ST. MARY’S ACADEMY OF STA. CRUZ, INC.

(Formerly Holy Cross Academy)

Poblacion, Sta. Cruz, Davao del Sur
SY: 2020-2021

MATHEMATICS 7

Lesson 1: POINTS, LINES AND PLANE Week # 1

My Learning Targets

 I can represent point, line and plane using concrete and pictorial models.
 I can illustrate subsets of a line.
 I can write simple proofs of basic theorems.

I. MOTIVATION: What do you think is the difference between the point, line and plane?

II. PRESENTATION OF CONCEPT: POINTS, LINES AND PLANE

Imagine the tip of a needle or the tip of your sharpened pencil. Those give us an idea of what a point is. A point tells us
about location in space. Although a point is drawn as a dot which is circular, a point does not have shape or size. A
point is usually named by a capital letter, for example, point P.
•p
Now imagine the edge of a piece of paper. That gives us an idea of a line. A line is made up of infinitely many points
and extends infinitely in opposite directions. It does not have thickness. A line is named by any two points it contains,
written with a double headed arrow on top, or by a lower case.
The line below may be called line PQ , denoted as PQ ´ . It can also be called line m . It can also be called line RQ
´ or line
ṔS . How else can the given line be denoted?

Imagine the surface of a flat wall. That gives us an idea of a plane. A plane is made up of infinitely many points and
extends infinitely in all directions. It can be named using any three points that do not lie on the same line, or by a capital
script letter. For example, we call the plane below as plane PQR or simply plane N .

Let’s have some exercises!

Tell if each of the following illustrates a point, line or a plane.

1. strand of a hair: ____line____ 2. tire wire: ________ 3. foot print of an ant: __point_

4. tip of a pen: ________ 5. Tabletop: _plane_ 6. Screen of the computer: ______

There are times when we will be concerned with the relationship among points; that is whether they lie on the same line
or not, or whether they lie on the same plane or not.

Definition 7-1
Collinear points are points that lie on the same line; otherwise, the points are said to be noncollinear.

Definition 7-2
Coplanar points are points that lie on the same plane; otherwise, the points are said to be noncoplanar.

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Example 1: Tell whether the given points are collinear, coplanar, or neither.

a. Q and S
b. R , S , and T
c. R , S ,U , and V

Solution: a. collinear
b. coplanar
c. neither

Sometimes, we are only concerned with subsets of a line.

Definition 7-3
A line segment is a subset of a line that consists of two points on the line, called endpoints, and all the points between these two
points. The line segment below may be denoted in two ways: AB ´ or BA ´ .

A line segment is measured using a ruler. We denote the length of a segment using its two endpoints without a bar. For example,
´ is 4 cm long. We write AB=4 cm. Aside from the endpoints, another point of a segment worth taking note of is its midpoint.
AB

Definition 7-4

If M is a point on AB
´ and A M =MB , then M is called the midpoint of AB
´ .

Simply put, a midpoint is the point that divides a segment in two equal parts. Hence, if AB=4 cm, then A M =MB=2 cm. If two
segments have the same length, we say that they are congruent. Thus, AM ´ and ḾB are congruent. In symbols, AM
´ ≅ MB
´ .

Definition 7-5
Any line, subset of a line, or plane that intersects a segment at its midpoint is called a segment bisector.

In the figure, l is a bisector of ´

AB.

Example 2:

Given: m bisects ´ and R is the midpoint of ṔS . If ŔS=6 units, find the following lengths:
PR
a. PR b. QR

Solution: a. Since R is the midpoint of ṔS , PR=RS . Therefore, PR=6 units .

PR intersect at point Q , which means that Q is the midpoint of PR
b. m and ´ . Because Q is the midpoint of PR
´ , we
1
conclude that PQ=QR and QR= PR . Since PR=6 units ,QR=3 units .
2
Definition 7-6

A ray is a subset of a line that has an endpoint and extends infinitely in one direction. The ray below is denoted as ´ .
AB

AB and ⃗
Take note that given the same line, ⃗ BA denote different rays. The first letter in the notation stands for the endpoint of the ray.

AB
⃗ BA
⃗
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If two rays with the same endpoint form a line, then they are called opposite rays. In the figure below, ´ and AD
AB ´ are opposite rays.

