STUDY GUIDE

GRADE 7 | UNIT 10

The Undefined Terms in Geometry

Table of Contents

Introduction .................................................................................................................................... 2
Test Your Prerequisite Skills ........................................................................................................ 3
Objectives ...................................................................................................................................... 4
Lesson 1: Points, Lines, and Planes
- Warm Up! ........................................................................................................................... 4
- Learn about It! ................................................................................................................... 5
- Let’s Practice! ..................................................................................................................... 7
- Check Your Understanding! ............................................................................................ 10
Lesson 2: Subsets of a Line
- Warm Up! ......................................................................................................................... 11
- Learn about It! ................................................................................................................. 12
- Let’s Practice! ................................................................................................................... 15
- Check Your Understanding! ............................................................................................ 18
Challenge Yourself! ..................................................................................................................... 20
Performance Task ....................................................................................................................... 20
Wrap-up ....................................................................................................................................... 22
Key to Let’s Practice! .................................................................................................................... 23
References ................................................................................................................................... 24

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Table of Contents
GRADE 7 | MATHEMATICS

UNIT 10

The Undefined Terms in Geometry

Did you know that science and mathematics have a lot of similarities?

For example, in biology, any living being is made of cells.

Cells are referred to as the building blocks of life. In
geometry, we have what we call the building blocks of
geometry which are also known as the undefined terms.
They are called building blocks because they are used in
order to create other objects. The cells are put together to create your body, while the
undefined terms of geometry are used to create other geometric figures.

In this unit, you will be encountering the undefined terms of

geometry. These undefined terms are the point, line, and plane.
They are also used to make definitions for geometric figures. This is
why they are called undefined. Points, lines, and planes do not have
exact definitions. They only have descriptions and illustrations.

A point is something that we have encountered many times

before. Just like in the activity “Connect the Dots.” The dots
represent points. When these dots are connected, we can form
lines.

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Test Your Prerequisite Skills

• Making use of a ruler

o Drawing line segments
o Measuring segments
• Dividing segments into parts

Before you get started, answer the following items on a separate sheet of paper. This will
help you assess your prior knowledge and practice some skills that you will need in
studying the lessons in this unit. Show your complete solution.

1. Using a ruler, determine the length of each segment below.

a.

b.

c.

2. Using your ruler, draw segments with the given lengths.

a. 40 cm
b. 2 in
c. 57 cm

3. Copy the given segments below, and then properly divide them into equal parts.
1. Divide into 2 parts.

2. Divide into 5 parts.

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Objectives

At the end of this unit, you should be able to

• represent point, line, and plane using concrete and pictorial models; and
• illustrate subsets of a line.

Lesson 1: Points, Lines, and Planes

Warm Up!
Pick-up Sticks

Materials Needed: 10 long broomsticks (colored ones preferred but no

required), pen, paper

Instructions:
1. This activity may be played by 2-4 persons.
2. Form a circle and assign one person to hold the sticks together in one hand.
Make sure that all the sticks are standing up vertically.
3. Let the sticks fall freely on top of the table or on the floor. When all of the sticks
have come to rest, you may already start playing.
4. Take turns in picking up the sticks. Each player should pick up the topmost stick
without touching or moving the other sticks.
5. If a player moves a stick while trying to pull out another stick, he/she must let go
of the stick and stop his/her turn. As a consequence, that player will then be
eliminated from the group of players.
6. Keep moving clockwise or counterclockwise around your group of players until
there are no more remaining sticks on the table/floor.
7. If there are still two or more players left, gather all the sticks again and repeat
from step 2. The last player standing will be declared the winner. 4
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Learn about It!

It can be quite difficult to explain exactly what points, lines, and planes are. Although you
may recognize them in the things you encounter every day. According to the Greek, “A
point is that which has no part. A line is breadthless length.” Some Mohist philosophers of
ancient China said, “The line is divided into parts, and that part which has no remaining
part is a point.” Looking at these definitions, you might be more confused that you are
enlightened of what points, lines, and planes are. It is almost impossible to properly
define a point, a line, and or a plane without making use of the words or phrases
themselves. That is why we stick to describing what these undefined terms are instead of
creating definitions.

A point is the most basic building block of geometry. It only has location. It has neither
size nor shape. It is represented as a dot, and you may name it using a capital letter.

