SELF- INSTRUCTIONAL PACKETS

MATHEMATICS Grade 8
Third Quarter
Week 1

I. OBJECTIVES

A. Content Standards
The learner demonstrates understanding of key concepts of axiomatic structure of
geometry and triangle congruence.

B. Performance Standards
The learner is able to communicate mathematical thinking with coherence and clarity in
formulating and analyzing arguments.

C. Learning Competencies
The learner
1. describes a mathematical system (M8GE-IIIa-1),
2. illustrates the need for an axiomatic structure of a mathematical system in
general, and in Geometry in particular: (a) defined terms; (b) undefined terms; (c)
postulates; and (d) theorems (M8GE-IIIa-c-1).

D. Objectives
At the end of the lesson, the learners should be able to:
1. define the different terms in the mathematical system;
2. construct the axiomatic structure;
3. describes a mathematical system;
4. recall and illustrate the different undefined terms;
5. classify real life examples as point, line, or plane;
6. determine and illustrate the different defined terms;
7. define Postulate;
8. illustrate the different postulates;
9. define and illustrate Theorems; and
10. write proofs using the different definitions, properties, postulates and theorems in
geometry.

II. CONTENT
⮚ Geometry as Mathematical System
⮚ Definitions, Postulates and Theorems on Points, Lines, Angles, Angle Pairs
⮚ Writing a Proof

Learning Resources
A. References
“Mathematics Learner’s Module (Grade 8)” pages 329-337,384-385
by: Abuzo, Emmanuel P. et.al. DepEd-Instructional Materials Council Secretariat
“Exploring Math 8” pages 207-308, 309-326
by: Oronce, Orlando A. and Mendoza, Marilyn O.
“Grade 8 Mathematics: Patterns and Practicalities” pages 327-339
by: Gladys P. Nivera, Ph.D
“e-math 8” pages 318-326
by: Oronce, Orlando A. et.al.

B. Other Learning Resources

www.study.com and www.studiousguy.com

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III. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Hello there! How are you? Do you miss being in school? I do.

Don’t worry you will soon see your friends and teachers in schools.

Now, that you are familiar with the framework of geometry, you will now see some relationship
that exist among the undefined terms. Let us start by defining what undefined terms are. Do you
have any idea what undefined terms are?

Points, lines and planes are the most basic figures or the building blocks of geometry. They are
called undefined terms because they are described without using other figures.

DEFINITION

A point in Fig. A, has no size and dimension, but it indicates a position or

location. It is usually represented by a dot and is named using a capital letter.

A line (Fig. B) extends infinitely in both directions. It has no thickness and width.
It is represented by a straight line with two arrowheads. A line is usually named using
two points with the symbol line on top or by a lowercase letter.

A plane as shown in Fig. C, extends indefinitely in two dimensions. You can

think of it as a sheet of paper that extends without boundaries. Although it has no
boundaries, it is usually represented by four-sided figure. To name a plane you may
use a capital letter or three points on the plane that do not belong to the same line.

Now try on your own. Write your answers on your notebook.

Directions: Give what is asked.

I. Classify the following as POINT, LINE, OR PLANE.

__________1. A speck of dust __________6. The dot in “i”
__________2. Corner of a room __________7. A page of a book
__________3. Basketball court __________8. Stretched wire
__________4. Chinese garter __________9. Pinhole
__________5. Monitor Screen __________10. Star in the sky

II. Name the following, given the Illustration at the right.

1. Name a line that contains point e.

2. Name a line that contains line n.
3. Name a plane that contains lines n and p.

Now, check your work by turning to section

key to correction. Give yourself 1 point for every
correct answer.
Score Description

2
 12 – 13 Very Good
10 – 11 Good
7–9 Fair
4–6 Turn to Section J and work
on the enrichment
0–3
activities.
How many correct answers did you get? Rate your result using the table at the right. If your
score is at least 7 out of 13, you may proceed to the next part of the discussion.

B. Establishing a purpose for the lesson

Questions:
1. What do you see on the picture?
2. What branch of mathematics do we
cover these topics?

Geometry (from the Ancient Greek:

γεωμετρία; geo- "earth", -metron
"measurement") is a
branch of mathematics concerned with
questions of shape, size, relative position
of figures, and the properties of space. A
mathematician who works in the field
of geometry is called a geometer.
(Image source:
https://www.freeimages.com/premium/geometry-
background-385736)

Determining the mathematical system is important in Geometry.

Let us define and make a schematic

diagram given the following geometric
terms on the right according to your
prior knowledge.

