MATH 10, Quarter 2, Week 7: I. Introductory Concept

Student’s Name: Grade / Section:
__________________________________ __________________________________
Teacher: Date Submitted:
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MATH 10, Quarter 2, Week 7
I. Introductory Concept
This learner’s packet is intended to provide learning on the concept of distance

formula. Also, you will be able to use the distance formula in proving some geometric
properties.
II. Learning Skills from the MELCs
At the end of the learning activities, you are expected to apply the distance
formula to prove some geometric properties (M10GE-IIg-2).
III. Activity Proper
The Distance Formula
If the coordinates of two points are (x1, y1) and (x2, y2), then the distance d,
between the two points is given by the formula,
d = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
To prove some geometric properties using the methods of coordinate geometry,

consider the following guidelines for placing figures on a coordinate plane.
1. Use the origin as vertex or center of a figure.
2. Place at least one side of a polygon on an axis.
3. If possible, keep the figure within the first quadrant.
4. Use coordinates that make computations simple and easy. Sometimes,
using coordinates that are multiples of two would make the computation
easier.
Illustrative Example 1:
1. Find the distance between P (1, 3) and Q (7, 11).

Solution:
1
RO_Mathematics_Grade 10_Q2_W7
To find the distance between P and Q, the following procedures can be allowed.
1. Let (x1, y1) = (1, 3) and (x2, y2) = (7, 11).
2. Substitute the corresponding values of x1,
y1, x2 and y2 in the distance formula
PQ = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
3. Solve the resulting equation.
PQ = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
= √(7 − 1)2 + (11 − 3 )2
= √(6)2 + (8 )2
= √36 + 64
= √100
PQ = 10
The distance between P and Q is 10 units.
2. Find the distance between the two points ( -3, 2) and (3, 5).
Solution:
Distance formula is d = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
Substitute the given then evaluate,
d = √(3 − (−3))2 + (5 − 2 )2
d = √(6)2 + (3 )2
d = √36 + 9
d = √45
d = 6.71
Now, we have d = 6.71

Prove that the diagonals of a rectangle are congruent using the methods of
coordinate geometry.
Solution:
Given: ̅̅̅̅ and 𝐵𝐷
ABCD with diagonals 𝐴𝐶 ̅̅̅̅
̅̅̅̅ ̅̅̅̅
Prove: 𝐴𝐶 = 𝐵𝐷
To prove:
1. Place ABCD on a coordinate plane.
2
2. Label the coordinates as shown below.
(0, b) (a, b)
(0, 0) (a, 0)
a. Find the distance between A and C.

Given: A (0, 0) and C (a, b)
AC = √(𝑎 − 0)2 + (𝑏 − 0 )2
AC = √(𝑎)2 + (𝑏 )2
AC = √𝒂𝟐 + 𝒃𝟐
b. Find the distance between B and D.

Given: B (0, b) and C (a, 0)
BD = √(𝑎 − 0)2 + (𝑏 − 0 )2
BD = √(𝑎)2 + (𝑏 )2
BD =√𝒂𝟐 + 𝒃𝟐
Since AC = √𝒂𝟐 + 𝒃𝟐 and BD =√𝒂𝟐 + 𝒃𝟐 , then AC = BD by substitution.

Therefore, AC ≅ BD. The diagonals of a rectangle are congruent.
Find the missing coordinates of the isosceles triangle.
Solution:
The point C divides the base in half so if the
length of AB is 2p, then the x-coordinate of C is 2p/2
equal to p.
Therefore, C (p, q)
Activity 1: Modified True or False

Read each statement carefully. Write TRUE if the statement is correct. If it is
FALSE, write the statement that makes it correct.
___________ 1. The Distance Formula is a useful tool in finding the distance

3
between two points in any dimension.
___________ 2. The two points can be arbitrarily represented as points (x 1,
x2) and (y1, y2).
___________ 3. The Distance Formula itself is actually derived from the
Midpoint Formula.
__________ 4. In calculating the distance, it doesn’t matter which of the two
points you select as the first or second point because the outcome will always
be the same.
___________ 5. If A is represented by the ordered pair (x1, y1) and C is represented
by the ordered pair (x2, y2), the distance then is AC = √(𝑥1 − 𝑦1 )2 + (𝑥2 − 𝑦2 )2 .
Activity 2: How far are we from each other?
Find the distance between the points listed. Use the results to find the distance from
the pitcher’s rubber to the home plate in baseball.
1. ( -2, -3) and (-2, 4) 6. (-2, 6) and (-10, -9)
2. (-7, 5) and (1, -1) 7. (2, -12) and (7, 0)
3. (-2, 3) and (3, -2) 8. (3, -2) and (5, -3)
4. (-6, -2) and (-7, -5) 9. (-4, 5) and (8, -4)
5. (-2, -1) and (-5, -5)
7 √𝟓 13 15 5 √𝟏𝟎 17 10 𝟓√𝟐
C E F H I N S T X
,
6 5 3 7 8 8 2
6 5 3 5 4 1 9 8 6
Activity 3:
Solve each of the following problems.