The point below is called point P.

There are a lot of objects that can represent a point such as a grain of sand, seed, and a
tip of a pen. However, it is important to note that an actual point is smaller than any grain
of sand that ever existed.

We also say that a point is used to determine a location. For example, in

pinning your location on a map, you use a point.

B A line is a straight arrangement of infinitely many points

that extend indefinitely in both directions. It does not
A have thickness and its length is infinite.

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It is good to note that given two distinct points, one can always form a line just by
connecting them. That is why lines are usually named using two of the points it contains.
In symbols, 𝐴𝐵
⃡ or 𝐵𝐴
⃡ .

collinear noncollinear

When two or more points lie on the same line, we say that the points are collinear.
Otherwise, we say they are noncollinear. In the figures above, we see that points A, B,
and C are collinear, while H, J, and K are noncollinear.

Definition 1.1: Points that can be connected by a straight line

are called collinear points. Points that do not
follow a straight array are called noncollinear.

A plane has length and width, but no thickness. It is represented as a flat surface that
extends infinitely along its length and width. It is drawn as a four-sided figure. Imagine
drawing a tilted piece of paper.

In naming a plane, we may make use of the capital letter found

on the corner of the illustration or use any three noncollinear
points. The plane on the right can be named plane P.

Since lines extend infinitely on both sides, there may be cases that
these line meet at certain points. Just like the figure.

We call these intersecting lines.

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Definition 1.2: Intersecting lines are lines that intersect.

The common point between two lines is
called the point of intersection.

Let’s Practice!

Example 1: Identify whether each of the following represents a point, a line, or a plane.
a. a strand of hair c. a wire
b. a map d. a dark spot on a wall

Solution:
a. A strand of hair is usually long and narrow. Therefore, it is most like a line.
b. A map is printed on a sheet that is usually flat. It, therefore, represents a
plane.
c. A wire is long so it represents a line.
d. Since what is indicated is just a spot. It is most like a point.

Try It Yourself!

Identify whether each of the following represents a point, a line, or a plane.

a. a ball pen tip c. computer screen
b. rice grain d. straw

Example 2: Name the different figures you

can see from the given
illustration. Use proper notations.

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Solution:

Points: 𝐴, 𝐵, 𝐶, 𝐷, 𝐸, 𝐹, 𝐺, 𝐻, 𝐽

Lines: ⃡𝐴𝐻 or ⃡𝐴𝐽 or ⃡𝐴𝐷 ; ⃡𝐵𝐹 ; ⃡𝐶𝐸

Planes: plane 𝑃, plane 𝐴𝐻𝐹, plane 𝐶𝐷𝐸

(Solutions may vary; as long as points used are not collinear.)

Try It Yourself!

Name the different figures you can see from the

illustration. Use proper notation.

Example 3: Draw and label the figure being described by the following statements.
a. Point 𝑂
b. Line 𝑀𝑁
c. Plane 𝐶𝐷𝑃
d. Line 𝐾𝐿 intersecting line 𝐾𝐽 at point 𝐾

Solution:
a. A point is illustrated using a dot. The label should be a capital letter.

b. A line is drawn and points 𝑀 and 𝑁 should be labeled properly.

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c. A plane is represented by a four-sided figure. In naming a plane using

points, these three points should not be collinear.

d. Line 𝐾𝐿 should have a common point with line 𝐾𝐽 which is point 𝐾.

Try It Yourself!

Draw and label the figure being described in each of the following:
a. Line 𝐴𝐾
b. Plane 𝑄
c. Intersecting lines 𝑀𝑂 and 𝑀𝐾
d. Intersecting lines 𝑀𝑁 and 𝑁𝑀

Real-World Problems

Example 4: Refer to the given illustration. Determine

the different objects that represent a point,
a line, or a plane.

Solution: The field may represent a plane because it is a surface. The row of crops can
represent lines.
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Try It Yourself!

Look around your classroom. Can you see any objects that may represent a point, a
line, and/or a plane?

Check Your Understanding!

1. Which among a point, a line, or a plane does a floor represent?

2. Kendo is a Japanese martial art that uses a bamboo sword for practice. Which of
the three undefined geometric terms does a bamboo sword represent?

3. When the ceiling of a house and two walls meet at a corner, what does their
intersection represent; a point, a line, or a plane?

