B3 - Math YS9 M72 73
B3 - Math YS9 M72 73
B3 - Math YS9 M72 73
Third Quarter
Module 72–73
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Module 72
3
Lesson 1
TYPES OF REASONING
Hello learners! Welcome back. We are now in the stage of learning proofs
and reasoning in geometry. We are going to learn and discover the fundamentals
of our critical thinking skill. It is very important that our ability to think and
reason out has a basis from different theorems and postulates learned from the
past.
Many people use logic and deductive reasoning in performing their tasks. In geometry, you
begin with accepted statements and properties, then use logic and deductive reasoning to prove
other statements. In real life, investigators and lawyers use this method in proving their claims
in defending the innocent and investigating crimes. Are you excited for another challenging
lesson? I know you are going to enjoy our new journey of learning. Let us start!
Before we begin, try answering the pretest below and see if you
know something about our lesson. Have fun!
DIRECTIONS: Copy the following and answer them correctly in your notebook.
I. Underline the hypothesis and encircle the conclusion of each conditional statement.
1. If you do not drink water, you will be thirsty.
2. If it rains very hard, then the classes will be suspended.
3. FG = GH if G is the midpoint of FH.
4. The plant will grow healthy if the plant receives enough sunlight and water.
5. If m is less than zero, then m is negative.
II. Write the converse, inverse, and contrapositive of each statement. Indicate their truth value.
1. If a learner runs fast, then he is an athlete.
2. If two points are collinear, then they determine a line.
3. If y = 4, then y2 = 16.
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III. Complete the statements below.
1. a. Filipinos are hospitable.
b. Lauren is a Filipino.
c. Therefore,_______________________________________________________________
Reasoning:___________________________________________________________________
3. a. ________________________________________________________________________
b. 15, 30, and 45 are multiples of 15.
c. Therefore, multiples of 15 are divisible by 5.
Reasoning:___________________________________________________________________
One of the main concerns in the study of geometry is to give careful training and
practice in logical thinking and reasoning. We reason all the time, but we seldom
stop to analyze how we reason. Often in school the teachers start with, “Why do you
go to school?”, “Why do you need to study hard?” or “Why do you need to listen to
your teachers?” You give reasons to answer “why”.
CONDITIONALS
As we approach the concept of proof in geometry, we need to have an understanding of
conditional statements. Consider the following statements.
1. If it rains hard, then classes will be suspended.
2. If the measure of an angle is greater than 0° but less than 90°, then it is an acute angle.
3. If a number is divisible by 8, then it is divisible by 4.
The conditional statement appears often in the form of “if p, then q”. In symbolic logic,
this is written as “p → q” where the symbol → is called the implication connective. When this
situation arises, the p statement is called the hypothesis or what is given; the q part is called the
conclusion or what is to be proved.
Example:
p: Two distinct points are collinear.
q: Collinear points determine a line.
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Conditional: If two distinct points are collinear, then they determine a line.
p q
Conditionals do not always appear in the if-then form. Below are some examples.
1. A number has more than two factors if it is a composite. (q if p)
2. All learners are responsible. (all p are q)
3. A quadrilateral is a polygon with four sides. (p is q)
4. A number is positive only if it is more than zero. (p only if q)
Conditionals can either be true or false. A conditional is true if both the hypothesis and
conclusion are true. A false conditional occurs when the conclusion is false and the hypothesis
is true. A way to check if a conditional is true or false is by stating a counterexample or by the
use of the truth table.
TRUTH TABLE
p q p→q
Examples:
Determine if the given conditional is true or false.
1. If it is a weekend day, then it is Sunday.
False – By counter example, consider Saturday.
3. If y + 7 = 18, then y = 11
True – The value of y satisfies the given equation.
6
NEGATION
The negation of any statement p is formed by using the word “not”. The negation of a true
statement is always a false statement and vice-versa. The symbol for negation of p is ~p read as
“not p”.
Examples:
p ~p
1. A line has a midpoint (True) A line has no midpoint (False)
2. 39 is an even number (False) 39 is not an even number (True)
3. 7 + 8 = 12 (False) 7 + 8 ≠ 12 (True)
CONVERSE
When the hypothesis and conclusion of a conditional statement are interchanged, the result
is the converse of the original statement.
