent to the opposite
side, then the quadrilateral is a parallelogram.
Diagonals of a parallelogram bisect each other.
Diagonals of a parallelogram are congruent.
Diagonals of a parallelogram are perpendicular.
Opposite sides of a parallelogram are parallel.
Opposite angles of a parallelogram are congruent.
Consecutive angles of a parallelogram are congruent.
Squares are rectangles.
Squares are rhombi.

Process questions:
1. What comes in your mind while filling in the first column of the ARG?
2. How do you think parallelism and perpendicularity of lines be established?
ACTIVITY 2. Quadrilateral Terminologies (A Recall)
Before we start with an in-depth study of quadrilaterals, let’s first recall the
different terminologies to facilitate better understanding of specific relationships
among sides, angles and segments. Using the illustrations provided specifically
the red and blue markings, define or describe each term by writing your answer on
the answer box provided.
CONSECUTIVE ANGLES:

OPPOSITE ANGLES:
CONSECUTIVE SIDES:

OPPOSITE SIDES:
ACTIVITY 3. Hierarchy of Quadrilaterals
Look at the diagram of quadrilaterals below, after which complete the table
that follows by placing a check mark (√) on the column corresponding to the
appropriate properties listed.

Parallelogram
Rectangle
Rhombus
Square
PROPERTIES
Opposite sides are congruent.
Opposite angles are congruent.
The sum of consecutive angles is 180°
Diagonals are congruent.
Diagonals are perpendicular.
Diagonals bisect each other.
Description: Given the illustrations of seven quadrilaterals , fill in the following

table with the letter of the figure that you think has the characteristics described
by each row. A figure can have two or more characteristics.
Figures:
D.

Table:
Description Letter of the given figure/s
Has 4 Sides
Has Exactly 1 Pair of Parallel Sides
Has 2 Pairs of Consecutive congruent sides
Has 4 Right Angles
Has 4 Right Angles and 4 congruent sides
Has 4 Congruent Sides
Has Exactly 2 Pairs of Parallel Sides
Process Questions:
1. What discovery did you have based on the activity?
2. Are the key concepts of parallelism and perpendicularity made sense?

How can these be established?

END OF EXPLORE:
You just tried finding out properties of quadrilaterals. Let’s now
find out or investigate quadrilaterals that are parallelograms by doing
the next part.

parallelograms and discovering its properties.
ACTIVITY 4. Investigating Parallelograms
Description: Investigating quadrilaterals. In the table below, write a good

definition of each boldfaced term and then click on "save". Discuss your
definitions with others in your group. Agree on a common set of definitions for
your class and add them to your definitions’ list. In your notebook, draw and label
a figure to illustrate each definition.
Trapezoids Not Trapezoids
Kites Non Kites

Parallelograms Not Parallelograms
Rhombuses Not Rhombuses
Rectangles Not Rectangles

Squares Not Squares
As you learned in the investigation, a figure that looks like a square is not a square
unless it has the proper markings. Keep this in mind as you work on any exercises.
Definitions:
Parallelogram
Rectangle
Rhombus
Square
Trapezoid
Kite
Process Questions:

Process Questions:
1. How did you come up with your definitions?
2. What guarantees parallelism of sides? Congruency of sides? And

congruency of angles?
3. Did you come up with a definition that is also true to the other? If yes, what
are these definitions? What conclusion can you make?
4. Are all quadrilaterals parallelograms? Why?
5. What makes a quadrilateral a parallelogram?

To further check the validity of your definitions, answer the following activities.
(Match It and Draw It)
ACTIVITY 5. Match It!
Match the term on the left with its figure on the right. Write the letter of your
answer in the answer box that follows. A term maybe matched in one or more
figures.
A B C D
E F
Answers:
1. Trapezoid ________
2. Rhombus _________
3. Rectangle _________
4. Kite ______________
5. Squares __________
6. Parallelogram ______

ACTIVITY 6. Draw It!
Sketch and label the figure in the answer box below. Put appropriate
mark/s in the figures.
1. Trapezoid ZOID with ZO || ID
2. Kite BENF with BE = EN
3. Rhombus EQUL with diagonals EU and QL intersecting at A
4. Rectangle RGHT with diagonals RH and GT intersecting at I
Answer Box:
Process Questions:
1. What guarantees parallelism of lines?
2. What guarantees congruency of lines?
3. What guarantees perpendicularity of lines?
4. How are quadrilaterals named?
5. How do you distinguish one quadrilateral from the other?

ACTIVITY 7. Discovering the Properties of Parallelograms
To investigate on properties of parallelograms regarding the sides, angles

and diagonals refer to the given illustration below and the guide questions
Provided.
G E
M O
1. GE || MO and EO is the transversal. What can you conclude about  E

and  O?
___________________________________________________________
___________________________________________________________
If GM is the transversal, what can you conclude about  G and  M?
___________________________________________________________
___________________________________________________________
2. Draw ME. What do you call this segment in terms of the parallelogram?
___________________________________________________________
___________________________________________________________
3. If GE || MO, what pairs of angles are congruent? Why?