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Let us define the different mathematical terms:
● UNDEFINED TERMS are terms that are not precisely defined and are generally accepted.
Ex. Line, points, plane
● DEFINED TERMS are terms that are defined using the undefined terms.
● AXIOM / POSTULATE is a statement that is taken to be true, to serve as a premise or
starting point for further reasoning and arguments.
● AXIOM is any mathematical statement that serves as a starting point from which other
statements are logically derived.
● AXIOMATIC SYSTEM is any set of axioms from which some or all axioms can be used in
conjunction to logically derive theorems.
● THEOREM is a statement proven based on axioms, other theorems, and some set of
logical connectives.
● COROLLARY is a theorem that is usually considered an easy consequence/results of
another theorem.
● LEMMA is generally used to describe an auxiliary fact that is used in the proof of a more
significant result.

C. Presenting examples/instances of the new lesson

The previous activity gave us the idea about undefined terms.

Now let us apply that skill in illustrating the definition of terms.

The important concepts in geometry will be defined by using the three undefined terms and/ or
other terms that have already been defined. A good definition has the following characteristics:
1. A good definition should contain ordinary words and geometric terms that have been
previously defined or accepted as undefined.
2. A good definition should list only the essential properties of the term being defined.
3. A good definition is reversible.

In this lesson you will define terms, illustrate and write the If – then form.
Defined Terms -these are the terms that are defined precisely.

Definitions Illustrations If – then Form

1.Betweenness – the If B is between A and C (in symbols,
quality or state of being A-B-C), then
between to others in an AB +BC =AC.
ordered math statement.

2.Midpoint – a point located If A is the midpoint of 𝐵𝐶, then AB =

in the middle which is a AC.
halfway between two
points.
3.Segment Bisector –
segment, ray or line that

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 contains the midpoint of If 𝐴𝐵 bisects 𝑃𝑄 at B, then
another segment. 𝑃𝐵 ≅ 𝑄𝐵

4.Right Angle – is an angle

with a measure of 90.
If ∠𝐴 is a right angle, then
𝑚∠𝐴 = 90. Also, if ∠𝐵𝐴𝐶 is a right
5.Acute Angle – is an angle
angle, then 𝐴𝐵 ⊥ 𝐴𝐶.
with a measure greater
than 0 but less than 90.
If ∠𝐴 is an acute angle, then 𝑚∠𝐴 <
6.Obtuse Angle – is an 90.
angle with a measure
greater than 90 but less If ∠𝐴 is an obtuse angle, then
than 180. 𝑚∠𝐴 > 90.

7.Perpendicular Line
Segments – segments that If 𝐴𝐵 ⊥ 𝐴𝐶, then
are perpendicular to each ∠𝐵𝐴𝐶 is a right angle.
other.

8.Complementary Angles – If ∠𝐴 and ∠𝐵 are complementary

two angles whose sum of angles, then
their measures is 900. 𝑚∠𝐴+ 𝑚∠𝐵 =90.

9.Supplementary Angles –
two angles whose sum of If ∠𝐴 and ∠𝐵 are supplementary
their measures is 1800. angles, then 𝑚∠𝐴+ 𝑚∠𝐵= 180.

10.Linear Pair – two If ⃗⃗⃗⃗⃗

𝑃𝑄 and ⃗⃗⃗⃗⃗
𝑃𝑅 are opposite rays and
adjacent angles whose two ⃗⃗⃗⃗⃗ is any other ray, then
𝑃𝑇
sides other than their ∠𝑄𝑃𝑇 and ∠𝑇𝑃𝑅 form a linear pair.
common side are opposite
rays. They are always
supplementary.

11.Angle Bisector – If ⃗⃗⃗⃗⃗

𝐴𝐷 bisects ∠𝐵𝐴𝐶, then
segment or a ray that ∠𝐵𝐴𝐷 ≅ ∠𝐷𝐴𝐶.
bisects an angle into two
congruent angles.

12.Congruent Segments –
If 𝐴𝐵 ≅ 𝐶𝐷, then AB = CD
segments with the same
or If AB = CD, then 𝐴𝐵 ≅ 𝐶𝐷.
measure.

13.Congruent Angles –
If ∠𝐴 ≅ ∠𝐵 then m∠𝐴 = ∠𝐵.
angles with the same or If m∠𝐴 = ∠𝐵, then ∠𝐴 ≅ ∠𝐵.
measure.

Let’s have some examples:

Supply a valid conclusion for the given hypothesis in (a) and the corresponding reason in (b).