Conditional: p → q
Converse: q→p
Examples:
Write the converse of each statement below and indicate if the converse is true or false.
1. If a month has 31 days, then it is January. (False)
2. If two lines intersect, then they lie on only one plane. (True)
Converse:
1. If the month is January, then it has 31 days. (True)
2. If two lines lie on one plane, then they intersect. (False)
INVERSE
The inverse of a conditional statement is formed by negating both the hypothesis and the
conclusion.
Conditional: p → q
Inverse: ~p → ~q
Example:
Write the inverse of each statement below and indicate if the inverse is true or false.
1. If points lie on the same line, then they are collinear (T)
2. If you are tall, then your height is more than 5’ 9’’. (F)
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Inverse:
1. If points do not lie on the same line, then they are non-collinear. (T)
2. If you are not tall, then your height is not more than 5’ 9’’. (T)
CONTRAPOSITIVE
The contrapositive of a conditional statement is the result of interchanging the hypothesis
and the conclusion of its inverse.
Conditional: p→q
Contrapositive: ~q → ~p
Examples:
State the contrapositive of each statement below and indicate if it is true or false.
1. If three points are non-collinear, then they form a unique plane.(T)
2. If m + 8 = 15, then m = 7. (T)
Contrapositive:
1. If three points do not determine a unique plane, then they are collinear.(T)
2. If m ≠ 7, then m + 8 ≠15. (T)
The table below gives the summary of the related conditional statements.
Statement Symbol Example Truth Value
Conditional p→q If two lines intersect, then they lie on True
only one plane.
Converse q→p If two lines lie on one plane, then they False
intersect.
Inverse ~p → ~q If two lines do not intersect, then they False
do not lie on only one plane.
Contrapositive ~q → ~p If two lines do not lie on one plane, True
then they do not intersect.
BICONDITIONAL
The biconditional is a combination of a conditional and its converse. The symbol ↔ means
“if and only if”.
Examples:
Conditional (p → q): If points lie on the same line, then they are collinear.
Converse (q → p): If points are collinear, then they lie on the same line.
Biconditional (p ↔ q): Points are collinear if and only if they lie on the same line.
8
TYPES OF REASONING
As stated in this module, Geometry often deals with proofs. Proofs are based on logical
reasoning which follow two basic types.
DEDUCTIVE REASONING is a valid form of proof. It is, in fact, the way in which
geometric proofs are written. Deductive reasoning is the process by which a person makes
conclusions based on previously known facts. Usually a general statement is made about an
entire class of things, and then one specific example is given. If the examples fits into the class of
things previously mentioned, then deductive reasoning can be used. Deductive reasoning is the
method by which conclusions are drawn in geometric proofs.
The deductive process involves the stipulation of a specific statement based on a general
statement that has been accepted to be true. If we designate the general statement to be “If a, then
b”, then we can give a particular statement for a and get the conclusion b.
Examples:
a. If two numbers are odd, then their sum is even.
b. The numbers 9 and 11 are odd numbers.
c. The sum of 9 and 11 is even.
In these particular examples, statement (a) is called the general statement, (b) is called
particular statement, and (c) is called the conclusion. This kind of reasoning is characterized as
reasoning from the general to the particular, and so is called deductive reasoning.
Inductive reasoning leads people to form hypothesis based on observations made. Then
these hypotheses can be tested rigorously using other methods. Inductive reasoning is how
people make generalizations about sets of things and form hypotheses accordingly.
9
Example:
A learner in a science class takes a piece of salt, turns it over a burning candle, and observes
that it burns with a yellow flame. He does this with many other pieces of salt, finding they all
burn with a yellow flame. The learner therefore makes the conjecture: All salt burns with a
yellow flame.
Did you understand the lesson? I know you had fun reading. Let us
now try the activity below.
Activity
DIRECTIONS: Copy the following questions and answer them correctly in your notebook.