___________________________________________________________
___________________________________________________________
4. Can you find two triangles that are congruent? What is the proper
correspondence? What congruence postulate was used?
___________________________________________________________
___________________________________________________________
5. What corresponding parts are congruent?

___________________________________________________________
___________________________________________________________
6. If GM  EO, what are these sides with respect to the parallelogram? How
about GE and MO?  G and  O?
___________________________________________________________
___________________________________________________________
___________________________________________________________

7. Draw GO intersecting EM at Y. Compare the length of GY to YO and MY
to YE. How are these lengths related?
___________________________________________________________
___________________________________________________________
Summarize your observations by writing down the properties of parallelogram

that you’ve discovered by completing the table below:
If a quadrilateral is a Illustration with proper

parallelogram, then … markings
Sides
Angles
Diagonals

You may visit this link to check your conclusions:
http://www.regentsprep.org/Regents/math/geometry/GP9/JavaParallel.htm
Process Questions:
1. What should you keep in mind while doing this exploration activity?
2. Are these observations true to all parallelograms?
3. Are these observations can be proved deductively?

Exploring Properties of Diagonals of Special
ACTIVITY 8.
Parallelograms
Do the activity below and summarize your observation in the box. You need a ruler
and a protractor in this activity.
1. Draw a rectangle. Be sure all its angles are right angles. Name your
rectangle ABCD.
2. Draw the diagonals AC and BD.
3. With a ruler find the lengths of diagonals AC and BD. What do you
notice?
4. Draw a square. Make sure you square has four right angles and four
congruent sides. Name your square EFGH.
5. Draw the diagonals EG and FH. Label the point of intersection of the two
diagonals I. Is it the midpoint of EG? Why? Is it also the midpoint of FH?
6. Draw a rhombus. Name your rhombus JKLM. Draw the diagonals JL and
KM. The diagonals seem to bisect the opposite angles of the rhombus.
Verify this by using a protractor.
Summary Box:
State the properties of the diagonals of special quadrilaterals.
1. Rectangle
2. Square
3. Rhombus

Process Questions:
1. What should you keep in mind while doing this exploration activity?
2. What makes these parallelograms special?
3. Are these observations true to all special parallelograms (rectangle,

square, & rhombus)?
4. Are these observations can be proved deductively?
5. Are these findings helpful in establishing parallelism and perpendicularity

of lines?

ACTIVITY 9. Find It!
Each figure below is a parallelogram. Use your observations in the previous

activity to answer the items below.

ACTIVITY 10. Check It
Direction: In the table below, place a check mark (/) in the boxes if you think
the quadrilateral listed along the top row has the properties listed in
the left column.
Parallelogram
Rectangle
Rhombus
Square
Opposite sides are ≅.
Opposite ∠s are ≅.
Consecutive ∠s sum =
180°.
Diagonals are ≅.
Diagonals are ⊥.
Diagonals bisects each
other.
PROCESS QUESTIONS:
1. What property/properties is/are common to rectangles, rhombi

and squares?
___________________________________________________
___________________________________________________
2. What makes a rectangle different from a rhombus? A rectangle

from a square? A rhombus from a square?
___________________________________________________
___________________________________________________
For additional information regarding properties of rectangles, squares and

rhombuses, kindly visit these links:
http://www.wyzant.com/Help/Math/Geometry/Quadrilaterals/Rectangles_Rhombu
ses_Squares.aspx
http://www.onlinemathlearning.com/quadrilaterals.html
After visiting the given link, try answering the practice exercises on the link
given below to further enrich your knowledge and skills regarding properties of
parallelogram.

http://www.onlinemathlearning.com/quadrilateral-properties.html
End of FIRM UP:

In this section, the discussion was about properties of parallelograms.
Your goal in this section is to take a closer look at some aspects

of the topic. This section gives emphasis on proving through deductive
reasoning involving properties of parallelogram. I hope that you are
now ready to answer the exercises given in this section to intensify or
make deeper application of what has been learned.
Discussion: Proving Parallelograms
Below are examples on proving properties of parallelogram:
Property: A diagonal of a parallelogram forms two congruent triangles.
Given: Parallelogram ABCD with diagonal AC

Prove: ABC  CDA

Proof:
Statements Reasons
1. Parallelogram ABCD with diagonal
Given
AC.
2. AB || DC and BC|| AD Definition of a parallelogram
Parallel-Alternate Interior Angle
3. BAC  DCA
Postulate
4. AC  CA Reflexive Property
Parallel-Alternate Interior Angle
5. BCA  DAC
Postulate
6. ABC  CDA ASA Postulate
Property: In a parallelogram, any two consecutive angles are supplementary.

Given: Parallelogram ABCD
Prove: AandB are supplementary
B C
A D
Proof:
Statements Reasons
1. Parallelogram ABCD Given
2. BC|| AD Definition of a parallelogram
Parallel- Interior Angles-Same Side
3. AandB are supplementary
Theorem
Given: AC and BD bisect each other at E.