1. If ∠T is a right angle,
∴ a. m ∠T = 90 b. Definition of right angle

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 2. If ∠J and ∠ P are supplementary angles
∴ a. m ∠J + m ∠ P = 180 b. Definition of supplementary angles.
3. If m ∠1 + m∠2 = 90,
∴ a. ∠1 and ∠2 are complementary angles
b. Definition of complementary angles

Now, your turn. Write your answers in your notebook.

Answer part III nos. 14 and 15 only of Exploring Math 8 page 323.

Supply a valid conclusion for the given hypothesis in (a) and the corresponding reason in (b).
1. If m∠p = m∠q,
∴ a. _____________ b.____________

Score Description
4 Very Good
3 Good
2 Fair
1 Turn to Section J
and work on the
0
enrichment
activities
2. If 𝐴𝐵 ≅ 𝐶𝐷,
∴ a. _____________ b.____________

Now, check your work by turning to section

key to correction. Give yourself 1 point for every
correct answer. How many correct answers did you get? Rate your result using the table on the
right. If
you got 2 out of 4 items, you may now proceed to the
next part of the discussion.

D. Discussing new concepts and practicing new skills #1

In writing proofs, the properties of equality are used as bases for reasoning.

Properties of Equality
1. Addition Property of Equality (APE)
For all real numbers a, b, c, and d, if a = b and c = d, then a + c = b + d.
Example 1. If x – 4 = 5, then x – 4 + 4 = 5 + 4.
The real number 4 was added to both members of the equation, hence
addition property of equality was applied.

2. Subtraction Property of Equality SPE)

For all real numbers a, b, c, and d, If a = b and c = d, then a – c = b – d.
Example 2. If 2x = x + 4, then
2x – x = x – x + 4 .
The term x was subtracted to both members of the equation, hence
subtraction property of equality was applied.

3. Multiplication Property of Equality (MPE)

For all real numbers a, b, and c, if a = b, then ac = bc.
Example 3. 3b = 21,
1 1 1
(3𝑏) = (21) was multiplied to both side of the equation, therefore
3 3 3
MPE was applied.

4. Division Property of Equality (DPE)

𝑎 𝑏
For all real numbers a, b, and c, If a = b and c ≠ 0, then = .
𝑐 𝑐
Example 4. 3b = 21,
3𝑏 21
=
3 3

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 b=7 3 was divided to both side of the equation, thus, DPE was applied.

5. Substitution Property of Equality

For all real numbers a and b, If a = b, then “a” may be replaced with “b” at any time.
Example 5. If x + y = z, and y = 15, then x + 15 = z; the variable y was substituted by the value
15.

6. Distributive Property of Equality

For all values of a, b, and c, if a(b + c), then ab + ac.
Example 6. 5 (2x + 10 ) = 100
5(2x) + 5(10) = 100 (Distributive Property) the real number 5 has been
distributed to the terms inside the parenthesis.
10x + 50 = 100 (MPE) multiplication was applied.

7. Reflexive Property of Equality

a = a. Anything is equal to itself.
Example 7. male = male female = female
2=2 5b = 5b a(x + y) = a(x + y)

8. Symmetric Property of Equality

For all real numbers a, and b, if a = b, then b = a.
Example 8. If x = y, then y = x.
If x = - 10, then – 10 = x

9. Transitive Property of Equality

If a = b, and b = c, then a = c.
Example 9. If Rico, Kyle, and Maya has the same rank in Mobile Legend which is elite,
I could say that Rico = Kyle, and Kyle = Maya, then Rico = Maya. Or Rico = Kyle = Maya.
If (a + b) = 15, (c + d) = 15, and (x + y) = 15,
(a + b) = (c + d) = (x + y)

Now, your turn. Write your answers in your notebook.

Justify each statement by giving the Property of Equality used.

__________ 1. BX = BX
__________ 2. If x = 8, then 8 = x
__________ 3. 8(m + n) = 8m + 8n
__________ 4. If 5x – 4 = 21, then 5x – 4 + 4 = 21 + 4
__________ 5. If x – 5 = 2, then x – 5 + 5 = 2 + 5.
Score Description
5 Very Good
4 Good
3 Fair
2 Turn to section J
and work on the
0–1
enrichment
activities.

Now, check your work by turning to section

key to correction. Give yourself 1 point for every
correct answer. How many correct answers did you get? Rate your result using the table on the
right. If
you got 3 out of 5 items, you may now proceed to the
next part of the discussion.

E. Discussing new concepts and practicing new skills #2

The guiding principles in mathematical system includes postulates and theorems.