I. Underline the hypothesis and encircle the conclusion of each conditional statement.
1. If 5x – 17 = 13, then x = 6.
2. If he is intelligent, then he is smart.
3. All artists are creative.
4. I can not sleep if I am hungry.
5. 8x = 64 implies x = 8.
IV. State the converse, inverse, and contrapositive of each of the following statements.
1. If today is Sunday, then tomorrow is Monday.
2. If Andrew lives in Fairview, then he lives in Quezon City.
3 If x = -8, then |x|=8.
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V. Fill in the blanks.
1. a. ________________________________________________________________________
b. m∠B is greater than 90° but less than 180°.
c. Acute angles measure 90° but less than 180°.
How did you fare? Did you get a perfect score? Excellent! You
may now proceed and answer the posttest. Otherwise, revisit the
discussion part and re-answer the activity above.
11
Posttest
DIRECTIONS: Copy the following and answer them correctly in your notebook.
I. Write each of the following statements in the if-then form. Identify the converse, an inverse
and contrapositive of the statements and determine their truth values.
1. People who are good looking are models.
2. All squares are rhombus.
3. Triangles with same size and shape are similar triangles.
4. Lines that are perpendicular will intersect at one point.
5. All teachers are resourceful.
2. a. ________________________________________________________________________
b. Mosquitos are insects.
c. Mosquitos are invertebrates.
Reasoning: __________________________________________________________________
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4. a. Parallelograms have two opposite sides that are parallel.
b. ________________________________________________________________________
c. Rhombus has two opposite sides that are parallel.
Reasoning:___________________________________________________________________
13
Lesson 2
PROVING THEOREMS
Do you know how to prove theorems? Let us try if you are ready
to go through this lesson. Do what you are asked to do below. After
which, compare your answers with the answer key provided by your
facilitator.
Statements Reasons
1. EF ≅ GH 1.
2. EF = GH 2.
3. EG = EF + FG 3.
4. FH = GH + FG 4.
5. FG = FG 5.
6. EF + FG = GH + FG 6.
7. EG = FH 7.
8. EG ≅ FH 8.
14
What do you think will happen if there is no proof? Or what if you have been
framed into some offense and you cannot find any proof to defend yourself to the
innocent? Do you think proofs are important? It is true and the same as in Geometry.
This lesson will equip you with the skills in thinking critically and how we use our
logical skills.
A postulate is a statement that is assumed true without proof. A theorem on the other hand
is a statement that needs to be proven before it is accepted.
There are two methods used in proving theorems. One is the formal or direct proof, a two-
column proof where a list of statements is placed in one column and a list of reasons for each
statement in another column. The other method is the informal proof or indirect proof where
the statements and reasons are in paragraph form. In Geometry, we often use the formal proof
to develop students’ skill in logical thinking and reasoning.
Substitution Principle
If a = b then a may be replaced by b in any equations or inequality, or vice versa.
Congruent Segments
If the length of PQ is equal to the length of RS, then PQ is congruent to RS. In symbols,
PQ ≅ RS.
Betweenness
Point O is between point B and Y, in symbol B-O-Y, if and only if it satisfies the following
conditions:
B, O, and Y are collinear and distinct points.
BO + OY = BY
Other Theorems
Theorem1: Congruence of Segments is Reflexive
Theorem 2: Congruence of Segments is Symmetric
Given: AB ≅ CD A B
Prove: CD ≅ AB
C D
Proof:
Statements Reasons
1. AB ≅ CD 1. Given
2. AB = CD 2. Definition of congruent segments (1)
3. CD = AB 3. Symmetric Property of Equality (2)
4. ∴CD ≅ AB 4. Definition of congruent segments (3)
16
Theorem 3: Congruence of Segments is Transitive
Given: AX = BC D
XC = CD
C
Prove: AC = BD X B
A
Proof:
Statements Reasons
1. AX = BC 1. Given
2. XC = CD 2. Given
3. AX + XC = BC + CD 3. Addition Property of Equality (1, 2)
4. BC + CD = BD 4. Definition of betweenness
5. AX + XC = BD 5. Transitive Property of Equality (3, 4)
6. AX + XC = AC 6. Definition of betweenness
7. ∴AC = BD 7. Transitive Property of Equality (5, 6)
Activity
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9. If AQ = BR, then AQ + CT > BR + CT.