4. Name at least five different figures you can see from the
illustration. Use proper notations.

5. Draw and label the figure being described by the following.

a. Intersecting lines 𝐴𝐵 and 𝐶𝐷
b. Plane 𝑌𝑇𝑃
c. Point 𝑋 on plane 𝑀𝑁𝐵
d. Line 𝑀𝑁 on plane 𝐽𝑀𝐾

6. What figure will be formed when an intersection takes place? Illustrate.

a. Plane 𝐴𝑁𝑀 and line 𝑀𝑃
b. Plane 𝑀𝑁𝑂 and plane 𝐾𝑂𝑁

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Lesson 2: Subsets of a Line

Warm Up!

Find the Zeeky

Materials Needed: pencil and eraser

Instruction:
Group yourselves into three. Your task is to determine which among the creatures
in the last group is a “zeeky.” There are questions below to guide you.

Definitions are an important part of geometry. In this lesson, you need to know
how to write a proper definition. Look at the following figures:

Zeekies Not Zeekies

Which of the following is a zeeky?

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Guide Questions:
• What do Zeekies have in common?
• What qualities do they not have?
• What characteristics make zeeky a zeeky?

Learn about It!

Definition 2.1: A definition clarifies or explains the meaning of

a word or a phrase. A good definition is
composed of two parts a classification and a
distinguishing characteristic.

Consider the following example:

A rectangle is a _____________ that _________________

Classify it. What is it? How does it differ from the others?

Why is this important? In geometry, we will be encountering a lot of different definitions

and it is important for us to be able to fully understand them.

In the previous lesson, we talked about points, lines, and planes. Here, we will focus more
on the different parts (also known as subsets) of a line.

Subsets of a Line

What makes a line a line is that it continues endlessly on both sides. But what would
happen if it does not?
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If we only look at a part of the given line that is within the orange box, we call that a ray.

Definition 2.2: A ray is part of a line that continues on

one side. There is only one endpoint. We
start from this endpoint to name the ray.

For example, this is 𝑉𝑊. This portion refers to the part of the line
from point 𝑉 going to the direction of 𝑊.

Note that in naming a ray, we cannot interchange the order of the points. It is important
to write the endpoint first. Just like in the example, 𝑉𝑊 is not the same as 𝑊𝑉 .

If we only take this portion, from point 𝑇 to point 𝑉,

we call this a line segment.

Definition 2.1: A line segment consists of two points

called the enpoints of the segment and all
the points in between them that are
collinear with the two points.

In naming a segment, we make use of the endpoints. For example, the segment shown is
𝑇𝑉 or̅̅̅̅̅
̅̅̅̅ 𝑉𝑇.

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Relationships between Lines

The same number of arrow marks indicates that the two lines are
parallel. A small square indicates that the lines are perpendicular.
Let’s try making definitions based on what we did during the warm
up activity. Remember, classify then differentiate.

Definition 2.1: Parallel lines are lines in the same

plane that never meet. We use the
symbol ∥ to indicate parallel lines.

In the illustration, we can say that line 𝑗 ∥ line 𝑘.

Definition 2.1: Perpendicular lines are lines that meet

at 90° angles.

These are usually seen on corners. For example, the corner of your notebook has
perpendicular lines. We use the symbol ⊥ to indicate perpendicular lines.

In the illustration below, we can say that line 𝑚 ⊥ line 𝑛.

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How do we define “in between?”

For a point to be in between other points, these points first need to be collinear. In the
figure above, we can say that points 𝐵, 𝐷, and 𝐸 are collinear. Now, observe ̅̅̅̅
𝐵𝐸 . Note that
point D is contained in 𝐵𝐸
̅̅̅̅ . In this case, we can say that point 𝐷 is in between 𝐵 and 𝐸.

It is important to note that in between does not necessarily mean that the point is exactly
in the middle of the two other points. We have a different term for that. We call that a
midpoint.

Definition 2.1: A midpoint is a point at the exact middle of

two other points. The midpoint divides the
segment into two equal segments.

For example, in the illustration above, we can say that point 𝐽 is the midpoint of ̅̅̅̅̅
𝑀𝑌. The
tick marks indicate that ̅̅̅̅
𝑀𝐽 has the same measure as ̅̅̅
𝐽𝑌.

