INTRODUCTION

Geometry is a branch of math that studies the physical features of things around us. It deals

with the sizes, shapes, measurements, and dimension of things. It also talks about logic and

reasoning. In this module, you will be learning about the important terms in Geometry. You

will learn about the different undefined terms and some defined terms – the building blocks

of Geometry. To master this subject, you need to understand these unfamiliar terms. Hence,

I hope that you will take this as a challenge and as a new perspective in viewing things

around us.

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 Gen. Vicente Alvarez St., Zamboanga City
Junior High School Unit
Local nos. (062) 991 – 4277, (062) 991 – 1676, Telefax: 992 – 3045

Self-Regulated Learning Unit

Name of Student: _____________________________________ Date:___________________

Grade and Section:____________________________________ Score: __________________

Subject Area Elective Mathematics Teacher Mr. Josel P. Jalon

Grade Level 8 Week no. 1
Topic: Pre-Test

Instructions: Let’s find out how much you have known the topics for this module. Read and understand each
question below. Write the letter of your answer on the space provide before each item.

________ 1. Which of the following is a model of a point?

a. Head of a matchstick b. Edge of a ruler
c. A string d. Surface of the table

________ 2. What ray is a common side of CAB and BAD ?

a. AB b. BA c. AD d. AC

________ 3. Which of the following best represents the idea of a line segment?
a. wall b. stars c. a strand of hair d. head of a matchstick

________ 4. Which of the following terms refers to points on the same plane?
a. Collinear b. Coplanar c. Coplane d. Linear

________ 5. What is the complement of a 60 ?

a. 30 b. 60 c. 120  d. 180 

________ 6. What is the measurement of an acute angle?

a. Greater than 90 degrees but less than 180 degrees
b. Exactly 90 degrees
c. Less than 90 degrees but greater than 0 degree
d. Exactly 180 degrees

________ 7.If A and B are supplementary, then what is the sum of A + B?

a. 90 b. 360 c. 180 d. 120

________ 8.Given that ABC is an isosceles triangle with B and C as the base angles. What is the
measure of A if B = 50 ?
a. 130  b. 100  c. 80  d. 50 

________ 9.The hands of a clock at 9 o’clock form a _____ degree angle.

a. 80 b. 90 c. 100 d. 110

________ 10.Refer on the figure at the right. If x and y are complementary angles,
what is x if y is 35 degrees?
a. 40 b. 45
c. 50 d. 55

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 Activity Sheet no. 1 Week no. 1
Topic: The Undefined Terms
I. LEARNING INTENT
At the end of the lesson, the students CAN represent points, lines and planes using concrete and pictorial
models by
• describing the characteristics of points, lines and planes
• Identifying models of undefined terms found in the real world

II. LEARNING ACTIVITIES

A. Engaging Activity
1. Priming (Mindful Activities)
Let me check how you feel today. Circle any of the emoticon/s below.

2. Activation of Prior Knowledge

Are you familiar with the different undefined terms? What does it mean for something to be undefined?

3. Linking statement
The undefined terms in geometry are terms that cannot be defined. These terms can only be described.
So, today you will be learning about points, lines, and planes – the building blocks of geometry.

B. Guided Instruction
1. Concept Digest:
The ideas of a point, a line, and a plane are building blocks of geometry. All geometric figures are made
of points, lines, and planes. The table below summarizes all the concepts that we need to know about the
undefined terms in geometry.

The Undefined Terms

Description Illustration Naming Real-life Model
➢ It has no dimensions. Capital letter
➢ It represents a position in
Points Read as: “Point A”
space.

➢ A set of continuously Two capital letters or a

points extending in lower case letter
Lines opposite directions. BC , CB , h
➢ It has length. Read as: Line BC,
➢ It has 2 arrowheads. Line CB, or Line h
➢ A flat surface extending Use any 3 points or a
toward all directions lower case letter
Planes without end. GDE , h
➢ It has length and width. Read as: Plane GDE,
h or Plane h

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2. Checking for Understanding
A. Identify the undefined terms modeled by the following objects.

1. ________________ 2. ________________ 3. ________________

4. ________________ 5. ________________ 6. ________________

7. ________________ 8. ________________ 9. ________________

10. ________________ 11. ________________ 12. ________________

B. Working with a partner, name all the points, lines, and planes shown in the figure. Write your
answers on the table below.

Points Lines Planes

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C. Guided Practice
The picture below shows children playing in the park. Identify 3 examples of each undefined term and
write your answers on the table below.

Image from VectorStock.com

Points Lines Planes

1. 1. 1.

2. 2. 2.

3. 3. 3.