A B
Prove: ABCD is a parallelogram.
E
D C

AC and BD bisect AE  EC  AEB   DEC
each other at E BE  DE
Vertical angles are congruent
Given Definition of Bisector
∆AEB  ∆ DEC
SAS Postulate
 ABE   CDE
CPCTC
AD //BC AB // DC
Converse of Alternate- Interior Angle
ABCD is a parallelogram
Two pairs of parallel sides
You have learned properties of parallelograms and proved some of these

deductively. The following proof is one of the conditions guaranteeing that a
quadrilateral is a parallelogram. Fill in the missing part of the proof.
ACTIVITY 11. Complete My Proof!
Given: Quadrilateral ABCD with AB || CD and BC || DA
Prove: ABCD is a parallelogram
B C
A D

Proof:
Statements Reasons
1.
Given
2. Draw AC
Reflexive Property
3.
4. ABC  DCA
5.
CPCTC
6. BC // DA
7.
CPCTC
8. AB // DC
Definition of parallelogram
Process Questions:
1. What guarantee/s that a quadrilateral is a parallelogram?
2. How deductive reasoning does affects your thinking skills?
ACTIVITY 12. Prove Some More …Okay!
To strengthen your skill in proving deductively, kindly provide a complete

proof for the given problem below. You may use a two-column poof or a
flowchart.
1. Given: A B
AC  BD
E
Prove: ABCD is a parallelogram
D C

2. Given:
Parallelogram LOVE with diagonals OE and LV
Prove: OE and LV bisect each other. O V
1
L
E
The following websites will expose you more on some proofs and conditions
needed to prove that a quadrilateral is a parallelogram:
http://www.youtube.com/watch?v=9fxmt-WU86U
If both pairs of opposite sides of a quadrilateral are congruent, then the
quadrilateral is parallelogram.
http://www.youtube.com/watch?v=9fxmt-WU86U
If the diagonals of a quadrilateral bisect each other, then the quadrilateral is
parallelogram.
ACTIVITY 13. Take the Challenge….
To strengthen your skill in proving deductively, kindly provide a complete

proof and illustration to the given problem below. The use of flowchart is highly
encouraged.
Draw KITE and diagonal IE. Bisect  K and  T, with the bisectors meeting
EI at points A and O, respectively. Draw OK and AT. What can you conclude
about quadrilateral TAKO?
ILLUSTRATION:

PROOF:
Process Question:
1. How does deductive reasoning affects your thinking skills?
___________________________________________________________
___________________________________________________________
ACTIVITY 14. Quiz No. 2 (FORMATIVE ASSESSMENT)
I. Study the markings on the given figures and shade if it is a parallelogram

and if it is not. If your answer is state the definition or theorem that
justifies your answer.
1.
_________________________
2.
100°
_________________________
100°

II. At what value of x will make each quadrilateral a parallelogram?
1. (3x - 70)° Solution:
(2x + 5)°
5x + 2
2. Solution:
3x + 14
III. Show a complete proof:
1. Given: NICE, NI || CE, NI  CE

Prove: NICE is a parallelogram
Proof:
Fill up the last column of the anticipation reaction guide. Compare your
answers with your answer in the earlier part of the module and check if there is an
improvement in your score.
ACTIVITY 15. A R G! (A revisit )
ANTICIPATION-REACTION GUIDE
Instruction: Respond to each statement below. In the last column, write A if you
agree with the statement and write D if you disagree.
Response Response After
TOPIC: Parallelism and Perpendicularity
Before Lesson Lesson
Lines that do not intersect are parallel lines.
Skew lines are coplanar.
Transversal is a line that intersects two or more lines.
Perpendicular lines are intersecting lines.

If two lines are parallel to a third line, then the two lines
are parallel.
If two lines are perpendicular to the same line, then the
two lines are parallel.

If one side of a quadrilateral is congruent to the opposite
side, then the quadrilateral is a parallelogram.
Diagonals of a parallelogram bisect each other.
Diagonals of a parallelogram are congruent.
Diagonals of a parallelogram are perpendicular.
Opposite sides of a parallelogram are parallel.
Opposite angles of a parallelogram are congruent.
Consecutive angles of a parallelogram are congruent.
Squares are rectangles.
Squares are rhombi.
Process Question:
1. How are the parallelism and perpendicularity of lines established in

different properties of parallelograms?
___________________________________________________________
___________________________________________________________
___________________________________________________________
ACTIVITY 16. CONCEPT MAPPING:
Reference:
http://www.glencoe.com/sec/teachingtoday/downloads/pdf/ReadingWritingMathCl
ass.pdf)
Summarize the important concepts about parallelogram by completing the

concept map below. You may do it in wise mapping by clicking this site:
www.wisemapping.com

Definition
Properties Examples
PARALLELOGRAM
Non-examples
ACTIVITY 17. Design It!
You are working in a furniture shop as designer. One day your immediate
supervisor asked you to make a design of a wooden shoe rack for a new client
who is a well-known artist in the film industry. In as much as you don’t want to
disappoint your boss, you immediately think of the design and try to research on
the different designs available on internet.
Below is your design:

Process Questions:
1. Based on you design, how will you ensure that the divisions of the shoe
rack are parallel? Describe the different ways to guarantee that the
divisions are parallel.
2. Why is there a need to ensure parallelism on the divisions? What would

happen if the divisions are not parallel?
3. How should the sides be positioned in relation to the base of the shoe
rack? Does positioning of the sides in relation to the base matters?