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A postulate is a statement which is accepted as true without proof. Postulates are important in
studying geometry and other mathematical systems. These statements can be used as reasons
in proving some mathematical statements.
Let us have some of the postulates we can use in writing a proof.
1. Segment Addition Postulate
● If points P, Q, and R are collinear (P-Q-R) and Q is between points P and R, then PQ +
OR = PR.
2. Angle Addition Postulate (AAP)
● If point S lies in the interior of ∠𝑃𝑄𝑅 then 𝑚∠𝑃𝑄𝑆 + 𝑚∠𝑆𝑄𝑅 = 𝑚∠𝑃𝑄𝑅.

3. Angle Sum of a Point Postulate (ASPP)

● The sum of the measure of the angles at a point is 360.
4. The Supplement Postulate (SP)
● If two angles form a linear pair, then they are supplementary.
A theorem is a statement that can be proven. Once a theorem is proven, it can also be used as
a reason in proving other mathematical statements.
Now, let us have some of the theorems we can use in writing a proof.
1. Vertical Angle Theorem (VAT)
● If two lines intersect, any two vertical angles formed are equal.
2. Supplement Theorem (ST)
● Supplements of congruent angles are congruent.
3. Complement Theorem (CT)
● Complements of congruent angles are congruent.
Let us have some examples.
Supply a valid conclusion and reason for the given hypothesis.

HYPOTHESIS CONCLUSION REASON

T is the interior of ∠𝑃𝑄𝑅 𝑚∠𝑃𝑄𝑇 + 𝑚∠𝑇𝑄𝑅 = 𝑚∠𝑃𝑄𝑅
Angle Addition Postulate
∠1 𝑎𝑛𝑑 ∠2 are vertical angles ∠1 ≅ ∠2
Vertical Angle Theorem
∠𝑄𝑃𝑇 𝑎𝑛𝑑 ∠𝑇𝑃𝑅 form a linear ∠𝑄𝑃𝑇𝑎𝑛𝑑 ∠𝑇𝑃𝑅 are
Supplement Postulate
pair supplementary angles
Points A, B, C are collinear
points and point B is between AB + BC = AC Segment Addition Postulate
points A and C
∠𝐴 and ∠𝐵 are
supplementary angles
∠𝐶and ∠𝐷 are ∠𝐵 ≅ ∠𝐷
Supplement Theorem
supplementary angles
∠𝐴 ≅ ∠𝐶

Now that you have learn the different definitions, properties of equality, postulates and theorems
let us use them in writing a proof.
Example 1:
Given: ∠𝐿𝐼𝑁 ≅ ∠𝐴𝐼𝐷

Prove: ∠𝐿𝐼𝐷 ≅ ∠𝐴𝐼𝑁

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 Proof:

STATEMENTS REASONS
1. ∠𝐿𝐼𝑁 ≅ ∠𝐴𝐼𝐷 1. GIVEN
2. 𝑚∠𝐿𝐼𝑁 = 𝑚∠𝐴𝐼𝐷 2. Definition of Congruent Angles
3. 𝑚∠𝑁𝐼𝐷 = 𝑚∠𝑁𝐼𝐷 3. Reflexive Property
4. 𝑚∠𝐿𝐼𝑁 + 𝑚∠𝑁𝐼𝐷 = 𝑚∠𝐿𝐼𝐷 4. Angle Addition Postulate (AAP)
5. 𝑚∠𝐴𝐼𝐷 + 𝑚∠𝑁𝐼𝐷 = 𝑚∠𝐴𝐼𝑁 5. Angle Addition Postulate (AAP)
6. 𝑚∠𝐿𝐼𝑁 + 𝑚∠𝑁𝐼𝐷 = 𝑚∠𝑁𝐼𝐷 = 𝑚∠𝑁𝐼𝐷 6. Addition Property (from statements 2&3)
7. 𝑚∠𝐿𝐼𝐷 = 𝑚∠𝐴𝐼𝑁 7. Transitive Property
8. ∠𝐿𝐼𝐷 ≅ ∠𝐴𝐼𝑁 8. Definition of Congruent Angles

Now your turn. Write your answers on your notebook.