1. Given the coordinates A (0, -4), B (5, -4), C (8, 2) and D (3, 2). Find the
length of the four sides.
2. A triangle has vertices A (12, 5) B (5,3) and C (12,1). Show that the
triangle is isosceles.
3. JKLO is a parallelogram. Prove that ̅𝐽𝐾̅̅̅ ≅ ̅𝑂𝐿
̅̅̅ and ̅̅̅
𝐽𝑂 ≅ ̅̅̅̅
𝐾𝐿
4. Prove that the diagonals of an isosceles trapezoid are equal.
4
5. Find the missing coordinates of the given figures.
a.
b.
IV. Reflection
Instruction: Reflect on the following questions and write your response on the
space provided.
1. What important ideas have you learned from the learning activity sheet?
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2. How can the distance formula be used in real – life?

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V. Answer Key
Activity 1:
1. TRUE
2. FALSE - (x1, y1) and (x2, y2)
3. FALSE – Pythagorean Theorem
4. TRUE
5
5. FALSE – AC = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
Activity 2:
1. 7 6. 17
2. 10 7. 13
3. 5√(2 8. √5
4. √10 9. 15
5. 5 Distance: SIX FEET, SIX INCHES
Activity 3:
1. Length of the four sides
a. 𝐴𝐵̅̅̅̅ = √89 = 9.43
b. 𝐵𝐶̅̅̅̅ = √45 = 6.71
c. ̅̅̅̅
𝐶𝐷 = 5
d. ̅̅̅̅
𝐴𝐷 = √45 = 6.71
2. Since ̅̅̅̅
𝐴𝐵 = √53 and 𝐵𝐶 ̅̅̅̅ = √53, then ̅̅̅̅ ̅̅̅̅ , by substitution.
𝐴𝐵 = 𝐵𝐶
Therefore, 𝐴𝐵 ̅̅̅̅ ≅ 𝐵𝐶
̅̅̅̅ . Two sides of an isosceles triangle are
congruent.
𝐽𝐾 || ̅̅̅̅
3. ̅̅̅ 𝑂𝐿 and ̅̅̅ 𝐽𝑂 || ̅̅̅̅
𝐾𝐿. Since ̅̅̅ 𝐽𝐾 = √𝑎2 and ̅̅̅̅ 𝑂𝐿 = √𝑎2
whereas ̅̅̅ 𝐽𝑂 = √𝑏 2 + 𝑐 2 and ̅̅̅̅ 𝐾𝐿 = √𝑏 2 + 𝑐 2 , then by
substitution, 𝐽𝐾 ̅̅̅ = 𝑂𝐿̅̅̅̅ and 𝐽𝑂
̅̅̅ = 𝐾𝐿
̅̅̅̅. Therefore, 𝐽𝐾̅̅̅ ≅ 𝑂𝐿̅̅̅̅ and
̅̅̅ ̅̅̅̅
𝐽𝑂 ≅ 𝐾𝐿. Opposite sides of a parallelogram are parallel and
congruent.
4. Since ̅̅̅̅ 𝐴𝑇 = √(𝑑 − 𝑥)2 + 𝑦 2 and ̅̅̅̅ 𝑃𝑅 = √(𝑑 − 𝑥)2 + 𝑦 2 , then
̅̅̅̅ = 𝑃𝑅
𝐴𝑇 ̅̅̅̅, by substitution. Therefore, 𝐴𝑇 ̅̅̅̅ ≅ 𝑃𝑅
̅̅̅̅. The
diagonals of an isosceles trapezoid are equal.
5. a. D (b, c)
b. C (g, f)
VI. References
Department of Education Learner’s Material for Mathematics Grade 10

Department Education, Teacher’s Guide for Mathematics Grade 10
ADM Module, Department of Education
SDO Iriga City Development Team
Writer: Maybel P. Capistrano
Editors: Meriam L. Camila Shiela L. Guevara

Salvacion B. Felices Ludevina Ester D. Bolante
Maribel C. Vargas Rey M. Bueno
Jonjon R. Monte Alfie T. Gascon
Joselyn C. Sayson Noel A. Loscano
Consultant: Jinky A. Villareal
Layout Artist: Hernan N. Malapo
6

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MATH 10, Quarter 2, Week 7: I. Introductory Concept

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Student’s Name: Grade / Section:

MATH 10, Quarter 2, Week 7

This learner’s packet is intended to provide learning on the concept of distance

II. Learning Skills from the MELCs

III. Activity Proper

The Distance Formula

To prove some geometric properties using the methods of coordinate geometry,

1. Find the distance between P (1, 3) and Q (7, 11).

The distance between P and Q is 10 units.

Now, we have d = 6.71

a. Find the distance between A and C.

b. Find the distance between B and D.

Since AC = √𝒂𝟐 + 𝒃𝟐 and BD =√𝒂𝟐 + 𝒃𝟐 , then AC = BD by substitution.

Find the missing coordinates of the isosceles triangle.

Activity 1: Modified True or False

___________ 1. The Distance Formula is a useful tool in finding the distance

Activity 2: How far are we from each other?

Solve each of the following problems.

4. Prove that the diagonals of an isosceles trapezoid are equal.

2. How can the distance formula be used in real – life?

Department of Education Learner’s Material for Mathematics Grade 10

SDO Iriga City Development Team

Writer: Maybel P. Capistrano

Editors: Meriam L. Camila Shiela L. Guevara

Consultant: Jinky A. Villareal

Layout Artist: Hernan N. Malapo

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