10

Mathematics
Quarter 2 – Module 22:
Applying the Distance Formula
to Prove Some Geometric
Properties

CO_Q2_Mathematics 10_ Module 22

Mathematics – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 22: Applying the Distance Formula to prove Some Geometric
Properties
First Edition, 2020

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 10

Mathematics
Quarter 2 – Module 22:
Applying the Distance Formula
to Prove Some Geometric
Properties
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module focuses generally in applying distance formula in proving

properties of some geometric figures.

After going through this module, you are expected to:

1. find the distance between two points using the Distance Formula; and
2. apply Distance Formula in proving properties of some geometric figures.

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CO_Q2_Mathematics 10_ Module 22
 What I Know

Direction: Choose the letter of the correct answer and write it on a separate sheet of
paper.

1. In the Cartesian plane, what is the distance of the point (2, -3) from the origin?

A) √5 B) √13 C) 5 D) 13
2. What is the distance between point A (3, 4) and point B (10, 4)?

A) 4 B) 5 C) 6 D) 7

3. Which of the following should be the value of x so that the distance between
the points (x, −2) and (12, −2) is 7?

A) 2 B) 3 C) 4 D) 5
4. Which of the following equation describes the distance formula?
A) 𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2 C)𝑑 = √(𝑥2 − 𝑥1 )2 − (𝑦2 − 𝑦1 )2
B) 𝑑 = √(𝑥2 + 𝑥1 )2 + (𝑦2 + 𝑦1 )2 D)𝑑 = √(𝑥2 + 𝑥1 )2 − (𝑦2 + 𝑦1 )2

5. What is the distance between two points with coordinates (4, 3) and (1,7)?
A) 25 B) 16 C) 5 D) 2
6. What is the distance between point A (4a, 4a) and point C (0, a)?
A) 3a B)5a C) 9a D)12a
7. Both points D and U are on the fourth quadrant. If the distance between point
D and U is 3 units and D is at (2,-1), which of the following are the coordinates
of point U?
A) (2,- 4) B) (1, -6) C) (4,-1) D) (2,-5)
8. What is the perimeter of an equilateral triangle if two of its vertices have
coordinates (0,2) and (0,5)?
A) 3 B) 6 C) 9 D) 12
9. What kind of triangle is formed when its vertices (0,4), (-4,-2) and (4,-2) are
plotted on the Cartesian plane?
A) equilateral B) isosceles C) right D) scalene
10. What type of quadrilateral is formed by the given vertices C(0,0), A(a,0), R(a,a)
and E(0,a)?
A) kite B) parallelogram C) rectangle D) square

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CO_Q2_Mathematics 10_ Module 22
11. In Quadrilateral LOVE, what is the distance of point O
from the origin?
A) √𝑎 + 𝑏 C) √𝑎2 + 𝑏 2
B) √𝑎 − 𝑏 D) √𝑎2 − 𝑏 2

12. What are the coordinates of point L in

isosceles trapezoid LIVE?
A) (d-c, e) C) (d-c,0)
B) (c-d,e) D) (e-c,d)

13. If GIVE is a square, what is the distance between the

points V and G?
A) 𝑎 C) 2√(𝑎 + 𝑏)
B) 2𝑎 D) 2√(𝑎 – 𝑏)

14. To prove that quadrilateral RICE is a rectangle, which

of the following should be proven congruent?
𝑅𝐼 ≅ ̅̅̅
A) ̅̅̅ 𝐼𝐶 , ̅̅̅
𝐼𝐶 ≅ ̅̅̅̅
𝐶𝐸 C) ̅̅̅
𝐼𝐶 ≅ ̅̅̅̅
𝐶𝐸 , ̅̅̅̅
𝑅𝐶 ≅ ̅̅̅
𝐼𝐸
̅̅̅̅ ̅̅̅̅ ̅̅̅
B) 𝑅𝐸 ≅ 𝐼𝐶, 𝑅𝐼 ≅ 𝐶𝐸 ̅̅̅̅ D) 𝑅𝐶 ≅ 𝐼𝐸 , 𝑅𝐸 ≅ ̅̅̅
̅̅̅̅ ̅̅̅ ̅̅̅̅ 𝐼𝐶
15. To prove that triangle ABC is a scalene triangle which of the following should
be proven?
𝐴) ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅
𝐵𝐴 B) ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅
𝐵𝐶 ≅ ̅̅̅̅
𝐴𝐶 C) ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅
𝐵𝐶 D) ̅̅̅̅
𝐴𝐵 ≇ ̅̅̅̅
𝐵𝐶 ≇ ̅̅̅̅
𝐴𝐶