ACTIVITY 18. Graphic Organizer
Illustrate the family of quadrilaterals by filling in the concept map below.
QUADRILATERALS
ACTIVITY 19. SUMMATIVE TEST: Long Test
A. LEVEL 1! Determine whether the statement is ALWAYS TRUE (AT), SOMETIMES

TRUE (ST) OR NEVER TRUE (NT).
_______1. Parallelograms have diagonals that bisect each other.

_______2. A parallelogram with diagonals that are congruent is a square.
_______3. A parallelogram has diagonals that are perpendicular.
_______4. The adjacent sides of a parallelogram are congruent.
_______5. A rhombus has congruent sides and congruent angles.
_______6. The diagonals of a square are perpendicular bisectors of each other.
_______7. If two lines are perpendicular to the same line, then those lines are
perpendicular.
________8. A transversal intersects two or more other lines at a single point.
_______9. Lines that do not intersect are parallel.

______10. Intersecting lines that form 900-angle are perpendicular lines.
B. LEVEL UP! Answer the following:
1. Draw two lines and a transversal such that  1 and  3 are corresponding angles,
 1 and  2 are alternate interior angles and  3 and  4 are alternate exterior
angles. What type of angle pair is  2 and  4?
2. What value of a will make lines p and q parallel?

p
a a - 15
q 55
The railing of a wheel chair ramp is parallel to the ramp. Find the value of a and
b in the diagram.
3a + 4b
3a + 2b
0
100
0
80
http://t2.gstatic.com/images?q=tbn:ANd9GcQ7AC8KOpmReRVMCMYqZR7gpNrpfXtPAcXAhfqpFYML8kkGg_gr
3. What values of m and n make quadrilateral TRUE a parallelogram?

R 21 T
3m + n 15
U 2m – 3n E

C. THE HIGHEST LEVEL! Present a proof (in any way you want) for the following
problem.
R E
Given: RE // IN
RE  IN
N I
Prove: REIN is a parallelogram
D. MULTIPLE CHOICE. Write the letter of the answer.
1. Which of the following figures is a parallelogram?

A . B C D

A. .Diagonals of a rhombus are congruent.
B. Diagonals of a rectangle are perpendicular to each other.
C. Diagonals of a parallelogram are congruent and perpendicular to each
other.
D. In a parallelogram, any two opposite angles are congruent.
3. Which of the following information is enough to determine that a

quadrilateral is a parallelogram?
A. The diagonals bisect each other.

B. Diagonals are congruent.
C. Two pairs of consecutive angles are congruent.
D. All four sides are congruent.
4. Which values of x will make LOVE a parallelogram?

L 6x - 8 O
E 3x + 10 V
A. 5 units B. 6 units C. 7 units D. 8 units

5. Which values of x and y will make CARE a parallelogram?
C 2x + 6 A
y+5 x+8
E 4x – 2 R
A. x = 2 and y = 5 units
B. x = 2 and y = 3 units
C. x = 3 and y = 6 units
D. x = 3 and y = 5 units
6. Quadrilateral ABCD is a parallelogram. If m  A = 3x + 45 and m C = 2x +

80, what is m  A ?
A. 120
B. 130
C. 140
D. 150
7. Quadrilateral ABCD is a parallelogram with diagonals AC and BD

intersecting at E. If AE =2 x + y, CE = 24, DE = 2x – y, and BE = 14, what is
y?
A. 5 units
B. 6 units
C. 7 units
D. 8 units
8. Which of the following information will make FAIR a parallelogram?

A. FA // RI, FR  AI
B. FA  RI, FA // RI
C. FA  RI, FR // AI
D. FA // RI, FR // AI
9. The diagonals PR and QS of a rhombus intersect at O. If PO = 5x +8 and

OR = 2x + 24. Find PO.
A. 8
B. 40
C. 48

D. 50
10. In the parallelogram CORE, m  R = 3x – 12 and m C = 7 (x – 21 ) + 7,

what is m E ?
A. 32
B. 84
C. 96
D. 102
End of DEEPEN:
In this section, the discussion was about parallelism, perpendicularity
and parallelograms
understanding.

ACTIVITY 20. Picture Analysis
The pictures above illustrate the concepts of parallelism and perpendicularity in

real-life situations. Professionals such as engineers and architects see how useful
parallelism and perpendicularity in their works. Even ordinary workers such as
carpenters also apply parallelism and perpendicularity in their works. Buildings,
furniture, fence and railroads are the common structures that apply these
concepts.