10. If AC > BD and BD > DE, then AC > DE.
Given: DE = EF
AD = BF
A D E F B
Prove: AE = BE
Proof:
Statements Reasons
1. DE = EF 1.
2. AD = BF 2.
3. AD + DE = BF + EF 3.
4. AD + DE = AE 4.
5. AE = BF + FE 5.
6. BE = BF + FE 6.
7. ∴AE = BE 7.
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Posttest
Statements Reasons
1. 1.
2. BC = BC 2.
3. AB + BC < BC + CD 3.
4. 4. Definition of betweenness
5. AC < BC + CD 5.
6. 6. Definition of betweenness
7. ∴AC < BD 7.
B. Given: AC = BD
A B C D
Prove: AB ≅ CD
Proof:
Statements Reasons
1. 1.
2. AC = AB + BC 2.
3. 3. Transitive Property of Equality (1, 2)
4. BD = BC + CD 4.
5. 5. Addition Property of Equality (2, 4)
6. AB = CD 6.
7. ∴AB ≅ CD 7.
19
REFERENCES
Acelajado, M. J. et al. (2006). New High School Mathematics: Makati City: Diwa Learning Systems
Inc.
Alferez, M. S. & Lambino, A. E. (2004). Geometry: Quezon City: MSA Academic Advancement
Institute.
De Leon, C. M. et al. (2000). Geometry: Quezon City: JTW Corporation.
Oronce, O. A. & Mendoza M. O. (2003). Exploring Mathematics III: Quezon City: Rex Printing
Company Inc.
Quintana, E. et al. (2002). Math at work (Geometry): Quezon City: CSC Publishing Inc.
20
Module 73
21
Lesson 1
TRIANGLE CONGRUENCE
Try answering the pretest below and see if you have inkling about
our lesson. Have fun!
DIRECTIONS: Copy the following and answer them correctly in your notebook.
Complete the proof by supplying the appropriate postulates, theorems, and properties of
real numbers.
A P
B C R Q
Statements Reasons
1. ∠C and ∠R are right angles 1.
2. ∠C ≅ ∠R 2.
3. 3. Given
4. ∴∆ABC ≅ ∆PQR 4.
22
Congruent Triangles
Triangles that have exactly the same size and shape are called congruent triangles. The
symbol for congruence is ≅. Two triangles are congruent when the three sides and the three
angles of one triangle have the same measurements as the three sides and three angles of another
triangle. The triangles in the figure below are congruent triangles.
A C
B T I E
Corresponding Parts
The parts of the two triangles that have the same measurements (congruent) are referred to
as corresponding parts. This means that Corresponding Parts of Congruent Triangles are Congruent
(CPCTC). Congruent triangles are named by listing their vertices in corresponding orders. In
Figure 1, ∆BAT ≅ ∆ICE.
Example:
If ∆PQR ≅ ∆STU, which parts must have equal measurements?
m∠P = m∠S
m∠Q = m∠T
m∠R = m∠U
PQ = ST
QR = TU
PR = SU
These parts are equal because corresponding parts of congruent triangles are congruent.
23
SSS Postulate (Side-Side-Side Postulate)
If each side of one triangle is congruent to the corresponding side of another triangle,
then the triangles are congruent (Figure 2 ).
O U
H P S N
N M
J B
24
ASA Postulate (Angle-Side-Angle Postulate)
If two angles and the side between them in one triangle are congruent to the
corresponding parts in another triangle, then the triangles are congruent (Figure 4).
A D
B E
C F
G H
I J
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HL Theorem (Hypotenuse-Leg Theorem)
If the hypotenuse and a leg of one right triangle are congruent to the corresponding
parts of another right triangle, then the triangles are congruent (Figure 6 ).
L O
N P Q
M
∆LMN ≅ ∆OPQ by HL
Figure 6: The hypotenuse and one leg (HL) of ∆LMN
are congruent to the corresponding parts of ∆OPQ.