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CO_Q2_Mathematics 10_ Module 22
 Lesson

1 Distance Formula

What’s In

In your previous lessons, you have learned how to plot points and name the
coordinates of the points on the Cartesian plane. Examine the situation below.

https://www.dreamstime.com/illustration/classroom-cartoon.html
The picture above depicts a classroom with 9 seats arranged in 3 rows and 3
columns. During their Mathematics class, the teacher asked Juan and Juana to
describe their location.

If you were Juan and Juana,

 How would you describe your location? What mathematical concepts can
you use to describe your location?
 How far are you from each other? How will you determine your distance
from each other?

4
CO_Q2_Mathematics 10_ Module 22
Now let us visualize the situation in the Cartesian plane.

Using the illustration above, the location of Juan and Juana can be determined by
naming the point of their location in the Cartesian plane. Remember that the
coordinates of a point are always written as an ordered pair of the form (x, y). The
first number corresponds to the x −coordinate and the second is the y-coordinate.
Hence, Juan is at point (1, 1) and Juana is at point (3, 2).

Now, it’s your turn!

Activity 1.
A) Write the coordinates of each given
point:
a) D _______
b) I _______
c) S _______ 𝟗
d) T _______ 𝟖 I
D 𝟕
𝟔
B) Plot the following points on the
𝟓
Cartesian plane: 𝟒
𝟑
e) A (8, 3) 𝟐
f) N (−6, 4) −𝟗 −𝟖−𝟕−𝟔−𝟓−𝟒−𝟑−𝟐−𝟏
𝟏

g) C (−5, −7) −𝟏 𝟏 𝟐 𝟑 𝟒 𝟓 𝟔 𝟕 𝟖 𝟗
h) E (4, −9) −𝟐
T
−𝟑
−𝟒
−𝟓
S −𝟔
−𝟕
−𝟖
−𝟗

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CO_Q2_Mathematics 10_ Module 22
 What’s New

Using the situation of Juan and Juana, find the distance between them if the
students in the class were seated 1 meter from each other.

The distance between two points in the coordinate plane is the length of the
segment that joins the two points. Hence, to find the distance between Juan and
Juana, draw a segment joining the points of their location. The figure below
demonstrates that the distance between Juan and Juana can be found by forming a
right triangle in which their distance is the hypotenuse, while the horizontal and the
vertical segments are the legs of the right triangle.

Recall the Pythagorean

Theorem: The square of
the hypotenuse of a
right triangle is equal to
the sum of the squares
of its two legs.

vertical distance (a)

horizontal
distance (b)

We will apply the Pythagorean Theorem to solve for the distance between Juan
and Juana. Let c be their distance. The vertical distance and the horizontal distance
which are the legs of the triangle are 1 meter and 2 meters, respectively. Hence,

𝑐 2 = 12 + 22
𝑐2 = 1 + 4
𝑐2 = 5
𝑐 = √5 ≈ 2.24
Therefore, the distance between Juan and Juana is √5 or approximately 2.24
meters.

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CO_Q2_Mathematics 10_ Module 22
 What is It

Let us derive the distance formula to find the distance between two points in
the coordinate plane. Consider the figure below, let d be the distance between point
𝑃1 and point 𝑃2 with coordinates (𝑥1 , 𝑦1 ) 𝑎𝑛𝑑 (𝑥2 , 𝑦2 ), respectively. It is also shown from
the figure that the horizontal distance, b, is 𝑥2 − 𝑥1 and the vertical distance, a, is
𝑦2 − 𝑦1 .