PROCESS QUESTIONS:
1. How do you think an engineer, architect or carpenter ensures the

application of parallelism and perpendicularity in their works?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. How useful it is to ensure that there is parallelism or perpendicularity in their

work/product?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. What do you think would happen if they fail to ensure parallelism or

perpendicularity in the structures shown above?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
ACTIVITY 21. Situational Analysis
http://acr.keypress.com/KeyPressPortalV3.0/Viewer/Lesson.htm

For an overhead shoots,
photographers can use scissors lift.
The crossing beam of the lift form
parallelograms that move together to
raise and lower the platform.
1. Suppose you decrease m 
B. What happens to m  A?
_______________________
_______________________
_______________________
_______________________
_______________________
_____
2. Suppose you increase m 
D. What happens to the
over-all height of the scissors
lift?
_______________________ geometry/Chapter6/ML%20Geometry%206-
2%20Properties%20of%20Parallelograms.pdf
ACTIVITY 22. Designers Forum!
Scenario:
The Student Council of a school had a fund raising activity in order to put up
a book case or shelf for the Student Council Office. You are a carpenter who is
tasked to create a model of a book case/shelf using Euclidean tools: compass and
a straightedge and present it to the council adviser. Your output will be evaluated
according to the following criteria: stability, accuracy, creativity and mathematical
reasoning.
G –Putting up a book case/shelf for the student council office
R – You area a carpenter who uses Euclidean tools (compass and straight edge)
A –The council Adviser

S –The student Council of the school is having a fund raising project for Council’s
Office book case/shelf
P –Model of a book case/shelf
S – Stability, Accuracy, Creativity, and Mathematical Reasoning
ACTIVITY 23. Lesson Closure – Reflection Organizer
You have accomplished the task successfully. You learned concepts in this
unit which are very important for the next units. To end this unit meaningfully and
to welcome the next unit, I want you to accomplish the next activity.
In this unit I learned about

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
These concepts can be used in

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
I understand that
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
These are important because

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

I can use the concepts of parallelism and perpendicularity in my life by
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
End of TRANSFER:
In this section, your task was to create a model of a book case or shelf.

POST-ASSESSMENT:
It’s now time to evaluate your learning. Click on the letter of the answer
that you think best answers the question. Your score will only appear after you
answer all items. If you do well, you may move on to the next module. If your
score is not at the expected level, you have to go back and take the module
again.
Do It Now….
(A) 1. Using the figure below, if l1 || l2 and t is a transversal, then which of the
following is true about the measures of 4 and 6 ?
t
l1 1 2
4 3
5 6
l2 8 7
A. The sum of the measures of 4 and 6 is 180°.

B. The measure of 4 is equal to the measure of 6 .
C. The measure of 4 is greater than the 6 .
D. The measure of 4 is less than the measure of 6 .
(A) 2. Which of the following statements is true?

A. A rhombus is a square.
B. A diagonal divides a square into two isosceles right triangles.
C. A diagonal divides a square into two congruent equilateral
triangles.
D. A rectangle is a square.
(A) 3. What theorem proves the following?

a b
If a  c and b  c, then a || b.
A. Given a line and a point on the line, there is only one line through the
given point that is perpendicular to the given line.
B. In a plane, if two lines are perpendicular to the same line, then the two
lines are parallel.
C. Two lines are parallel if they do not intersect.

D. Two lines are perpendicular if they intersect at right angles.
(A) 4. Lines m and n are cut by transversal q. At what value of x will make
m || n, given that  1 and  4 are corresponding angles and m  1 = 5x -11
and m  4 = 3x + 5?
A. 6
B. 8
C. 10
D. 12
(A) 5. AB  CD at point E. If m  BEC = 2x + 3, then what is the value of x?

A. 43.5
B. 55
C. 77.5
D. 90
(A) 6. ALYS is a parallelogram. If m  A is twice the measure of m  L, find the

measure of  Y.
A. 600
B. 900
C. 1200
D. 1500
(A) 7.  1 and  2 are non-adjacent angles on the same side of a transversal, one is
exterior and the other is interior. If m  1 = 2x + 25 and m  2 = 3x +15,
find the m  2.
D. 280
E. 560
F. 810
G. 990
(A) 8. PRAY is a parallelogram.

P R
92°
48° y
Y A
What is the measure of  y?