R W
S T U V
∆RST ≅ ∆WVU by HA
Figure 7: The hypotenuse and an acute angle (HA)of ∆RST
are congruent to the corresponding parts of ∆WVU.
26
LL Theorem (Leg-Leg Theorem)
If the legs of one right triangle are congruent to the corresponding parts of another
right triangle, then the triangles are congruent (Figure 8).
K M
J L N O
∆JKL ≅ ∆OMN by LL
Figure 8: The legs (LL) of ∆JKL are congruent to the corresponding parts of ∆OMN.
D E
G I
∆EDF ≅ ∆GIH by LA
Figure 9: One leg and an acute angle (LA) of ∆EDF are
congruent to the corresponding parts of ∆GIH.
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Aside from those theorems illustrated above, triangle congruence can also be applied
to geometric constructions of perpendicular bisector of a triangle.
X
C F
A The figure shows that the three
B
perpendicular bisectors of ∆XYZ
G Z
are AB, CD, and EF.
E D
Y
n
V
M P
O
That is the end of the discussion. I hope you have understood the
concept of congruence. If not, you may ask your facilitator for help.
If you do not have questions, you may start doing the activities that
follow. Have fun!
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Activity
DIRECTIONS: Copy the following and answer them correctly in your notebook.
I. Suppose . Complete each statement.
1. ∠I ≅ __________
2. m∠U = __________
3. TR ≅ __________
4. RI ≅ __________
5. __________ ≅ ∆ABC
6. ∆TIR ≅ __________
II. Determine which congruence method(s) can be used to prove that the given triangles are
congruent. If no method applies, write none.
7. 9.
8. 10.
29
III. Complete the proof below:
D
Statements Reasons
1. DN is a median of ∆DAS 1.
2. AN ≅ SN 2.
3. DN ⊥ AS 3.
4. ∠DNA and ∠DNS are right angles 4.
5. 5. Any two right ∠s are congruent.
6. DN ≅ DN 6.
7. ∆DNA ≅ ∆DNS 7
8. 8. CPCTC
9. ∴DA = DS 9.
30
Posttest
DIRECTIONS: Copy the following questions and answer them correctly in your notebook.
Complete the proof of each of the following. M
Prove that ∠M ≅ ∠T
T
Proof:
Statements Reasons
1. MH ≅ TH 1.
2. 2. Definition of angle bisector.
3. AH ≅ AH 3.
4. 4. SAS Postulate
5. ∠M ≅ ∠T 5.
B Y
2. In the given figure, BA ≅ YZ, BC ≅ YX, and AX ≅ CZ.
Prove that ∆ABC ≅ ∆ZYX.
Proof: A X C Z
Statements Reasons
1. BA ≅ YZ 1.
BC ≅ YX
AX ≅ CZ
2. AX = CZ 2.
3. XC = XC 3.
4. AX + XC = XC + CZ 4.
5. AX + XC = AC 5.
XC + CZ = XZ
6. 6. Substitution Property of Equality
7. 7. Definition of Congruent Segments
8. ∆ABC ≅ ∆ZYX 8
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Lesson 2
TRIANGLE INEQUALITIES
Welcome back to the world of triangles! You are now on the last lesson of
this module. In this particular lesson, you will learn about triangle inequalities
and how to solve problems involving them. You will also learn how to determine
if certain measures can be the sides of a triangle or not. Before we proceed, kindly
answer the pretest below and assess yourself if you already have some ideas
about our lesson.
DIRECTIONS: Copy the following and answer them correctly in your notebook.
I. Given the measures of sides, determine whether the following can be the sides of a triangle
or not. Write YES if they can be and if not, write NO.
1. 3, 4, 8
2. 7, 8, 9
3. 8, 15, 17
4. 16, 15, 22
5. 15, 6, 9
6. 7. T
12
5 8 7
E 9 N
O 2 N
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III. Which is the longest side?
S T I
8. 9. 84°
63° 59°
I X 53°
R
D
10.