Using the Pythagorean Theorem, we have:

𝑑 2 = 𝑎2 + 𝑏 2

𝑑2 = (𝑦2 − 𝑦1 )2 + (𝑥2 − 𝑥1 )2

Taking the square roots of both sides of the equation:

√𝑑2 = √(𝑦2 − 𝑦1 )2 + (𝑥2 − 𝑥1 )2

𝑑 = √(𝑦2 − 𝑦1 )2 + (𝑥2 − 𝑥1 )2

The Distance Formula

The distance, 𝑑, between points 𝐴(𝑥1 , 𝑦1 ) and 𝐵(𝑥2 , 𝑦2 ) may be found

using the formula:

𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2

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CO_Q2_Mathematics 10_ Module 22
Example 1. Plot and solve the distance between the points E (1, 1) and R (2,4) in the
coordinate plane.

Solution:
A) Graph: B) Distance:
Let P1 (x1, y1) be equal to E (1, 1) and P2 (x2, y2) be
equal to R(2,4). Hence,
x1 = 1 and y1 = 1; and
x2 = 2 and y2 = 4

Substitute the coordinates of points E and R in the

formula:
𝐝 = √(𝐱𝟐 − 𝐱𝟏 )𝟐 + (𝐲𝟐 − 𝐲𝟏 )𝟐
d = √(2 − 1)2 + (4 − 1)2
Simplify it further:
d = √(1)2 + (3)2
d = √1 + 9
d = √10
Therefore the distance between points E and R is
√10.

Example 2. Show that the figure formed when points L (-4, 4), O (3, 9), V (8, 2), E
(1,-3) are connected consecutively is a square, then find its perimeter.

Solution:
1. Plot the points L (-4, 4), O (3, 9), V (8, 2), E (1,-3) on the coordinate plane.

8
CO_Q2_Mathematics 10_ Module 22
2. To show that the figure formed is a square, we need to show that all the
sides are equal in length and all angles are right angles.

̅̅̅̅, 𝑂𝑉
A) Show that the lengths of 𝐿𝑂 ̅̅̅̅, 𝑉𝐸
̅̅̅̅ and̅̅̅̅
𝐸𝐿 are congruent.
i) to solve the length of LO, we will use the points L (-4, 4) & O (3, 9)
𝐿𝑂 = √(3 − −4)2 + (9 − 4)2 = √74
ii) to solve for the length of OV, use O (3, 9) & V (8, 2)

𝑂𝑉 = √(8 − 3)2 + (2 − 9)2 = √74

iii) to solve for the length of VE, use V (8, 2) &E (1,-3)

𝑉𝐸 = √(1 − 8)2 + (−3 − 2)2 = √74

iv) to solve for the length of EL, use E (1,-3)& L (-4, 4)
𝑉𝐸 = √(−4 − 1)2 + (4 − −3)2 = √74
Thus, LO=OV=VE=EL.
B) Show that all angles L, O, V, & E are right angles. Note that if two lines
are perpendicular, then they formed a right angle and their slopes are
negative reciprocal of each other. Hence, we need to find the slope of
each side.

Recall: Slope of a line

The slope of a line, m¸ given two points (𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 ) is
𝑦2 − 𝑦1
𝑚=
𝑥2 − 𝑥1

i) The slope of LO, use the points L (-4, 4) & O (3, 9)

9−4 5
𝑚𝐿𝑂 = =
3 − (−4) 7
ii) The slope of OV, use O (3, 9) & V (8, 2)
2−9 7
𝑚𝑂𝑉 = =−
8−3 5
iii) The slope of VE, use V (8, 2) & E (1,-3)
−3 − 2 5
𝑚𝑉𝐸 = =
1−8 7
iv) The slope of EL, use E (1,-3) & L (-4, 4)
4 − (−3) 7
𝑚𝐸𝐿 = =−
−4 − 1 5

C) Based from the computed slopes of each segment, we can conclude the
following:
i. The slopes of LO and OV are negative reciprocals of each other,
then angle O is a right angle.

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CO_Q2_Mathematics 10_ Module 22
 ii. The slopes of OV and VE are negative reciprocals of each other,
then angle V is a right angle.
iii. The slopes of VE and EL are negative reciprocals of each other,
then angle E is a right angle.
iv. The slopes of EL and LO are negative reciprocals of each other,
then angle L is a right angle.

3. Since all the sides of the figure are congruent and all the angles are right
angles, then quadrilateral LOVE is a square.

