Chapter 3: Teaching Geometry

Lesson 1: Exploring Simple Geometric Figures

Lesson Outcomes
● describe undefined terms in geometry,
● identify the subsets of a line,
● differentiate intersecting, parallel and perpendicular lines, and
● suggest teaching strategies for teaching introductory geometric concepts to primary
learners.

  Did you Know?

Geometry is an ancient branch of mathematics which investigates the sizes,

shapes, positions, angles, and measurements of objects. The word “geometry” is
comes from the Greek words “geo” which means “earth,” and “metron,” which
means “measurement.”
Since the Greeks are highly interested in the shapes of objects, they have
developed various mathematical ideas in geometry. So, a Greek mathematician
named Euclid is considered as the “Father of Geometry.”

Undefined Terms in Geometry

In studying geometry, it is essential for us to understand the three undefined terms. They are
called “undefined” because mathematicians cannot provide an exact definition of the mathematical
figures but instead came up with a description for each. The table below summarizes the three
undefined terms in geometry namely point, line, and plane.

UNDEFINED
DESCRIPTION REPRESENTATION REAL-LIFE EXAMPLES
TERM

Period
• A point indicates the
location (or position) in
space. A point is usually named by
• A point has no a capital letter.
Point.
dimension Whether a point is drawn Thumbtack
• A point has no length, small or large, it is
width, and height nor insignificant because of it.
(thickness). has no size. They simply
represent a location.

Stars on the Sky

• A line has no
thickness. 
Line • Its length extends in
one dimension.
• A line goes in infinitely Legs of a table
Lines can be named with a
 in both directions,
which has infinite
length, zero-width, and
single script letter, or by two
zero height. Raw pasta
• A line is assumed to points on the line,  . The
thickness of a line is
be straight.
insignificant.
• A line is drawn with
arrowheads on both
ends.
Veins of a leaf

• A plane has two

dimensions
• A plane forms a flat
surface extending
Chessboard
indefinitely in all A plane is named by a
directions single letter (plane m) or by
• A plane has infinite three letters (plane ABC)
Plane
length, infinite width,
and zero height Blackboard
(thickness) While the diagram of a
• A plane is drawn as a plane has edges, you must
four-sided figure remember that the plane
similar to the shape of has no boundaries
a parallelogram Road sign

Subsets of a Line
A subset is being referred to as the smaller groups from a large group. In this section, the
two smaller groups of lines will be elaborated.

A. Line Segment
This is a line. It has no endpoints and extends infinitely in both directions.

If we mark two points A and B on it and select this segment distinctively, it is now line
segment AB.

The line segment has two endpoints A and B whose length is definite, known and
unchanging. The length of a line segment is the distance between its endpoints A & B.
So, a line segment is a piece or part of a line having two endpoints. The length of a line
segment can be measured either in metric units such as millimeters, centimeters, or customary units
like feet or inches. 

B. Ray
Ray can be defined as a part of a line that has a fixed starting point but no endpoint. It can
extend infinitely in one direction only. 

On its way to infinity, a ray may pass through more than one point. 
When naming a ray, it is denoted by drawing a small ray on top of the name of the ray. Here,
the starting point of ray PQ is P and on its way to infinity, it passes through point Q. 
 We use rays while drawing angles. Note that angles will be further discussed in the course
‘Teaching Math in the Intermediate Grades.’

Intersecting, Perpendicular, and Parallel Lines

When two lines are taken together, they may form intersecting, perpendicular, or parallel lines,
as elaborated in the table below.

PAIR OF LINES DESCRIPTION REPRESENTATION REAL-LIFE EXAMPLES

Scissors
Two lines that meet at the
Intersecting
common point.

Line AB (or line p) and line

t intersect at point Y.
Road signage

This is a special type of

intersecting lines which Windows
Perpendicular
forms a square corner at
the point of intersection. Lines AB and CD are
perpendicular because
there is a square corner at
the intersecting point.
Cross

Lines on a ruled
These are lines that do not notebook
Parallel
meet.
Line segments AB and CD
do not meet. They are
parallel.

Railroad tracks

Selected Teaching Strategies in Introducing Geometry to Primary Learners

Primary learners are naturally playful and inquisitive. To match their increasing interests and
focus towards their environments, teachers must provide ample hands-on opportunities that will
widen their understanding and perspective towards shapes, and geometry, in general. Likewise,
these strategies will help them recognize shapes, verbalize what they see, and understand underlying
concepts.

Using Realias

Realias or real objects provide direct purposeful experiences to the

learners, especially in teaching geometry. These concrete objects are instructional
aids that enable learners to explore new subject matter.
Since these are real, students can touch, smell, hear, view, open,
disassemble, and reassemble them using the combination of their senses. Some
of the common examples include coins, toys, sticks, and household objects which
resemble points, lines, and planes, similar to the aforementioned examples.