Let’s Practice!

Example 1: Name a ray and a line segment shown in the figure.

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Solution: We could name several rays and line segments in the figure above.

If we consider only the points, we can have three line segments, i.e., ̅̅̅̅̅
𝑀𝐵, 𝑀𝐽̅̅̅̅,
and ̅̅̅
𝐵𝐽. Note that changing the order of the letters in naming a segment will
still mean the same segment, i.e., ̅̅̅̅̅
𝑀𝐵 = ̅̅̅̅̅
𝐵𝑀.

If we consider every pair of a point and an arrowhead, we can have six rays:
𝑀𝐵, 𝑀𝐽, 𝐵𝐽, 𝐽𝐵, 𝐽𝑀, and 𝐵𝐽. Since we know that we should use the endpoint
first, 𝑀𝐵 is not the same as ⃡𝐵𝑀 so we count them as two different rays.

Try It Yourself!

Name a line segment shown in the figure. Use proper notation.

Example 2: Name a ray in two ways.

Solution: In naming a ray, make sure to use the endpoint first. For example, 𝐴𝑌 is a ray
found on the figure. We can also name this ray as 𝐴𝐵 . These are the same
rays because they have the same endpoint and they are going in the same
direction.

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Try It Yourself!

Name a ray in the given figure below. Use proper notation.

Example 3: Illustrate a line segment intersecting a plane at exactly one point.

Solution:

In the illustration, line 𝑙 intersects plane 𝑀 at exactly one point.

Try It Yourself!

Illustrate a ray intersecting a plane using its endpoint.

Real-World Problems

Example 4: What subset of a line is being represented by the pair of

arnis sticks shown? What geometric relationship do they
have?

Solution: Arnis sticks have a definite length. They do not extend indefinitely. Thus, the
image represents a pair of line segments.

Since the arnis sticks do not touch each other, we can say that they are
parallel.
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Try It Yourself!

What figure best represents a ball pen?

Check Your Understanding!

1. Identify whether the following statements are true or false.

a. Points 𝐴, 𝐵, and 𝐶 are collinear.

b. If two lines intersect, then the two lines are coplanar.

c. The intersection of the line segment and the plane is point 𝐴.

d. The midpoint of segment 𝐴𝐶 is point 𝐵.

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2. The image on the right is that of a laser. When the laser

is turned on and light is emitted without hitting any
object, does the laser represent a line segment or a ray?

3. In the image shown are two chopsticks. Do chopsticks

represent line segments or rays? Why? What
characteristics of the chopsticks are similar to segments
or rays?

4. Name each figure or provide the proper description with proper notation.

a. b.

c. d.

5. Draw the following figures being described. Label properly.

a. ⃡𝑀𝑁 ∥ ⃡𝑂𝑃
b. 𝐼𝐴
⃡ ⊥ 𝐽𝑀⃡
c. 𝐹𝐶 , ⃡𝑀𝑂, ̅̅̅̅
𝑉𝐶 on plane 𝑀𝑆𝑇
d. ⃡𝐼𝐴 intersecting ⃡𝑉𝐶
e. ⃡𝑀𝐷 intersecting ̅̅̅̅̅
𝑀𝑂

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Challenge Yourself!

1. Mark the figure according to the description given.

• Point 𝐸 is the midpoint of 𝐴𝐵

̅̅̅̅ .
• 𝐸𝐹 is perpendicular to ̅̅̅̅
̅̅̅̅ 𝐴𝐵 .
• Point 𝐺 is the point of intersection
of 𝐵𝐶
̅̅̅̅ and 𝐴𝐺
̅̅̅̅ .

2. Given that the measure of segment 𝐽𝐾 ̅̅̅ is 16 units, 𝐴𝐵

̅̅̅̅ has the same measure with
𝐽𝐾 and they intersect each other on their midpoint 𝑃, what is the length of ̅̅̅
̅̅̅ 𝐽𝑃?

3. Illustrate noncoplanar perpendicular lines.

Performance Task

You are a group of artists (3 students). One is a photographer who has a creative eye in
spotting beautiful scenes in ordinary settings. One is an artist who always creates cleverly
new mediums of art. The third is a realist who can make the vision of any artist a reality.
The photographer will take a photo of a setting that you may see every day (i.e. classroom,
daily commute, grocery store). The three of you will work together in copying the
photograph in a canvas. Your material will be the circular clippings you get when using a
puncher. You aim to wow the world of art (and math) by showing that everything is made
up of points, lines, and planes. You will be presenting your artwork in a form of a class art
gallery.