Complete the proof by writing the missing statements or reasons
Given: ∠𝐶𝑂𝐵 and ∠𝐴𝑂𝐵 form a linear pair

Prove: ∠𝐶𝑂𝐵 and ∠𝐴𝑂𝐵 are supplementary

Proof:

STATEMENTS REASONS
1. ∠𝐶𝑂𝐵 and ∠𝐴𝑂𝐵 form a linear pair 1.
2. ∠𝐶𝑂𝐵 + ∠𝐴𝑂𝐵 = ∠𝐶𝑂𝐴 2.
3. 3. Definition of linear pair
4. ∠𝐶𝑂𝐴 = 180° 4.
5. 5. Transitive Property
6. ∠𝐶𝑂𝐵 and ∠𝐴𝑂𝐵 are supplementary 6.

Score Description
6 Very Good
5 Good
4 Fair
2-3 Turn to section J
and work on the
0–1 enrichment
activities.
Now, check your work by turning to section key to correction. Give yourself 1 point for every
correct answer. How many correct answers did you get? Rate your result using the table on the
right. If
you got 4 out of 6 items, you may now proceed to the
next part of the discussion.

F. Developing mastery

I. Determine the undefined term (point, line, plane) suggested by the following.
1) Screen of a TV 4) Edge of a table
2) Electric wire 5) Mole on the human body
3) Tip of a ballpen

II. Supply a valid conclusion for the given hypothesis and the corresponding reason.
HYPOTHESIS CONCLUSION REASON
If B is the midpoint of 𝐴𝐶, 6) then 7)
If ∠𝐷 and ∠𝐸 are 8) then 9)
supplementary angles,
𝐼𝑓 ∠𝐹 is a right angle, 10) then 11)
If G-H-I, 12) then 13)
If 𝐴𝐵 ⊥ 𝐵𝐶, 14) then 15)

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III. Complete the proof by supplying the missing statements or reasons.
Given: 𝑚∠1 = 𝑚∠3
Prove: 𝑚∠𝐻𝐴𝑚 = 𝑚∠𝑇𝐴𝑆

Proof:

STATEMENTS REASONS
16) Given
𝑚∠𝐻𝐴𝑀 = 𝑚∠2 + 𝑚∠3 17)

𝑚∠𝐻𝐴𝑀 = 𝑚∠2 + 𝑚∠1 18)

19)_____ = 𝑚∠2 + 𝑚∠1 Angle Addition Postulate

𝑚∠𝐻𝐴𝑀 = 𝑚∠𝑇𝐴𝑆 20)

Score Description
18-20 Very Good
12-17 Good
6-11 Fair
0-5 Turn to section J and
work on the
enrichment activities.
Now, check your work by turning to section key to correction. How many correct answers did
you get? Rate your result using the table. If your score is at least 12 out of 20, you may now
proceed to the next part of the discussion.

G. Finding practical applications of concepts and skills in daily living

In this lesson we define postulates, theorems in mathematics. We looked at

examples of postulates and theorems and how to use them in mathematics and
in real- world applications.

What is Postulate?

Suppose you decide to participate in a

group research project for a new hair
growth product that a company is
testing. When you go to the group
meeting, the first thing you have to do is
fill out a questionnaire asking for your
initial hair length before using the
product. As you're all doing this, a
woman in the group, Angie, states that
she has the longest hair in the group.
You take a quick glance around, and it
looks like she does have that longest
hair of all of the people in the group.
Now, are you going to accept her statement as true, or are you going to whip out a tape
measure and measure the length of everyone's hair to verify the truth of her statement? Most
likely, you would accept her statement as true, because it is fairly obvious that she has the
longest hair in the group.
In mathematics, we call a statement like this a postulate. A postulate is a statement that is
accepted as true without having to formally prove it. In the same way that it was fairly obvious
that Angie's hair was the longest in the group, postulates in mathematics are usually easy to
accept as true using simple mathematical reasoning. This is why they don't need to be proven
formally.

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For example, a well-known postulate in mathematics is the segment addition postulate, which
states the following:

● Segment Addition Postulate: If a point, B, is drawn on

a line segment AC, then AC is the sum of AB and BC.
That is, AB + BC = AC

Looking at the image of this postulate, we see that it is obvious that if we split a line segment
into two parts, then adding up those two parts will give us the original line segment. Therefore,
we accept the postulate as true without having to prove it.
Now that we are familiar with what a postulate is, let's take a look at theorems!