Using Interactive Learning Strategies

Primary mathematics teachers can employ songs, stories, or even simple

games that could catch the attention of the learners in recalling the concepts of
points, lines, and planes. Puzzles such as tangrams or pattern blocks can be
effective tools in introducing lines and planes. Tracing activities such as
“connecting the dots” can let the learners assimilate the existence of points and
planes in the world. Nonetheless, letting learners collaborate to work on with
figures, such as popsicle sticks, can strengthen their confidence in the subject.

Let's Recall
● Geometry is the branch of mathematics that deals with shapes and sizes. It has smaller
branches which include:
o Plane Geometry – for two-dimensional shapes
o Solid Geometry – for three-dimensional shapes
● The three undefined terms in geometry are point, line, and plane.
● The subsets of a line include line segment and ray.
● A pair of lines can be parallel, intersecting, or perpendicular.

Lesson 2: Exploring Two-Dimensional Figures

Lesson Outcomes
● describe and illustrate two-dimensional figures within the context of primary grades, and
● develop pedagogies for teaching two-dimensional figures to primary learners.

Two-dimensional for Primary Learners

Flat figures are considered as two-dimensional shapes. A figure is said to be two
dimensional if it only has width and length. These figures, listed below, are delivered to primary
learners as an introduction to the complex shapes to be encountered in the higher grades.
 Circle
A circle is a shape with no sides or corners. Its name is determined by the point
located at its center. In naming a circle, we represent its center with a point. The circle
O at the left is named Circle O.

Examples: (coin) (doughnut)

Triangle
A
A triangle is a shape with three sides and three corners, or vertices, in
mathematical terms. In naming a triangle, we join the three letters represented by its
vertices. The order of the letters must be in either clockwise or counterclockwise
position. The triangle at the left is named ∆ ABC.

B C

Examples: (Road sign) (Chips)

Quadrilateral
A quadrilateral is any flat figure with four sides and four corners (vertices). For the context of primary
learners, two basic quadrilaterals are introduced, namely square and rectangle.

Square

A B
A square is a quadrilateral with sides of equal measures and vertices resembling
a corner. In naming a square, we combine the four letters represented by its corners or
vertices, However, in writing its name, we follow a strict order of clockwise or
counterclockwise. The square on the left is named as ABCD or ADCB.
D C

Examples: (Chocolate bar) (Chessboard)

Rectangle
L O
A rectangle is a quadrilateral with four sides and four corners (vertices) in which
its two opposite sides have the same length. Its manner of naming is similar to a
square. The rectangle on the left is named as LOVE or LEVO.
In this same figure, line segments LO and VE have the same measures.
Likewise, LE and OV have the same measures.
E V

Examples: (Philippine flag) (Blackboard)

Note that other types of two-dimensional figures will be emphasized in the course ‘Teaching
Mathematics in the Intermediate Grades.’

Selected Teaching Strategies in Introducing Two-Dimensional Figures to Primary Learners

Primary learners are highly exposed to concrete objects, both in school and in-home. They can
easily touch surfaces, recognize shapes and sizes, and even distinguish whether an object
possesses such features. To support what they can perceive, teachers must activate and channel
their learning experiences into pictorial, and eventually, into abstract forms.
Recall that Jerome Bruner once proposed that the instruction must start with the concrete
(real-life), proceeding to pictorial (picture-based), and ending onto abstract (symbols). This form of
instruction is done to assure that primary learners can fully extend their understanding across all
fields. Nonetheless, this will enable them to connect ideas into solving real-life problems in the future.

Using Geoboards as a Manipulative

A geoboard is a mathematical manipulative board used to discover

basic concepts in plane geometry such as characteristics of plane figures,
perimeter, area, and other fundamental concepts. It is made up of physical
board, of either plastic or wood, with a certain number of nails half driven in.
The nails are preferably of uniform distance apart from each other. To
represent a plane figure, a rubber band is stretched within the geoboard.

Integration of Art

Integrating art in teaching two-dimensional figures is a common

feature in the pedagogies for primary learners. Teachers assign learners to
cut shapes from colorful papers and paste them on a new sheet to form a
figure or an object. Teachers may also instruct their learners to mold clay
according to the shapes being discussed. Through such pedagogy, teachers
encourage learners to express their ideas and unleash their creative
potentials.

Let's Recall
● Flat figures are considered as two-dimensional. These figures are studied under plane
geometry.
● The common two-dimensional figures for primary learners include circle, triangle, square,
and rectangle.