D. Analysis Questions
1. How do you describe the concepts of the undefined terms?

2. Why are these three terms undefined?

3. How are these terms related?

E. Synthesis/ Closure:
a. Complete the graphic organizer below on the undefined terms of Geometry.

Undefined Terms

Planes

dot

b. Answer the following questions.

1. Write three significant ideas of what you have learned today.
2. Write one interesting concept that struck you the most.

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III. INDEPENDENT PRACTICE
Determine the geometric figure suggested by each of the following:

__________1. A whiteboard in your classroom __________6. The head of a matchstick

__________2. The top surface of a table __________7. The crease in a folder paper

__________3. A laser beam __________8. A knot in a piece of thread

__________4. A pole __________9. The edge of a book

__________5. The tip of a pen __________10. A basketball court

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Activity Sheet no. 2 Week no. 1
Topic: Some Defined Terms

I. LEARNING INTENT
At the end of the lesson, the students CAN illustrate subsets of a line by
• identifying the characteristics of line segments and rays
• giving examples of parallel lines, intersecting lines, concurrent lines, skew lines, segments, and rays.

II. LEARNING ACTIVITIES

A. Engaging Activity
1. Priming (Mindful Activities)

Can you explain what the comic

strip on the right mean?

Comics from www.andertoons.com

2. Activation of Prior Knowledge
In the previous lesson, we have learned about the different undefined terms. We have learned that a line
is a set of infinitely many points extending in both directions and that is has 2 arrowheads. What do you
think will happen if we will remove one of its arrowheads? How about both arrowheads?

3. Linking statement
If a part of a line is removed, a new geometric figure is formed. These figures are called subsets of a
line. Hence for this lesson, we will be learning about subsets of a line and some defined terms in
Geometry.

B. Guided Instruction
1. Concept Digest:

i. Subsets of a Line

Line Segments Rays

A line segment is part of a line that
has two endpoints. We define a line segment
̅̅̅̅ as a subset of AB consisting of the points
𝐴𝐵
A and B and all the points between them. If
the line to which a line segment belongs is
given a scale so that it turns into the real line,
then the length of the segment can be
determined by getting the distance between
its endpoints.
A ray is also a part of a line but has
only one endpoint, and extends endlessly in
one direction. We name a ray by its
endpoint and one of its points. We always
start on the endpoint. The figure is ray AB
or we can also name it as ray AC. It is not
correct to name it as ray BA or ray CA.
In notation, we write AB or AC .

A B A B C

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 ii. Some Defined Terms in Geometry

Some Defined Terms

Terms Illustration
Collinear points are points on the same
line.

Coplanar points/lines are points/lines on

the same plane.

Intersecting Lines are two lines that meet

at a common point

Perpendicular Lines are two intersecting

lines forming right angles

Parallel Lines are two coplanar lines that

will never intersect.

Concurrent Lines three or more lines

intersecting at a common point.

Skew Lines are two non-coplanar lines

that will never intersect.

2. Checking for Understanding

A. Refer to the figure below. The points A, B, C, D, E, F, G, H are corners of a box as shown:

Intersecting Lines
Lines DH and DC intersect at point D. They are intersecting lines.
Lines CG and GF intersect at point G. They are also intersecting lines.
_______ 1. What other lines intersect with line DH?
_______ 2. What other lines intersect with line CG?
_______ 3. What lines intersect with EF?

Parallel Lines
Lines AB and DC are parallel.
Lines DH and CG are parallel.
_______ 4. What other lines are parallel to line AB?
_______ 5. What other lines are parallel to line CG?
_______ 6. What lines are parallel to line AD?

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Concurrent Lines
Lines AD, AB, and AE are concurrent at point A.
Lines GH, GF, and GC are concurrent at point G.
_______ 7. Name if possible, other lines that are concurrent at point A.
_______ 8. Name if possible, other lines that are concurrent at point G.
_______ 9. What lines are concurrent at point F?

Skew Lines
Lines DH and EF are two lines which are neither intersecting nor parallel. These two lines do not lie on a plane
and are called skew lines. Lines AE and GF are also skew lines. The lines DH, CG, HE and GF are skew to AB.
_______ 10. What other lines are skew to DH?
_______ 11. What other lines are skew to EF?
_______ 12. What lines are skew to BF?

B. Match one or more names in column A with each figure. Write the letter of the correct answer on the
space provided before each number.

_______________ 1. _______________ 2. a. PQ
Y P
b. ST
X Q
c. NO
_______________ 3. _______________ 4. d. XY
R S e. QP
O
S
T N f. NS

g. XY

C. Guided Practice
Work with a partner, using any social media platform or any means of communication, classify each
statement as T for true or F for false. Refer to MR and HK which intersect at E .