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Performance Task Rubric

Below Needs Successful Exemplary

Criteria Expectation Improvement Performance Performance
(0–49%) (50–74%) (75–99%) (99+%)
11 and above The artwork looks
number of 6-8 figures did not 1-5 figures did exactly like the
Accuracy figures did not match the not match the photograph in the
match the photograph. photograph. form of points,
photograph. lines, and planes.
The hole punch The hole punch The hole punch The hole punch
Number of pieces covered pieces covered at pieces covered at pieces covered at
points used less than 20% least 20% of the least 30% of the least 50% of the
of the paper. paper. paper. paper.
The style of
The style of The style of
The style of presentation
presentation is presentation is
presentation is undeniably stood
similar to some of very unique.
not unique. out among the
the other outputs. Excellent color
Color rest. Excellent
Creativity Color combination is
combination is color combination
combination was consistent. The
not pleasing. is consistent. The
not consistent. work is attractive
The work is not work is attractive
The work is quite and pleasing to
attractive and pleasing to
attractive. the eyes.
the eyes.
The work was The work was The work was
The work was
submitted 3 submitted 2 days submitted a day
Punctuality submitted on
days later than later than the after the
time.
the deadline. deadline. deadline.

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Wrap-up

Point Line Plane Segment Ray

Model

Straight line
Straight line with Straight line with one dot
How to Drawn as a four
Small dot arrow heads at each with dots as on side and an
draw sided figure
side endpoints arrow head on
the other side

One endpoint
How to Capital Identify two points Identify 3
Use endpoints and any point
name letter (capital letters) noncollinear points
on the ray.

No size nor
Flat surface; Part of a line; Continous
shape; Continuos endlessly
Facts continous on all has definite endlessly on
determines on both sides
sides lenght one side
loaction

Symbols or
Point 𝐴 ⃡ or 𝐶𝐵
𝐵𝐶 ⃡ Plane 𝐷𝐸𝐹 ̅̅̅̅ or 𝐻𝐺
𝐺𝐻 ̅̅̅̅ 𝐼𝐽
Notation

Key Terms/Formulas

• Point – the most basic buildign block of geometry. represented by a dot. Named
using a capital letter.
• Line – formed by infinite number of points arranged in a straight array.
Represented by a straight line. Named using 2 points on the line itself.
• Plane – Represented by a flat surface. Named using 3 non-collinear points found
on the plane itself
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• Line Segment – A portion of a line that has two endpoints.

• Ray – A portion of a line that has one endpoint
• Intersecting lines – Two lines that meet at exactly one point
• Parallel lines – Two coplanar lines that do not meet
• Perpendicular lines – Two lines that meet at exactly 90⁰
• Midpoint – a point that indicates the middle of a line segment. It divides the
segment into two equal parts

Key to Let’s Practice!

Lesson 1
1. a. point b. point c. plane d. line
2. answers may vary
3.
a. b. c. d.

4. Answers may vary.

Lesson 2
1. 𝑆𝑇
̅̅̅̅, 𝑇𝑈
̅̅̅̅, 𝑇𝑉
̅̅̅̅, 𝑆𝑊
̅̅̅̅̅ , and other answers may be acceptable.
2. 𝑆𝑇, 𝑇𝑈, 𝑇𝑉, 𝑆𝑊 , and other answers may be acceptable.
3.

4. Line segment
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References

Khan Academy. “Lines, line segments, & rays.” Accessed August 8, 2018.
https://www.khanacademy.org/math/basic-geo/basic-geo-lines/lines-rays/v/lines-
line-segments-and-rays

Math Antics. “Math Antics – Point, Line, and Plane.” Accessed August 8, 2018
https://www.youtube.com/watch?v=k5etrWdIY6o

Serra, Michael. Discovering Geometry: An Investigative Approach. United States of

America: Key Curriculum Press, 2008

Yeo, J., et al. New Syllabus Mathematics Normal (Academic). Hillview, Singapore: Shinglee
Publishers, 2013

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