What is a Theorem?
Now, suppose that one of the side effects of
the hair product is that it can cause shortening
of the user's right index finger, so another
question on the questionnaire asks for the
length of the participant's index finger before
using the product. George, a member of the
group, states that his index finger is the
longest in the group. Hmmmm…George's
statement isn't as obvious as Angie's
statement because the lengths of everyone's index fingers look pretty similar. In this case, you
go ahead and measure the right index fingers of the group, and it turns out that George's index
finger is, in fact, the longest in the group.
In this case, George's statement was formally proven and then accepted as true. In
mathematics, we call this a theorem. A theorem is a statement that is not always obvious but
has been proven using mathematical reasoning, along with other theorems and postulates.
For instance, a well-known mathematical theorem is the midpoint theorem, and it states the
following:

● Midpoint Theorem: If M is the midpoint of a line segment AB,

then AM = (1/2)AB and MB = (1/2)AB

The proof of this theorem makes use of the segment addition

postulate and is shown in the image.

We see that both postulates and theorems are extremely useful in

the proofs of theorems!
8 Daily Life Examples of Axioms
Everything in the world of science needs proves. Without proves, the world seems very
senseless. Remember, solving equations in mathematics, where we prove that the Left-hand
side is equal to the right-hand side. Every result known descends from something else; it is
proven to be true from other facts. The one exception is axioms: these things we choose to
accept without verifying them.

A mathematical statement which we assume to be true without proof is called an axiom. These
are universally accepted and general truth.

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Let’s check some everyday life examples of axioms.

1. 0 is a Natural Number
0 is a natural number, which is accepted by all the people on earth. We
dont need to prove this statement by any scientific experiment or
calculation.

2. Sun Rises In The East

It is the phrase which we are listening and studying since
our childhood. It is a fact which does not require any
proof.

3. God is one
“God is one” is the most acceptable truth of the universe.
The majority believes in God.

4. Two Parallel Lines Never Intersect Each Other

It is a fact that two parallel lines never intersect each
other. They always move parallel to each other, no matter
how far they go.

5. India is a Part of Asia

It is a universally accepted truth that India is a part of Asia,
and we do not need to prove it mathematically or
scientifically.

6. Probability lies between 0 to 1Probability can never be

less than 0 or more than 1. Hence, it is an Axiom because it
does not need to be proved.

7. The Earth turns 360 Degrees Everyday

It is true that earth rotates 360 degrees every day and this is
acceptable everywhere, do not need to prove.

8. All planets Revolve around the Sun

This a general universal acceptable truth that
earth and all the other planets revolve around
the sun and same goes with their respected
moons; those revolve around their planet.

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H. Making generalizations and abstractions about the lesson

With the regard to

the sources of
reasons mentioned,
it is necessary that
one must be able to
express these into
an If-then form
using mathematical
symbols. The table
shown are some of
the definitions,
properties of
equality, postulates
and theorems in If-
then form.

I. Evaluating learning

Name: ____________________________ Date: ______________ Score:___________

Grade and Section: _________________ Parent’s Signature: _____________________

Read your Mathematics 8 SIPacks and answer the written work below. Your score in this
activity sheet will be recorded and graded. You may write your answers and solutions on this
paper. Use additional sheets of paper if needed.
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WRITTEN WORK (15 points)

A. Classify the following as point, line, and or plane.

__________1. Corner of a Vaccination room

__________2. Face Mask

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 __________3. Long chain of children for pediatric vaccination.

B. Complete the following if-then statements. Give the reason for the conclusion made.

REASONS

___________________1. If A is the midpoint of BC, then ___________________________

___________________2. If P-H-S, then ________________________________________

___________________3. If a line bisects VE at point O, then ________________

___________________4. If ∠A is an acute angle, then ____________________________

___________________5. If ∠A and ∠B are complementary angles then ________

C. Complete the proof by supplying the necessary statements and reasons.

H
Given: ∠2 and ∠1 form a linear pair
m∠3 + m∠1 = 180°

1 2 3
Prove: ∠3 ≅ ∠2
S P

Proof:
Statements Reasons
∠2 and ∠1 form a linear pair 1. _______________________________
2. _______________________________ Supplement Postulate
m∠2 + m∠1 = 180 3. _______________________________
4. _______________________________ Given
5. _______________________________ Transitive Property
m∠3 = m∠2 6. _______________________________
7. __________________________________ Definition of Congruent Angles

J. Additional activities for application or remediation

Part A
I. Given the illustration at the right, give what is asked.
1. Name all the points
Ans.: Points M, P, T, Q, R, N

2. Name the 3 lines according to their points.

Ans.: 𝑃𝑁, 𝑅𝑄, 𝑀𝑇

3. Name the 3 lines according to one letter.

Ans.: line j, line h, line g

4. Name the plane given.

Ans.: Plane S

II. Illustrate the following:

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You may proceed to the next part of the discussion if your score is at least 8 out of 15. If not,
you have to go back to section A and try all over again.