4. To solve for the perimeter, use the formula for the perimeter of square.
𝑃 = 4𝑠 = 4(√74) ≈ 34.409 𝑢𝑛𝑖𝑡𝑠

Example 3. Find the coordinates (in terms of a and

𝑮(−𝒂, ? ) 𝑶(? , 𝒃)
b) of points G, O, L, and D in the figure at the right.
(Remember that the coordinate of points on the same
vertical line share the same x – coordinate while
points on the same horizontal line share the same y –
coordinate.)

𝑫(? , ? ) 𝑳(𝒂, ? )
Solution:
a) finding the coordinates of G:
Since G and O lie on the same horizontal line, it implies that they have the
same 𝑦 – coordinate. Thus, the coordinate of G is (−𝑎, 𝑏)
b) finding the coordinates of O:
Since O and L lie on the same vertical line, it implies that they have the
same 𝑥 – coordinate. Thus, the coordinate of O is (𝑎, 𝑏).
c) finding the coordinates of L:
Since L lies on the 𝑥-axis, it means that its 𝑦 – coordinate is 0. Thus, the
coordinate of L is (𝑎, 0).
d) finding the coordinates of D:
Since D lies on the 𝑥 – axis, it means that its 𝑦- coordinate is 0. D also lies
on the same vertical line with G which means that they have the same 𝑥 –
coordinate. Thus, the coordinates of D is(−𝑎, 0).
e) Therefore, the coordinates are 𝐺(−𝑎, 𝑏), 𝑂 (𝑎, 𝑏), 𝐿 (𝑎, 0) & 𝐷(−𝑎, 0).

Example4. Prove that the two sides of an isosceles triangle are congruent.

̅̅̅̅̅, 𝐼𝐵
Given: ∆ABI with sides 𝐴𝐵 ̅̅̅
̅̅̅̅,𝐼𝐴
̅̅̅̅̅ ≅ ̅̅̅̅
Prove: 𝐴𝐵 𝐼𝐵

Prov

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CO_Q2_Mathematics 10_ Module 22
To prove:
1. Place ∆ABI on the coordinate plane and label the
coordinate points as shown below:

2. Find the distance between A(-a,0) and B(0,b).

Substitute –a and 0 to x2 and x1, respectively, and 0 and b to y2 and y1,
respectively.

AB = √(−a − 0)2 + (0 − b)2

AB = √a2 + b 2

3. Find the distance between I(a,0) and B (0,b). Substitute a and 0 to x2 and
x1 respectively, and 0 and b to y2 and y1, respectively.

IB = √(a − 0)2 + (0 − b)2

IB = √a2 + b 2

4. Since AB = √a2 + b 2 and IB = √a2 + b 2 , by substitution we can say that

AB = IB.
∴ ̅̅̅̅ ̅ . The two sides of an isosceles triangle are congruent.
AB ≅ IB

Here are some suggestions to help you place figures for your proofs.
1. Use the origin of the coordinate plane as vertex or center of the figure.
2. Place at least one side of the figure on a coordinate axis, either the x or
y- axis.
3. Keep the figure within the first quadrant if possible.
4. Use coordinates that make computations as simple as possible.

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CO_Q2_Mathematics 10_ Module 22
 What’s More

Activity 2:
The coordinates of points C and R are (2, 5) and (7, 2), respectively. Plot these
points on the coordinate plane and find their distance.

Activity 3. Use the given to answer each question.

A) Show that the figure formed when the points F (-2, 6), U (-2, -3), N (7, 6) are
connected consecutively is an isosceles right triangle and find its area.

B) Supply the missing coordinates of the points of each figure below without
introducing new letters.

(0, r)

(g, 0)

3. EQUILATERAL TRIANGLE

12
CO_Q2_Mathematics 10_ Module 22
C) Prove using coordinate plane that the diagonals of an isosceles trapezoid are
congruent.

What I Have Learned

1) The Distance Formula

The distance, 𝑑, between points 𝐴(𝑥1 , 𝑦1 ) and 𝐵(𝑥2 , 𝑦2 ) may be found

using the formula:
𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2

2) With the use of the coordinate plane, distance formula is very helpful in
proving properties of some geometric figures. However, the geometric figure
must be placed properly on the coordinate axes so that it will be easier to
prove. Here are some of the appropriate ways of placing geometric figures on
the coordinate plane.