Lesson 3: Exploring Three-Dimensional Figures

Lesson Outcomes
● describe and illustrate three-dimensional figures within the context of primary
grades, and
● develop pedagogies for teaching three-dimensional figures to primary learners.

Did you Know?

The popular toy, the Rubik’s Cube, was invented by a Hungarian mathematician
named Erno Rubik. You are tasked to twist and turn its smaller cubes to make the
cubes with similar colors appear together. Are you fond of playing this toy? Try playing
with this toy and share your experiences with your classmates on how you solved it.
Three-dimensional Figures for Primary Learners
Three-dimensional figures are also known as solid figures. If two-dimensional figures are
restricted with length and width, three-dimensional figures have depth. By their nature, three-
dimensional figures have an “inside” and “outside” which are separated by its surfaces. Common
physical household objects are considered as three-dimensional figures.

Polyhedrons
Polyhedrons are figures whose sides are made up of straight lines. It came from the Greek
words poly which means “many” and hedron which means “faces.” This implies that polyhedrons
have many faces made up of two-dimensional figures.
A polyhedron has three basic parts – vertices, edges, and faces.
● Vertices (vertex in singular form) are the corners of a three-dimensional figure. These
are represented by points.
● Edges are the “outer linings” of a three-dimensional figure. These are represented by
lines.
● Faces are the flat sides of a three-dimensional figure. These are represented by planes.

edge
vertex face

Below are examples of polyhedrons to be introduced for primary learners.

POLYHEDRONS DESCRIPTION REPRESENTATION REAL-LIFE EXAMPLE

It is a solid shape with faces

Rectangular
made up of rectangles. It has 8
Box
vertices, 6 faces, and 12 edges.
Shoe Box

It is a solid shape that has 8

Square Box or
vertices, 12 edges, and 6 squares
Cube
surfaces.
Dice

It is a solid shape with one base.

Pyramid Commonly, it has 5 vertices, 5
faces, and 8 edges.
Tent

Common Three-Dimensional Figures with Curves

If the edge of a three-dimensional figure is not a straight line or formed by curved or round
edges, then the figure is not a polyhedron. Below are examples of such figures.
 3D FIGURES DESCRIPTION REPRESENTATION REAL-LIFE EXAMPLE
WITH CURVES

It has 2 circular sides and a

Cylinder
surface.

Can of Sardines

It has 1 circular side and a

Cone
surface.

Ice Cream Cone

Sphere It has no surface.

Basketball

Selected Teaching Strategies in Introducing Three-Dimensional Figures to Primary Learners

Below are hands-on, manipulative, and learner-centered teaching strategies in presenting
three-dimensional figures to primary learners.

Using Models

In the last few modules, you are taught of the use of realias in the
instruction of geometry. If realias are not available, models are effective
instructional materials, as well. Models are three-dimensional representation
of a person or an object. They may be larger or smaller with respect to the
objects they replicate. These may be used to demonstrate the location of the
vertex, edge, or face of a polyhedron. However, in teaching the polyhedrons
using models, make sure to reveal the materials whenever necessary, to avoid distractions.

Discovery-based Display Boards

Through proper questioning techniques and scaffolding, teachers may activate

the prior knowledge of the learners by letting them post their ideas on solid objects on
display boards. Afterward, an interactive activity may be done to help them
manipulate three-dimensional figures, which fosters a better understanding of the
figures under discussion. These will help learners be exposed to better learning
environments where collaboration, communication, and cooperation are evident.
ACTIVITY 3:
Using the teaching strategies (Using Realias, Using Interactive Learning Strategies, Using
Geoboards as a Manipulative, Integration of Art, Using Models, and Discovery-based Display
Boards) in introducing geometric figures to primary learners, create three (3) realistic and effective
teaching materials / strategies that can help the primary learners master the fundamental concepts in
geometry. Use recycled materials found at your home.

Using Realias or Using Interactive Learning Strategies

Using Geoboards as a Manipulative or Integration of Art

Using Models or Discovery-based Display Boards

.
Sample: (pdf)

Name: __________________________ BEEd 3A

Teaching Geometry

A.Exploring Simple Geometric Figures

Selfie with the materials needed

Candid photo while doing the figure

Selfie with the finished product

Sample: (pdf file)

Name: __________________________ BEEd 3A

Teaching Geometry

B. Exploring Two-Dimensional Figures

Selfie with the materials needed

Candid photo while doing the figure

Selfie with the finished product

Sample: (pdf file)

Name: __________________________ BEEd 3A

Teaching Geometry

C. Exploring Three-Dimensional Figures

Selfie with the materials needed

Candid photo while doing the figure

Selfie with the finished product