E. 40°
F. 48°
G. 92°
H. 94°

(M) 9. In the figure below, AR || CE, CA || RE and EA  RA. If m  1 = 110°,
then what is the measure of  ERA?
C E
1
3
A 2 R
A. 10°
B. 20°
C. 70°
D. 180°
(M) 10. Which of the following statements is not sufficient to prove that a quadrilateral is
a parallelogram?
A. The diagonals are perpendicular.
B. The diagonals bisect each other.
C. Pair of opposite angles is congruent.
D. Pair of opposite sides is congruent and parallel.
(M) 11. In RICH, = 4x – 7 cm, = 5x -8 cm, =3x + 2 cm and = 2x

+ 1 cm. What value of x will make RICH a parallelogram?
A. 3
B. 5
C. 7
D. 9
(M) 12. In the figure below, if l1 and l2 are cut by transversals m and n, then
what value of y will make l1 || 12 and m  l2?
n m
45°
l1
z
2x
l2 5y
A. 3
B. 6
C. 9
D. 12
(M) 13. All of the following figures illustrate parallel lines except:

Figure 1 Figure 2
Figure 3 Figure 4
A. Figure 1
B. Figure 2
C. Figure 3
D. Figure 4
(M) 14. Choose the correct reason for the last statement to complete the two-
column proof.
Given: H O
2
HO = EP
1 = 2
1
E P
Prove: HOPE is a parallelogram.
Statements Reasons
1. HO = EP and  1 =  2 1. Given
2. HO ‖ EP 2. If 2 lines cut by a transversal
form equal alternate interior
angles then the 2 lines are
parallel.
3. HOPE is a parallelogram. 3. If a quadrilateral ___
A. has a pair of opposite sides that are equal and parallel, then it is a
parallelogram.
B. has a pair of equal interior angles, then the quadrilateral is a
parallelogram.
C. has a pair of equal opposite angles, then the quadrilateral is a
parallelogram.
D. has a diagonal that divides the quadrilateral into two congruent
triangles, then the quadrilateral is a parallelogram.

(T) 15. A contractor tacked one end of a string to each vertical edge of a
window. He then handed a protractor to his apprentice to find out if the
vertical edges are parallel. What should the apprentice do?
A. Measure the angles formed by the string and the vertical edge on
both ends.
B. Measure the length of the string and the edge of the window.
C. Measure the length of the string and the horizontal edge of the
window.
D. Measure the diagonal of the window and the angle formed by the
edges of the window.
(T) 16. How would one construct a rhombus by using a protractor and a ruler or
a double-edged straightedge?
A. Draw two intersecting segments and connect their endpoints.
B. Draw two perpendicular segments and connect their endpoints.
C. Draw two bisecting segments and connect their endpoints.
D. Draw two perpendicular and bisecting segments and connect their
endpoints.
(T) 17. As a design expert, a certain furniture shop invited you to conduct a mini-
seminar on topic entitled: “Ensuring Stability of Furniture.” This seminar
aims to orient the workers of the furniture shop on how they will ensure the
stability of their product. Which one should you give emphasis on your talk?
A. accuracy of measures, parallelism and perpendicularity of parts
B. attractive colors and accuracy of measures
C. parallelism of parts and quality of materials
D. perpendicularity of parts and quality of materials
(T) 18. You are tasked to sketch a plan of a mall parking lot. Which of the following
should you include in the plan in order to maximize the use of the area?
A. landscaping designs
B. use of parallel lines
C. entrance art design
D. use of different shapes
(T) 19. Michael is repairing a wooden clothes stand in which the legs are
damaged. Which action should he consider?
A. Check if the clothes stand is high enough for the lengthy garments.
B. Check if the legs of the clothes stand are parallel to one another.
C. Check if the distance between legs is greater than the length of the
base.
D. Check if the length of the base is the same as the length of the legs.

(T) 20. An engineer is tasked to submit a design of a two lane bridge in one of the
barangay of General Santos City. The length of the bridge affects the entire
construction cost. Considering the sketch below, which of the following drawings
would he make?
A.
B.
C.
D. *

Adjacent Sides - Two sides with a common endpoint.
Alternate Exterior Angles - These are non-adjacent exterior angles that lie on
opposite sides of the transversal.
Alternate Interior Angles - These are non-adjacent interior angles that lie on
opposite sides of the transversal.
Consecutive Angles - Two angles whose vertices are the endpoints of a side.
Consecutive Vertices - These are the vertices at the ends of a side.
Corresponding Angles - These are non-adjacent angles that lie on the same side
of the transversal, one interior angle and one exterior angle.
Deductive Reasoning - A type of logical reasoning that uses accepted facts to

reason in a step-by-step manner until we arrive at the desired statement.
Flowchart-Proof - It organizes a series of statements in a logical order, starting with

the given statements. Each statement together with its reason is written in a box,
and arrows are used to show how each statement lead to another. It can make
ones logic visible and help others follow the reasoning.
Kite - It is a quadrilateral with two pairs of adjacent sides congruent and no

opposite sides congruent.
Opposite Angles - Two angles which do not have a common side.
Opposite Sides - These are the two sides that do not have a common endpoint.
Paragraph or Informal Proof - It is the type of proof where you write a paragraph
to explain why a conjecture for a given situation is true.
Parallel lines - Parallel lines are coplanar lines that do not intersect.
Parallelogram - It is a quadrilateral with both pairs of sides parallel and congruent.
Perpendicular Bisector - It is a line or a ray or another segment that is

perpendicular to the segment and intersects the segment at its midpoint.
Perpendicular lines - These are lines that intersect at 900- angle.