(a + 21)°
b 4a°
(2a – 51)°
A Y
DEFINITIONS:
i. An exterior angle of a triangle is an angle adjacent and supplementary to one of its interior angles.
ii. An adjacent interior angle of a triangle is an interior angle that forms a linear pair with the given
exterior angle.
iii. Remote interior angles of a triangle are angles that are not adjacent to its given exterior angle.
exterior angle
C T S
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Exterior Angle Inequality Theorem
The measure of an exterior angle of a triangle is greater than that of each of its remote
interior angles.
E
Example: 60°
In ∆DEF, ∠EFG is the exterior angle. Find them ∠EFG.
m°
Solution: 75°
D F G
The remote angles are ∠EDF and ∠DEF, thus
m∠EDF + m∠DEF = m∠EFG
60° + 75° = m
135° = m
2 4
3
A P
In ∆MAP, the interior angles are 1, 2, and 3. Thus, m∠1 + m∠2 + m∠2 = 180°.
Example:
In ∆MUG, find the values of x and y.
x°
(2x + 5)° y
(3x – 23)°
U G
34
Solution:
Since the sum of the interior angles of any triangle is equal to 180°. Thus to solve x, we
have,
x + (2x + 5) + (3x – 23) = 180
x + 2x + 5 + 3x – 23 = 180
6x – 18 = 180
6x = 180 + 18
6x = 198
x = 33°
Example:
In the figure, the measures of two sides of a triangle are 7 and 12. Find the range of
possibilities for the third side.
7 x
12
Solution:
Using the Triangle Inequality Theorem, you can write the following:
7 + x > 12, so x > 5
7 + 12 > x, so 19 > x (or x < 19)
Therefore, the third side must be more than 5 but less than 19(5 < x < 19).
35
Other Theorems:
1. If one side of a triangle is longer than the second, then the angle opposite the longer side is
larger than the angle opposite the second side.
D
Example:
11 9
E F
In the figure above, we can say that ∠F is greater than ∠E since the side opposite ∠F (DE) is
greater than the side opposite ∠E (DF).
2. If one angle of a triangle is larger than the measure of the second angle, then the side opposite
the larger angle is longer than the side opposite the second angle.
C
Example:
50° 70°
B A
In the figure above, since ∠A is greater than ∠B, then the side opposite ∠A is longer than the
side opposite ∠B. We can say that BC is longer than AC.
3. The perpendicular segment from a point to a line is the shortest segment from the point to
a line.
P
Example:
Q R S T
36
Our discussion ends here. It is now time to practice what you have
learned. Answer the activities that follow and apply the concepts
you have learned.
Activity
DIRECTIONS: Copy the following and answer them correctly in your notebook.
I. Tell whether a triangle can be constructed with segments having these lengths. Answer
with YES or NO.
1. 6, 8, 13
2. 9, 11, 15
3. 8, 10, 20
4. 1, 4, 6
8 5 6
4 5 4
F 7 D H 7 I
B 3 C
8. 9.
A
H G
30°
45° 45°
B C 100°
I
37
IV. Find the value of a and b in the figure below. (5 points)
10. M
a°
b (a + 5)°
(3a + 40)°
A C
38
Posttest
II. Given the lengths of two sides of a triangle, determine the range of the possible lengths of
the third side.
1. 3, 4 ______________________
2. 10, 10 ______________________
3. 1, 5 ______________________
4. 20, 15 ______________________
5. 8, 16 ______________________
III. Using the information and figure below, write if the following statement is true or false.
Given: AC ≅ CE C
BE ≅ AD
m∠BEA > m∠DAE
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IV. Find the value of a and b in the figure below. (5 points)
(2b + 9)°
(3b)° (b – 15)° K
I
(4a)°
REFERENCES
Acelajado, M. J. et. al. (2006). New High School Mathematics. Makati City: Diwa Learning Systems
Inc.
Alferez, M. S. & Lambino, A. E. (2004). Geometry. Quezon City: MSA Academic Advancement
Institute.
De Leon, C. M. et.al. (2000). Geometry. Quezon City: JTW Corporation.
Oronce, O. A. & Mendoza M. O. (2003). Exploring Mathematics III. Quezon City: Rex Printing
Company Inc.
40