SO=OI=SL=LI

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CO_Q2_Mathematics 10_ Module 22
 What I Can Do

Activity 4. Answer the following problems:

1) Lieutenant Santos orders an air strike in the battlefield targeting the enemy at a
coordinate (2, 5). If he is positioned at a coordinate (-14, -12), how far is he from
the target area? If the danger zone is within the 10 km radius from the strike
point, is Lt. Santos safe? (Let 1 unit = 1 km)

2) Chester and his father stood on their newly-bought rectangular lot whose length
and width are 60 and 40 meters, respectively. His father told him that the place
they are standing at is one of the four boundary points of their lot. He then told
Chester that they are going to put a marker on each of the four boundary points.
Help Chester to locate the coordinates of the 3 boundary points using the
Cartesian coordinate plane if the coordinates of their location is at (-30, 20). (Let
1 unit = 1 meter)

14
CO_Q2_Mathematics 10_ Module 22
 Assessment

Direction: Choose the letter of the correct answer. Write it on a separate sheet of
paper.

1. In the Cartesian plane, what is the distance of the point (-5, 6) from the origin?

A) 61 B) 11 C)√61 D) 11
2. What is the distance between point A(−3, 1) and point B (11, 1)?
A) 11 B) 12 C) 13 D) 14
3. Which of the following should be the value of y so that the distance between the
points (2, −2) and (2, y) is 7?
A) 2 B) 3 C) 4 D) 5
4. Which of the following describes the distance formula?

A) 𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2 C)𝑑 = √(𝑥2 − 𝑥1 )2 − (𝑦2 − 𝑦1 )2

B) 𝑑 = √(𝑥2 + 𝑥1 )2 + (𝑦2 + 𝑦1 )2 D)𝑑 = √(𝑥2 + 𝑥1 )2 − (𝑦2 + 𝑦1 )2

5. What is the distance between two points whose coordinates are (4,−3) and (−4,3)?
A) 4 B) 6 C) 8 D) 10
6. What is the distance between point A(3a, 2a) and point D(−a, −6a)?

A) 2a√10 B) 4a√5 C)5a D) 8a

7. What is the area of a triangle whose vertices are (0,2), (0,0) (5,0)?
A) 5 square unit B) 8 square unit C) 10 square unit D)12 square unit
8. What kind of triangle is formed when the vertices (−3, 5),(−3, 1) and (2, 1) are
plotted on the Cartesian plane?
A) equilateral B) isosceles C) right D) scalene
9. What type of quadrilateral is formed by the given vertices C(0,0), A(1,2), R(4,2)
and E(3,0)?
A) kite B) parallelogram C) rectangle D) square
10. In Quadrilateral LOVE, what is the length
of the diagonal ̅̅̅̅
𝐿𝑉.

A) √𝑎2 + 𝑏 2

B) √𝑎2 − 𝑏 2

C) √𝑎 + 𝑏
D) 𝑎2 + 𝑏 2

15
CO_Q2_Mathematics 10_ Module 22
11. What is the distance of point I
from the origin in Trapezoid LIVE?

A) √𝑐 − 𝑒 C) √𝑐 2 − 𝑒 2

B) √𝑐 + 𝑒 D) √𝑐 2 + 𝑒 2

12. GIVE is a square. Find its

perimeter.
A) 4(𝑎 + 𝑏)

B)4√𝑎 + 𝑏
C) 4(𝑎2 + 𝑏 2 )

D) 4√𝑎2 + 𝑏 2

13. To prove that triangle CER is a right triangle, C

which of the following should be proven?

𝐸𝑅 = ̅̅̅̅
A) ̅̅̅̅ 𝑅𝐶 + ̅̅̅̅
𝐶𝐸
E
B) ̅̅̅̅ 𝐸𝑅 + ̅̅̅̅
𝑅𝐶 = ̅̅̅̅ 𝐶𝐸
̅̅̅̅ 2 + 𝐶𝐸
̅̅̅̅ 2 = 𝑅𝐶
C) 𝐸𝑅 ̅̅̅̅ 2
R
D) ̅̅̅̅ 𝐸𝑅 2 + ̅̅̅̅
𝑅𝐶 2 = ̅̅̅̅ 𝐶𝐸 2