Proof - A logical argument in which each statement you make is backed up by a
statement that is accepted as true.
Rectangle - It is a parallelogram with four right angles.
Rhombus - It is a parallelogram with four congruent sides.
Same-Side Interior Angles - These are consecutive interior angles that line on the
same side of the transversal.
Same-Side Exterior Angles - These are consecutive exterior angles that line on
the same side of the transversal.
Skew Lines - Skew lines are non-coplanar lines that do not intersect.
Square - It is a parallelogram with four congruent sides and four right angles.
Transversal - It is a line that intersects two coplanar lines at two different points.
Trapezoid - It is a quadrilateral with exactly one pair of parallel sides.
Two-Column Form/Formal Proof - It is the most formal proof with statements and
reasons. The first column is for the statements and the other column for the
reason.
POSTULATES OR THEOREMS ON PROVING LINES PARALLEL:
CACP Postulate - Given two lines cut by a transversal, if corresponding angles are
congruent, then the two lines are parallel.
AICP Theorem - Given two lines cut by a transversal, if alternate-interior angles

are congruent, then the lines are parallel.
AECP Theorem - If two lines are cut by a transversal such that the alternate-
exterior angles are congruent, then the lines are parallel.
SSIAS Theorem - Given two lines cut by a transversal, if same side interior angles
are supplementary, then the lines are parallel.
SSEAS Theorem - If two lines are cut by a transversal so that exterior angles on
the same side of the transversal are supplementary, then the lines are parallel.
The Three Parallel Lines Theorem - In a plane, if two lines are both parallel to a
third lines, then they are parallel.

The Perpendicular to a Third Line Theorem - If two coplanar lines are
perpendicular to a third line, then they are parallel to each other.
THEOREMS ON PROVING LINES PERPENDICULAR:
If two lines are perpendicular, then they form four right angles.
If the angles in a linear pair are congruent, then the lines containing their sides are
perpendicular.
In a plane, through a point on a given line there is one and only one line
perpendicular to the given line.
In a plane, a segment has a unique perpendicular bisector.
If two angles are adjacent and complementary, the non-common sides are
perpendicular.
In a plane, if the non-common sides of adjacent angles are perpendicular then the
angles are complementary.
PROPERTIES OF A PARALLELOGRAM:
In a parallelogram,
1. Both pairs of opposite sides are parallel.
2. A diagonal divides it into two congruent triangles.
3. Both pairs of opposite sides are equal.
4. Both pairs of opposite angles are equal.
5. Any two consecutive angles are supplementary.
6. The diagonals bisect each other.

References:
Alferez, Gerard S., Alferez, Merle S. and Lambino, Alvin E. (2007). MSA
Geometry. Quezon City: MSA Publishing House.
Bernabe, Julieta G., De Leon, Cecile M. and Jose-Dilao, Soledad (2002).

Geometry. Quezon City: JTW Corporation.
Chua, Simon L., Hipolito, Samuel G., et’al (2006). Soaring 21st Century
Mathematics: Exploring Geometry. Quezon City: Phoenix Publishing
House, Inc.,
Coronel, Iluminada C. and Coronel, Antonio C. (2002). Geometry. Makati City:

The Bookmark, Inc.
Fisico, Misael Jose S., Sia, Lucy O., et’al (1995). 21st Century Mathematics:
First Year. Quezon City: Phoenix Publishing House, Inc.,
Oronce, Orlando A. and Mendoza, Marilyn O. (2013). E-Math: Intermediate

Algebra. Quezon City: Rex Book Store, Inc.
Websites:
http://t0.gstatic.com/images
This site provides pictures of fence.
http://oiangledlineswaves. jpg
http://brainden.com/images/cafe-wall.jpg
http://fiftysix.jpg
These sites provide the optical illusions.
http://www.mathwarehouse.com/geometry/angle/transveral-and-angles.php
This site is an interactive site that may be used to review the different angle pairs
formed by parallel lines cut by a transversal.
http://www.mathwarehouse.com/geometry/angle/interactive-transveral-
angles.php
This site helps students find the relationships of the different angles formed by
parallel lines cut by a transversal.
http://www.youtube.com/watch?v=AE3Pqhlvqw0&feature=related
This site provides an educational video discussion on parallel lines.

