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Mathematics
Quarter 3 – Module 1
(Week 1 to 5)
Mathematics – Grade 7
Alternative Delivery Mode

Quarter 3 – Module (Week 1 to 5):

First Edition, 2021

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Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:

Development Team of the Module

Authors: Azucena S. Ardon Edna M. Mercado
Emily B. Bulao Liezl C. Razon
Analyn I. Cirilo Ma. Christie R.Reyes
Darwin P. Calimlim Mark Anthony Tagaycay
Aira Jean B. Corteza Roger P. Turingan
Josie T. Escolan

Editor: Gina L. Aguitez

Reviewer: Bayani P. Marquez, Jr.
Illustrator: Ronald Mendoza
Layout Artist: Darwin P. Calimlim
Management Team: Liezl C. Razon

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Department of Education – Bureau of Learning Resources (DepEd-BLR) (Sample)

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E-mail Address: laspinas.city@deped.gov.ph

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Mathematics
Quarter 3 – Module (Week 1 to 5)

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.

We value your feedback and recommendations.

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Introductory Message
For the facilitator:
(This gives instructions to the facilitator to orient the learners and support the parents, elder
siblings etc. of the learners on how to use the module. Furthermore, this also instructs the facilitator to
remind the learners to use separate sheets in answering the pre-test, self-check exercises, and post
test.)

For the learner:

This communicates directly to the learners and hence, must be interactive. This contains
instructions on how to use the module. The structure and the procedure of working through the
module are explained here. This also gives an overview of the content of the module. If standards
symbol are used to represent the some parts of the module such as the objectives, input, practice task
and the like, they are defined and explained in this portion.)

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NAME: Score:

GRADE & SECTION: Teacher:

MATHEMATICS 7
Third Quarter
Week 1
MOST ESSENTIAL LEARNING COMPETENCY

 Represent point, line and plane using concrete and pictorial models

OBJECTIVES

 Represent point, line and plane using concrete and pictorial models
 Illustrate collinear and coplanar points
WHAT I KNOW
Write TRUE if the statement is true. Otherwise, write FALSE.
1. A point has no dimension
2. A line has length and width.
3. A plane has an infinite number of lines.
4. A square usually used to represent a plane.
5. A plane is named by using a capital letter placed at one of its corners.

WHAT’S IN
Undefined terms are considered the building blocks of Geometry. Geometry just like any
other mathematical system is based on undefined terms, unproved statements
(postulates and assumptions), and theorems. The undefined terms in Geometry are
point, line, and plane.

WHAT’S NEW

WHAT IS IT

 When points are on the same line, they are called

collinear points.
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 When points are on the same plane, they are called
coplanar points.

WHAT’S MORE
In the figure:
1. There are 11 points. Name them
2. There are two lines. Name them
3. There are two planes. Name them
4. Points A, D and B are collinear.
5. Points F, B, D, A and G are coplanar.
6. Points B, F and E are non-collinear.
7. Points C, B, F, H and G are non-coplanar.

WHAT I HAVE LEARNED

Fill in the blanks with the appropriate words to summarize our lesson.
1) A has no length, width, or thickness and denotes location.
2) is an undefined term that has length and but no width.
3) A plane has length and width but no .
4) When points are on the same , they are called coplanar points.
5) When points are on the same line , they are called .
6) Every line contains at least .
7) Every plane contains at least points.

WHAT I CAN DO
Give objects in real life the can represent the following undefined terms.

Point Line Plane

Week 1
MOST ESSENTIAL LEARNING COMPETENCY

 Illustrate subset of lines.

OBJECTIVES

 Define subset of lines

 Illustrate subset of lines.

WHAT I KNOW WHAT’S IN

Match each geometric term with its
corresponding illustration, Write your In geometry, line, ray and line segment
answer before the number. are different from one another. A ray and a
line segment are simply subset of line.

WHAT’S NEW

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 WHAT IS IT
WHAT’S MORE
Subset of lines

Relationship of lines

WHAT I HAVE
LEARNED

Name examples
of the following ```````based
on the figure:
1. Three lines

2. Three line segments

3. Three rays Figure G Note: Many are not familiar with skew lines.

WHAT I CAN DO

Give objects in real life that can represent the following subset of lines.

Line Ray Line Segment

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 Week 1
MOST ESSENTIAL LEARNING COMPETENCY
 Classify the different kind of angles
OBJECTIVES

 Review how to measure angles.

 Define different kind of angles.
 Classify the different kind of angles.

WHAT I KNOW
Name the vertex and sides of each angle.

WHAT’S IN
WHAT’S NEW
Let us have a review on how to measure
angles using protractor.
`An angle is the union of two non-collinear
rays with a common endpoint. The common
endpoint is called the vertex of the angle.

WHAT IS IT

In the figure above, point F is the vertex and

rays FG and FE are the sides of the singles.
The symbol for an angle is ∠. The angle in
the figure can be named ∠EFG, ∠GFE, ∠F,
and ∠1.

WHAT’S MORE
Angles can be classified based on their measures in degrees. In basic geometry, angles
have only three classifications such as acute, right and obtuse

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 WHAT I HAVE LEARNED

Classify the following angles:

WHAT I CAN DO

Draw and label an angle to fit each description.

1. An obtuse angle, ∠Y

2. An acute angle, ∠JIH

3. A right angle, ∠3

4. A straight angle, ∠CDE

5. A reflex angle ∠BOJ