Part C
Answer part III nos. 16 and 17 only of Exploring Math 8 page 323.
Supply a valid conclusion for the given hypothesis in (a) and the corresponding reason in (b).
1. If T is between A and O,
Ans.: ∴ a. AT + OT = AO b. Definition of Betweenness

⃗⃗⃗⃗⃗ bisects ∠NCR,

2. If 𝐶𝑇
Ans.: ∴ a. ∠NCT≅ ∠TCR b. Definition of Angle Bisector

You may proceed to the next part of the discussion if your score is at least 3 out of 4. If not, you
have to go back to section C and try all over again.

Part D
Justify each statement by giving the Property of Equality used.

SUBSTITUTION PROPERTY 1. If CT = 12 and PR + CT = 20, then PR + 12 = 20

SUBTRACTION PROPERTY 2. If PR + 12 = 20, then PR + 12 – 12 = 20 – 12
SYMMETRIC PROPERTY 3. If TX = BK, then BK = TX
TRANSITIVE PROPERTY 4. If 𝑚∠𝐴 = 𝑚∠𝐵, 𝑚∠𝐵 = 𝑚∠𝐶, then m∠𝐴 = 𝑚∠𝐶
REFLEXIVE PROPERTY 5. 𝑚∠𝐴 = 𝑚∠𝐴

You may proceed to the next part of the discussion if your score is at least 3 out of 5. If not, you
have to go back to section D and try all over again.

Part E
Complete the proof by writing the missing statements or reasons.
Given: 𝑚∠𝐴 = 30
𝑚∠𝐵 = 60 A B

Prove: ∠𝐴 and ∠𝐵 are complementary angles

Proof:

STATEMENTS REASONS
1. 𝑚∠𝐴 = 30 1.
𝑚∠𝐵 = 60

2. 𝑚∠𝐴 + 𝑚∠𝐵 = 90 2.
3. ∠𝐴 and ∠𝐵 are complementary angles 3.

Answer:
STATEMENTS REASONS
1. 𝑚∠𝐴 = 30 1. Given
𝑚∠𝐵 = 60

2. 𝑚∠𝐴 + 𝑚∠𝐵 = 90 2. Angle Addition Postulate

3. ∠𝐴 and ∠𝐵 are complementary angles 3. Definition of Complementary Angles

You may proceed to the next part of the discussion if your score is at least 2 out of 3. If not, you
have to go back to section E and try all over again.

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Part F
I. Determine the undefined term (point, line, plane) suggested by the following.
1) A cemented playground 3) A strand of straight hair
2) Tip of a needle 4) Blackboard

Answers:
1) Plane 3) Line
2) Point 4) Plane

II. Supply a valid conclusion for the given hypothesis and the corresponding reason.
HYPOTHESIS CONCLUSION REASON
If M is the midpoint of 𝐿𝑃, 5) then 6)
If ∠𝐴 and ∠𝐵 are 7) then 8)
complementary angles,
𝐼𝑓 ∠𝐶 is an acute angle, 9) then 10)
If point C lies in the 11) then 12)
interior of ∠𝐴𝐵𝐷,
If ∠𝐸 ≅ ∠𝐹 , 13) then 14)

Answers:
HYPOTHESIS CONCLUSION REASON
If M is the midpoint of 𝐿𝑃, 5) then 𝐿𝑀 ≅ 𝑀𝑃, . 6) Definition of Midpoint
If ∠𝐴 and ∠𝐵 are 7) then 𝑚∠𝐴 + 𝑚∠𝐵 = 8) Definition of
complementary angles, 90° . Complementary Angles
𝐼𝑓 ∠𝐶 is an acute angle, 9) then 𝑚∠𝐶 < 90°. 10) Definition of Acute
Angle
If point C lies in the 11) then 𝑚∠𝐴𝐵𝐷 = 12) Definition of Angle
interior of ∠𝐴𝐵𝐷, 𝑚∠ABC + 𝑚∠CBD. Addition Postulate
If ∠𝐸 ≅ ∠𝐹 , 13) then 𝑚∠𝐸 = 𝑚∠𝐹. 14) Definition of
Congruent Angles

III. Complete the proof by supplying the missing statements or reasons.

Given: 𝑚∠1 = 𝑚∠3
𝑚∠2 = 𝑚∠4
Prove: 𝑚∠𝐴𝐵𝐶 ≅ 𝑚∠𝐸𝐹𝐺

Proof:
STATEMENTS REASONS
𝑚∠1 = 𝑚∠3 15)

𝑚∠2 = 𝑚∠4

𝑚∠1 + 𝑚∠2 = 𝑚∠3 + 𝑚∠4 16)