http://www.youtube.com/watch?v=VA92EWf9SRI&feature=relmfu
This site provides an educational video presentation about parallel lines.
http://www.regentsprep.org/Regents/math/geometry/GP8/PracParallel.htm
This site provides an interactive quiz which allows the students to practice
solving problems on parallel lines cut by a transversal.
http://www.mathsisfun.com/perpendicular-parallel.html
This site provides illustrations on perpendicular lines.
http://www.brighthubeducation.com/lesson-plans-grades-1-2/97443-parallel-
perpendicular-and-intersecting-lines/
This site provides a brief discussion about perpendicular lines.
http://www.flvs.net/areas/studentservices/EOC/Documents/Geometry%20Practic
e%20Test%20with%20Answers.pdf
This site provides exercises involving parallel and perpendicular lines.
http://www.redmond.k12.or.us/14552011718214563/lib/14552011718214563/Les
son_4.7.pdf
http://www.cpm.org/pdfs/skillBuilders/GC/GC_Extra_Practice_Section12.pdf
These sites provide a discussion on how to make a flowchart in proving through
deductive reasoning.
http://www.nexuslearning.net/books/ml-geometry/Chapter6
This site provides exercises in proving parallelograms.
www.nexuslearning.net/.../ML%20Geometry
This site provides discussions and exercises about parallel lines and
parallelograms.
http://www.wyzant.com/Help/Math/Geometry/Quadrilaterals/Rectangles_Rhombu
ses_Squares.aspx
This site provides the hierarchy of quadrilaterals with discussion on properties of
parallelogram specifically squares, rectangles and rhombuses with illustrative
examples on computations a an application of the different properties.
http://www.regentsprep.org/Regents/math/geometry/GP9/JavaParallel.htm
This site provides an interactive activity in exploring the properties of
parallelogram with regards to the sides, angles and diagonals.
This website contains the lesson on the different quadrilaterals and their
corresponding properties. Read this for more information and examples.

http://www.onlinemathlearning.com/quadrilateral-properties.html
These sites provide online exercises to strengthen students’ skills in solving and
proving.
http://www.glencoe.com/sec/teachingtoday/downloads/pdf/ReadingWritingMathCl
ass.pdf)
This site provides the concept map form.
www.wisemapping.com
This site helps the student makes a concept map using this program.
http://acr.keypress.com/KeyPressPortalV3.0/Viewer/Lesson.htm
This site provides the problem given in the situational analysis part.
http://thoughtsaboveall.blogspot.com
This site provides the picture of different engineers.
http://hockleyhouseandgarden.com
This site provides pictures of carpenters.
http://shoaibnzm1.blogspot.com
These sites provide pictures of furniture.
http://tighebond.com
This site provides the picture of a building in the picture analysis part.
http://westsideobserver.com
This site provides the picture of a railroad in the picture analysis.
http://trendir.com
This site provides the picture of the inside part of a house in the picture analysis.
geometry/Chapter6/ML%20Geometry%206-
2%20Properties%20of%20Parallelograms.pdf
This site is the source of the problem in the situational analysis part regarding
scissors lift.


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2019

Do you think it is possible to make a valid conclusion without even going

Geometry deals with reasoning and how to prove something. It gives

LESSONS AND COVERAGE:

In these lessons, you will learn the following:

Developed by the Private Education Assistance Committee 1

Logic and Reasoning

If then-statements Types of Reasoning Writing Proofs

Define terms that are unfamiliar to you.

Developed by the Private Education Assistance Committee 2

1. Which of the following statements is NOT true about conditional statements?

2. From the choices select the hypothesis of the statement.

3. Which of the following statements is FALSE?

4. Which of the following is the if-then form of the statement below?

5. Which of the following is the converse conditional below?

6. Which of the following is the inverse of the conditional below?

Developed by the Private Education Assistance Committee 3

7. Which of these statements is logically equivalent to the conditional below?

8. Determine which of the following situations is NOT based deductive reasoning.

9. What generalization can be derived from the given cases?

M, N, O are midpoints P, Q, R are the midpoints

L, M, O are the midpoints

Developed by the Private Education Assistance Committee 4

11. Which of the following statements is FALSE?

12. Which of the following statements has a FALSE truth value?

13. Deduce conclusion from the given picture below.

Developed by the Private Education Assistance Committee 5

A. Alex will not be a couch potato.

15. Your classmate told you that:

What does your classmate want you to realize?

Children under 18 must be

17. If you were asked to make a mathematical investigation regarding a certain

Developed by the Private Education Assistance Committee 6

How many mL of Paracetamol will you give to your sister?

Developed by the Private Education Assistance Committee 7

Let’s start the module by answering the problem below.

ACTIVITY 1. Agree or Disagree?

Bella, Kaela, and Rhea are having conversation below.

2. Who among them is reasonable? Why

Developed by the Private Education Assistance Committee 8

ACTIVITY 2. Anticipation Reaction Guide

Write A if you agree with the statement.

2. If then statements should always be written in the “if-then”

3. The “if” part of a conditional statement is its conclusion.

4. The contrapositive is logically equivalent to the original

5. A conditional statement is defined to be true unless a true

6. When a conditional statement and its converse are both

Developed by the Private Education Assistance Committee 9

Your goal in this section is to learn and understand key concepts of an

ACTIVITY 3. The Basic of Concepts of Logic

A. Read an article on http://www.manyworldsoflogic.com/whatIsLogic.html

Then complete the Frayer Model below.

Developed by the Private Education Assistance Committee 10

ACTIVITY 4. If-then Statements

B. Read an article and watch 3 videos in http://www.ck12.org/book/CK-

Developed by the Private Education Assistance Committee 11

2. How will you identify the hypothesis and conclusion of a conditional

3. When will a conditional becomes false?

4. How did you score in the 15-item interactive quiz?

A conditional statement is an _ statement, symbolized by

If a given statement is true, the _ and _ are not