14. To prove that the diagonals of rectangle RICE are congruent which of the
following should be proven?
𝑅𝐼 ≅ ̅̅̅
A) ̅̅̅ 𝐼𝐶 ̅̅̅ ≅ ̅̅̅̅
B)𝐼𝐶 𝐶𝐸 ̅̅̅̅ ≅ ̅̅̅̅
C)𝑅𝐶 𝐸𝐶 ̅̅̅̅ ≅ ̅̅̅
D)𝑅𝐶 𝐼𝐸

15. To prove that triangle ABC is an equilateral triangle which of the following
should be proven?
A) 𝐴𝐵 ≅ 𝐵𝐴 B)𝐴𝐵 ≅ 𝐵𝐶 ≅ 𝐴𝐶 C)𝐴𝐵 ≅ 𝐵𝐶 D)𝐴𝐵 ≇ 𝐵𝐶 ≅ 𝐴𝐶

16
CO_Q2_Mathematics 10_ Module 22
 Additional Activity

Direction: Answer the following problems on a separate sheet of paper.

1. Draw segment 𝑀𝑅 whose endpoints are M(-1,5) and R(2, -4) on the Cartesian
plane.
a) Find the length of segment 𝑀𝑅.
b) If point S(x, −1)lies on segmentMR and the length of segment SR is √10,
what is x?

2. Refer to Figure 1. Solve the distance d in terms of a and b.

𝑦

𝑎 𝑥

Figure 1

3) The vertices of a quadrilateral are R(0,0) , U(a,0), D(a,b), Y(0,b) .

a) Illustrate the quadrilateral in the coordinate plane.
b) Find the length of each diagonal.
c) Compare the lengths of the diagonals.

4) Refer to Figure 2. The x-coordinate of D is the mean of the x-coordinates of

the vertices of triangle ABC and itsy-coordinate is the mean of the y-
coordinates of the vertices of triangle ABC. Find the distance between points
A and D.

Figure 2

17
CO_Q2_Mathematics 10_ Module 22
CO_Q2_Mathematics 10_ Module 22 18
What I Know Activity 1 Activity 2
1) B A) 𝑑 = √34
2) D a) (-4, 7)
3) D b) (7, 8)
4) A c) (-7, -6)
5) C d) (2, -2)
6) B
7) A B)
8) C
9) B
10) D
11) C
12) A N
A
13) B
14) B
15) D
C
E
Activity 3 Activity 4 Assessment
A) 40.5 square units 1) 1) C
B) a) √545 ≈ 23.35 𝑘𝑚 2) D
1) B (b+a, c) b) Yes 3) D
O (0, 0) 2) 4) A
2) T (g, r) a) (30, 20) 5) D
S (0, 0) b) (-30, -20) 6) B
3) W(2a, 0) c) (30, -20) 7) A
O (0, 0) 8) C
4) S (-a, b) 9) B
T (-a, 0) 10) A
D) (a, 0) 11) D
12) D
13) D
14) D
15) B
Additional Activity 3.a) 3.b) 𝑅𝐷
̅̅̅̅ = √𝑎2 + 𝑏 2
1) ̅̅̅̅ = √𝑎2 + 𝑏 2
𝑌𝑈
a) 3√10 3.c) equal
b) 𝑥 = 1 𝑏𝑌 𝐷
(𝑏+𝑎)2 +𝑐 2
2) 𝑑 = √𝑎2 + 𝑏 2 4) 𝑑 = ට
9
𝑅 𝑎𝑈
Answer Key
References

Callanta, Melvin., Canonigo, Allan M., Chua, Arnaldo I., Cruz, Jerry D.,Esparrago,
Mirla S., Garcia, Elino S., Magnaye, Aries N., Orines, Fernando B., Perez Rowena
S..,Ternida, Conception S. Mathematics-Grade 10 Learner’s Module, Meralco
Avenue, Pasig City: REX Bookstore, Inc. and Department of Education, 2015

Larson, R. Precalculus with Limits. Boston, MA: Houghton Mifflin Co., 2006

Nivera, Gladys C., Ph.D. and Lapinid, Minie Rose C., Ph.D. Grade10 Mathematics-
Patterns and Practicalities., Makati City:DonBosco Press, 2015

Young, C. Precalculus. Hoboken, N.J.: Wiley, 2010

19
CO_Q2_Mathematics 10_ Module 22
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