Definition 7-7
Intersecting lines are lines that have one common point.

For example, line m and line n intersect at point O.

Definition 7-8
Parallel lines are coplanar lines that do not have a common point.

For example, line b and line d are parallel.

Definition 7-9
Skew lines are non-coplanar lines that do not have a common point.

For example, line p and line q are skew.

These relationships can be extended to the subsets of a line.

Segments or rays are intersecting if the lines containing
them are intersecting.
Segments or rays are parallel if the lines containing them are parallel.
Segments or rays are skew if the lines containing them are skew.

Example: Tell whether the following are intersecting, parallel, or skew:

a. ´ and EA
AB ´
´ ´
b. BC and AD
´
´ and CD
c. EB

Solution: a. intersecting
b. skew
c. parallel

Definition 7 – 10
A postulate is a statement that is assumed to be true without proof. Postulates are concepts that are intuitively true.

Definition 7 – 11
A theorem is a statement that is proven to be true. Definitions and postulates are used in proving theorems.

Postulate 7 – 1 The Line Postulate

For every two points, there is exactly one line that contains them.
The line postulate simply tells us that two points determine a line.
Thus, any two points are collinear.

Postulate 7 – 2 The Plane Postulate

Any three points lie in at least one plane and any three non-collinear points lie
in exactly one plane.
The plane postulate simply tells us that any three points are coplanar and
that any three non-collinear points determine a plane.
It is also intuitive to conclude the next postulate.

Postulate 7 – 2
If two points of a line lie on a plane, then the line lies in the same plane.

Theorem 7 – 1

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 The intersection of two distinct lines is exactly one point.

Proof: If two distinct lines intersect at more than one point, say two points, it means that
those two distinct lines contain both of the intersection points. This contradicts the
Line Postulate which states that there is only one line that contains two points.
Therefore, two distinct lines intersect at exactly one point.

Theorem 7 – 2
There is exactly one plane containing a line and a point not on the line.

Theorem 7 – 3
There is exactly one plane containing two intersecting lines.

III. BROADENING OF CONCEPT

Euclid is considered as the father of Geometry. The study of geometry starts with three undefined terms: point, line, and
plane. These terms are undefined because a definition would require simpler terms that must have been already defined.
Because the terms point, line, and plane are already the most fundamental concepts in Geometry, no simpler terms could
define them.

IV. INTEGRATION

Ignacian Core and Related Values – Faith – Strong faith in God/Godliness (shows deep love and concern of God, strong
faith/ beliefs and religious practices). Social Orientation – Think of a life like a line segment, a line with its limitation and an
endpoint but always remember that God will give an infinitely point, a point love and strength to carry on. Lesson/s across Discipline
– in your VALUES subject, you are also taught about that even though you have an opposite direction in life, but still you aimed on
one endpoint which is to stay with God. John 7:38 - Whoever believes in me, as Scripture has said, rivers of living water will flow
from within them

Lesson 2: ANGLES

My Learning Targets

 I can name and measure an angle

 I can classify angles according to their measure
 I can solve for the complement and supplement of an angle.

I. MOTIVATION
In a scrap of paper, think of any real- life application of angles

II. PRESENTATION OF CONCEPT

Angles are present in real- life situation wherein all things involve angles.

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What is ANGLE?
Definition 7 – 12
An angle is the figure formed by two distinct rays that have a common endpoint.
The rays are called the sides of the angle. The common endpoint is the vertex.
An angle can be named using three points – the vertex and one point on each side of
the angle. The vertex must be written in the middle of the other two points. For example, the
angle above can be named as ∠ NOM or ∠ MON . An angle can also be named using its
vertex alone if it is only angle at that vertex. Since the angle above is the only angle at vertex
O , it can be named as ∠ O .

However, in the figure on the right, using ∠ O−∠ NOM , ∠NOP ,∠ MOP . To avoid
confusion in this case, we use the three-letter format. Sometimes, a number is also used in
naming an angle with a shared vertex. For example, ∠ NOP can be named ∠ 1 and
∠ MOP ,∠2

The unit of measure of an angle is called a degree (° ¿. If for example ∠ BAC measures 30
degrees (30 °) , we write m∠ BAC =30° . A protractor is an instrument used to measure
angles. It has degree measures from 0 ° ¿180 °

Definition 7 – 13

A right angle measures exactly 90° . An acute angle measures greater than 0° An obtuse angle measures greater than
but less than 90° . 90 ° but less than 180 °.