17) 𝑚∠𝐴𝐵𝐶 = _______ + _______ Angle Addition Postulate

18) 𝑚∠𝐸𝐹𝐺 = _______ + _______

𝑚∠𝐴𝐵𝐶 = 𝑚∠𝐸𝐹𝐺 19)

∠𝐴𝐵𝐶 ≅ ∠𝐸𝐹𝐺 20)

Answers:

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 STATEMENTS REASONS
𝑚∠1 = 𝑚∠3 15) Given

𝑚∠2 = 𝑚∠4

𝑚∠1 + 𝑚∠2 = 𝑚∠3 + 𝑚∠4 16) Addition Property of Equality

17) 𝑚∠𝐴𝐵𝐶 = 𝑚∠1 + 𝑚∠2 Angle Addition Postulate

18) 𝑚∠𝐸𝐹𝐺 = 𝑚∠3 + 𝑚∠4

𝑚∠𝐴𝐵𝐶 = 𝑚∠𝐸𝐹𝐺 19) Law of Substitution

∠𝐴𝐵𝐶 ≅ ∠𝐸𝐹𝐺 20) Definition of Congruent Angles

If your score is at least 12 out of 20, you may now proceed to the next part of the
discussion. If not, you have to go back to part A, C, D and E and try all over again.

KEY TO CORRECTION
Part A
I. 1. Point 4. Line 7. Plane 10. Point
2. Point 5. Plane 8. Line
3. Plane 6. Point 9. Point

II. 1. Point B 2. Line AB 3. plane G

Part C
1. ∴ a. ∠p ≅ ∠q b. Definition of congruent angles
2. ∴ a. AB = CD b. Definition of congruent segments

Part D
1. TRANSITIVE PROPERTY
2. SYMMETRIC PROPERTY
3. DISTRIBUTIVE PROPERTY
4. ADDITION PROPERTY
5. SUBTRACTION PROPERTY

Part E

Complete the table by writing the missing statement or reason.

Given: ∠𝐶𝑂𝐵 and ∠𝐴𝑂𝐵 form a linear pair

Prove: ∠𝐶𝑂𝐵 and ∠𝐴𝑂𝐵 are supplementary
Proof:

STATEMENTS REASONS
1. ∠𝐶𝑂𝐵 and ∠𝐴𝑂𝐵 form a linear pair 1. Given
2. ∠𝐶𝑂𝐵 + ∠𝐴𝑂𝐵 = ∠𝐶𝑂𝐴 2. Angle Addition Postulate
3. ∠𝐶𝑂𝐴 is a straight line 3. Definition of linear pair
4. ∠𝐶𝑂𝐴 = 180° 4. Definition of Straight Line
5. ∠𝐶𝑂𝐵 + ∠𝐴𝑂𝐵 = 180° 5. Transitive Property
6. ∠𝐶𝑂𝐵 and ∠𝐴𝑂𝐵 are supplementary 6. Definition of Supplementary Angles
Part F
I. 1) Plane 4) Line
2) Line 5) Point
3) Point

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II.
HYPOTHESIS CONCLUSION REASON
If B is the midpoint of 𝐴𝐶, 6) then 𝐴𝐵 ≅ 𝐵𝐶. 7) Definition of Midpoint
If ∠𝐷 and ∠𝐸 are 8) then 𝑚∠𝐷 + 𝑚∠𝐸 = 9) Definition of
supplementary angles, 180°. Supplementary Angles

𝐼𝑓 ∠𝐹 is a right angle, 10) then 𝑚∠𝐹 = 90°. 11) Definition of Right

Angle
If G-H-I, 12) then GH F+ HI = GI. 13) Definition of
Betweeness
If 𝐴𝐵 ⊥ 𝐵𝐶, 14) then ∠𝐴𝐵𝐶 is a right 15) Definition of
angle. Perpendicular Line
Segments

III.
STATEMENTS REASONS
16) 𝑚∠1 = 𝑚∠3 Given
𝑚∠𝐻𝐴𝑀 = 𝑚∠2 + 𝑚∠3 17) Angle Addition Postulate

𝑚∠𝐻𝐴𝑀 = 𝑚∠2 + 𝑚∠1 18) Substitution Property

19)𝑚∠𝑇𝐴𝑆 = 𝑚∠2 + 𝑚∠1 Angle Addition Postulate

𝑚∠𝐻𝐴𝑀 = 𝑚∠𝑇𝐴𝑆 20) Reflexive Property of Equality

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