________ 1. Another name for HK is KE .

M
________ 2. Point E is on MR .
________ 3. Point E is on HK . K
________ 4. Point M , H , and E are collinear.
________ 5. EM has to endpoints. E
________ 6. EM has no endpoint. R
H
________ 7. EM has no endpoint.
________ 8. Another name for EM is ME

D. Analysis Question(s)
1. How would you describe parallel lines?

2. What do you think are concurrent lines? How would you distinguish concurrent lines from
intersecting lines?

3. How does a pair of parallel line differ from skew lines?

4. Is it possible for HK to be named as KH ? Why or why not?

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 E. Synthesis/ Closure:
1. Write three significant ideas of what you have learned today.

2. Write one interesting concept that struck you the most.

III. INDEPENDENT PRACTICE

A. Name all the line segments found in the figure below:

W X Y Z

B. Name all the rays found in the figure below:

Q R S T

C. List down 3 examples of each term found in the real world.

Parallel Lines Perpendicular Lines Line Segments Rays

1. Railways 1. Hands of the clock 1. belt 1. Light beam
at 3 o’clock
2. 2. 2. 2.
3. 3. 3. 3.
4. 4. 4. 4.

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 Activity Sheet no. 3 Week no. 1
Topic: Types of Angles

I. LEARNING INTENT
At the end of the lesson, the students CAN classify the different kinds of angles by
• identifying the characteristics of different kinds of angle
• determining the measurement of the given angle

II. LEARNING ACTIVITIES

A. Engaging Activity
1. Priming (Mindful Activities)

A REBUS is a picture representation of a name, work, or phrase. Each "rebus" puzzle box below portrays a
common word or phrase. Can you guess what it is? Write your answers on the space provided.

_____________________ ____________________
puzzle from http://www.fun-with-words.com

2. Activation of Prior Knowledge

Think of your favorite TV show. What time does it air (timeslot)? On a piece of paper, try drawing the
hands of the clock of that time. What figure was formed?

3. Linking statement
The figure formed is an intersection of 2 rays. In Geometry, we call this figure an angle. Hence for this
lesson, we will be learning about the different types of angles and its applications.

B. Guided Instruction
1. Concept Digest:

Angles

An angle is a union of two non-collinear rays with common endpoint. The two non-collinear
rays are the sides of the angle while the common endpoint is the vertex. Angles are measured in unit
called degrees using a measuring device called the protractor.

The angle on the left can be named angle a, angle A or

angle BAC or angle CAB. The mathematical notation is
∠a, ∠𝐴, or ∠𝐵𝐴𝐶 or ∠𝐶𝐴𝐵.

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 Angles are classified according to their measurement.

Right Angles Acute Angles Obtuse Angles

A right angle is an angle An acute angle is an angle An obtuse angle is an angle

whose measure is exactly whose measure is less than whose measure is greater
90°. 90°. than 90° but less than 180°.

2. Checking for Understanding

Determine the type of angles shown by the figures below. Write your answers in the box.

1. 2. 3. 4.

5. 6. 7. 8.

9. 10. 11. 12.

C. Guided Practice
Identify the type of angles base on the given measurement.
________________ 1. 15 ________________ 6. 69

________________ 2. 80 ________________ 7. 90

________________ 3. 123  ________________ 8. 100 

________________ 4. 10  ________________ 9. 35

________________ 5. 29 ________________ 10. 174 

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 D. Analysis Question(s)
1. How are angles being classified? ______________________________________________

2. How can you identify acute angles?____________________________________________

right angles? __________________________________________________________
obtuse angles? _________________________________________________________

E. Synthesis/ Closure:
Complete the chart below

Kinds of Angles

Right Angles
Definition and Illustration

Acute Angles
Definition and Illustration

Obtuse Angles
Definition and Illustration

III. INDEPENDENT PRACTICE

A. Determine the type of angles shown by the figures below. Write your answers in the box.

1. 2. 3. 4.

5. 6. 7. 8.

B. Identify the type of angles base on the given measurement.

________________ 1. 9  ________________ 4. 90

 1
________________ 2. 62 ________________ 5.
2
________________ 3. 147  ________________ 6. 120.05

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 Activity Sheet no. 4 Week no. 1
Topic: Angle Relationships

I. LEARNING INTENT
At the end of the lesson, the students CAN derive relationships of geometric figures using measurements
and by inductive reasoning; supplementary angles, complementary angles, congruent angles, vertical angles,
adjacent angles, and linear pairs by
• Identifying the different special pairs of angles
• finding the similarities and differences of the different angle pairs

II. LEARNING ACTIVITIES

A. Engaging Activity
1. Priming (Mindful Activities)
A REBUS is a picture representation of a name, work, or phrase. Each "rebus" puzzle box below portrays a
common word or phrase. Can you guess what it is? Write your answers on the space provided.