Right Angle

Definition 7 – 14
Two angles with the same measure are congruent angles. The symbol for congruence is ≅ .
m∠O=m∠ Q
∠O ≅∠Q
∠ O∧∠ Q are congruent angles .

Definition 7 – 15
If the sum of the measures of two angles is equal to 90 ° ,
Then the two angles are complementary.

m∠ P+ m∠ R=22 ° +68 °=90 °

∠ P∧∠ R are complementary angles

Definition 7 – 16
If the sum of the measures of two angles is equal to180 ° ,
Then the two angles are supplementary.

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m∠ M +m ∠ N=135 ° +45 °=180 °
∠ M ∧∠ N are supplementary angles

Example:
a. Find the complement of an angle that measures 37 °
b. Find the supplement of an angle that measures 116°
c. If ∠ A∧∠B are congruent , and m∠ A=48° and m∠ B=(3 x−3) °, find x.

Solution:
a. 90 °−37 ° =53°
b. 180 °−116 ° =64 °
c. 3 x−3=48
3 x=48+ 3
3 x=51
x=17

Definition 7 – 17 O
A ray that divides an angle into two congruent angles is called an angle bisector.
OC bisects ∠ AOB, then ∠ AOC ≅ ∠ BOC .
If ⃗

Example:
XV bisects ∠ YXZ . Find x if ∠ VXZ =(3 x +1) ° and if ∠ YXZ=80 °.
⃗

Solution:
XV bisects ∠ YXZ , ∠ VXY
Since ⃗ ≅∠ VXZ . This means that
1
m∠VXZ= m∠YXZ
2

1
3 x+ 1= (80)
2
3 x+ 1=40
3 x=40−1
3 x=39
x=13

Try This!!!!!!
Example:
a. Find the complement of an angle that measures 50 °
b. Find the supplement of an angle that measures 110°
c. If ∠ A∧∠B are congruent , and m∠ A=48° and m∠ B=(3 x−3) °, find x.

III. BROADENING OF CONCEPT

In Euclidean geometry, an angle is the figure formed by two rays, called the sides of the angle, sharing a common endpoint, called the
vertex of the angle. Angles formed by two rays lie in the plane that contains the rays. Angles are also formed by the intersection of
two planes. These are called dihedral angles. Two intersecting curves define also an angle, which is the angle of the tangents at the
intersection point. For example, the spherical angle formed by two great circles on a sphere equals the dihedral angle between the
planes containing the great circles. Angle is also used to designate the measure of an angle or of a rotation. This measure is the ratio of
the length of a circular arc to its radius. In the case of a geometric angle, the arc is centered at the vertex and delimited by the sides. In
the case of a rotation, the arc is centered at the center of the rotation and delimited by any other point and its image by the rotation.

IV. INTEGRATION
Ignacian Core and Related Values – Service - Courage (shows brave act to make something happen for the good of self
and others despite hardships or difficulties). Social Orientation - always remember that God’s love for us measures infinity together
with our family and friends. Always bear in mind that we need the courage to carry on, to move on, and to live on. As a student, what
gives you the courage to continue your studies through modules or by long distance learning? Lesson/s across Discipline – in your
MAPEH subject, you are also taught about measurement of the body and its parts. It measures on how physically fit the human body
is. Biblical Text Reflection – I Samuel 16:7b “the Lord seeth not as man seeth; for man looketh on the outward appearance, but the
Lord looketh on the heart”. When God measures a man, He puts the tape around the heart instead of the head.

V. REFERENCE/S

Nivera, G. C., Patterns and Practicalities, by Don Bosco Press Inc. Antonio Arnaiz cor. Chino Roces Avenues, Makati City

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 Prepared by: Checked by:

MA. RUSSENTH JOY N. NALO, LPT KRIS GIA T. ESCUETA, LPT

Teacher Academic Coordinator

: Approved by:

S. MA. YOLANDA D. CAPIÑA, RVM

School Principal

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