_____________________ _____________________ ____________________

puzzle from National Institute of Environmental Health Sciences

2. Activation of Prior Knowledge

In the previous lesson, we have learned about the different types of angles. What do you think will
happen to 2 as we increase the measurement of 1 ?

1 2
3. Linking statement
As we can observe, as 1 increases, 2 decreases. There is an opposite change in terms of the
measurement of the angles. This concept is called the relationship between the 2 angles. Hence, in this
lesson, we will be learning about the different angle relationships.

B. Guided Instruction
1. Concept Digest:

Adjacent Angles
Two angles are adjacent if they are coplanar,
have common vertex and a common side C
B
but have no common interior points.

D
BAC is adjacent to CAD

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 Vertical Angles

Vertical angles are the opposite angles formed

when two lines intersect. Vertical angles are equal. S Q
T
STR and OTU are vertical ' s , so, STR = OTU .
STO and RTU are vertical ' s , so, STO = RTU .
R U

Complementary Angles

Two angles are complementary if the

sum of their measures is 900. C
I
D
CBD and DBE are complementary, so, P
CBD + DBE = 90 Q
IKP and QMN are complementary, so, K
IKP + QMN = 90 M N
B
E

Supplementary Angles

Two angles are supplementary if the

sum of their measures is 1800. P
O

MNO and PRS are supplementary, so,

MNO + PRS = 180 Z
WXZ and YXZ are supplementary, so, M N R S
WXZ + YXZ = 180
W X Y

Linear Pair Angles

Two angles form a linear pair if they are both

adjacent and supplementary.
F
HKF and LKF are adjacent and supplementary,
So, HKF + LKF = 180
H K L

2. Checking for Understanding

Determine the angle relationship shown by a and b . Write A if adjacent, B if vertical, C if
complementary, D if supplementary, and E if the angles are linear pair. There can be more than one
possible answer

Example: ____A, D, E 1. __________________ 2. __________________

a
b a
a b b

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 3. __________________ 4. __________________ 5. __________________

a a
b
b b
a

C. Guided Practice
A. Determine the measurement of a in each pair of angles.

1. 2. 3.


40
25 a
a a

4. 5. 6.
a
55 a

70 a 120 

B. Complete the table by determining the complement and supplement of each angle.

Angle Complement Supplement

e.g. 30  90  − 30  = 60  180 − 30 = 150
1. 80 
2. 65
3. 13
4. 20
5. 170 

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 D. Analysis Question(s)
1. Is it possible for 2 angles to be adjacent and vertical at the same time? Explain your answer.

2. Determine whether the statement is true or false. If false, explain why.

i. 30o, 10o, 50o are complementary angles.

ii. 70o, 80o, 30o are supplementary angles.

E. Synthesis/ Closure:
1. Write three significant ideas of what you have learned today.

2. Write one interesting concept that struck you the most.

III. INDEPENDENT PRACTICE

Determine the measures of the angles marked with letters. (Note: Figures are not drawn to scale.)

1. 2. 3.

4. 5. 6.

You did a good job today. Thank you for persevering. ‘Till next worksheet.

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 Gen. Vicente Alvarez St., Zamboanga City
Junior High School Unit
Local nos. (062) 991 – 4277, (062) 991 – 1676, Telefax: 992 – 3045

Self-Regulated Learning Unit

Name of Student: _____________________________________ Date:___________________

Grade and Section:____________________________________ Score: __________________

Subject Area Regular Mathematics Teacher Mr. Josel P. Jalon

Grade Level 9 Week no. 1
Topic: Post-Test

Classify each statement as always true, always false, or sometimes true. Write A if the statement is
always true, B if sometimes true, and C if the given statement is always false. Write your answers on
the space provided before each number.

__________ 1) Two angles that form a linear pair are complementary.

__________ 2) AW is the same ray as WA .

__________ 3) A 90 angle is a right angle.

__________ 4) Supplementary angles form a linear pair.

__________ 5) Two parallel lines meet at exactly one point.

__________ 6) Two vertical angles are complementary.

__________ 7) Concurrent lines intersect at exactly 2 points.

__________ 8) The eye of a needle is a model of a plane.

__________ 9) Any three points are collinear.

__________ 10) If C is the midpoint of AB , then AC = CB .

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