Basic Concepts in Geometry and Kinds

of Angles
LESSON
Undefined Terms in Geometry
1
Directions: The array of letters below includes ten basic geometric terms including the two
words already marked. These words are arranged horizontally, vertically, and diagonally. On a
separate piece of paper, list down all the geometric terms that you can find.

A N G L E C D E P P
X A B I C V E T O O
P L A N E L N P I L
N E W E C E Q R N Y
R A Y R M A A I T G
Z I I G W E R T Y O
A C E Q A C U T E N
B S O L I D S C D Y
1. CIRCLE 6.
2. POLYGON _ 7.
3. _ 8.
4. _ 9.
5. _ 10.
 Undefined Terms in Geometry

There are three basic terms in geometry which we refer to as undefined terms. These are
point, line, and plane. We classify these as undefined terms because the definitions of these
terms are not precise. Instead, we use representations to describethem.

Undefined How to Other Real-Life

Representation
Term Name/Denote Information Example
 It is a  tip of a pen
location in
space with
Capital letter no
Dot ·W dimension.
Point
·
Read as: Point W  It has no
length,
width, or
thickness.
Labeled with a  line guides
single lowercase on
letter or it can also intermediate
be labeled with papers
two capital letters,  It has no
representing the thickness,
two distinct points but its
on the line. length
Straight mark D E
with two arrow extends
Line infinitely to
heads n both
directions.
Denotations:
 It is
DE - read as line
straight.
DE
ED - read as
line ED
𝑃n - read as line n

 flat-panel
Single capital script
television
Slanted four- letter or by three  It has no
noncollinear points screen
sided figure thickness
extends
indefinitely
Plane in all
directions.

·Y P  It is a flat
·X ·Z surface.

Read as: Plane

XYZ or Plane P
 LESSON
Subsets of a Line
2
Review:
1. Name all the lines.
2. Name all the segments. B
3. Name all the rays.
F
G C

It looks like you already mastered the two previous lessons. Now consider thesituation
described below.
The LMA Grade 7 students will perform a dance number for their culminating activity.
One of their tasks is to incorporate the arm gesture that their teacher provides to their chosen
choreography. The arm gestures are as follows:
C

J A
R H R
B
L
M T D G

Process Questions:
1. Suppose the arms represent a ray, name all the rays from the figure.
2. What have you observed on the rays on the figure?
3. What is formed when two rays are joined with a common endpoint?

Relationship among Points, Lines, and Planes

Collinear Points – points that lie on the same line
Noncollinear Points – points that don’t lie on the same line
Coplanar Points – points that are on the same plane
Noncoplanar Points – points that are not on the same plane
Space – the set of all points
Intersecting Lines – two lines that meet at a common point
Parallel Lines – lines on the same plane that do not intersect even if they are extended
Concurrent Lines – three or more coplanar lines that meet at a common point
 LESSON
Angle and Kinds of Angle
3
An angle is defined as a figure formed by two rays having the same endpointnot lying on
the same line. It is denoted by the symbol ∠.

In the figure below, the two rays EB and ET are called the sides of the angleand their
common endpoint (point E) is called the vertex of the angle. The angles canbe called ∠E, ∠ BET
or ∠TEB. If three letters are used to name an angle, the middle letter denotes the vertex.
B

E
T

Angles are classified according to their measurement. A protractor is used tomeasure

angles. An angle’s unit of measurement is in degrees (0).

We can classify angles into four, namely: acute angle, right angle, obtuse angle,and straight
angle. Consider the following illustrative examples of each.

I
The measure of ∠IOU is 500, therefore the
angle is an acute angle.
An acute angle is an angle that measures
O
U greater than 00 but is less than 900.
Figure 1

E
The measure of ∠EFG is 900, therefore it is aright
angle.
A right angle is an angle that is equal to 900.
F G
Figure 2

K
The measure of ∠KLN is 1300, therefore it is an
obtuse angle.
An obtuse angle is an angle that is greater than900
but is less than 1800.
L N
Figure 3
 The measure of ∠RQS is 1800, therefore it isa
straight angle.
A straight angle is an angle that is equal to
R Q S
1800.
Figure 4

Familiarizing yourself on using the protractor will be helpful in

classifying angles. So, this is an additional helpful Information for you!

How to use protractor:

1. Place the center point of the protractor on the vertex of the angle to be
measured.
2. Make sure that the mark labeled 0 on either score is placed on one side of the
angle.
3. Read the scale where the other side of the angle falls.
 TRY!!!

A. Given the figures below, classify each as acute, right, obtuse, or straight angle. Verify
your answer by measuring each figure using a protractor. Writeyour answer on a sheet
of paper.

1. 2.

_ _

` 3. 4.

5.

B. Classify the angle given the following angle measures. Write your answer on apiece of
paper.

1. 360
2. 1000
3. 1800
4. 900
5. 1760
LESSON
Pairs of Angles
4 Determine the certain pairs of angles that have special relationships.

Two angles which share a common side and a common vertex are called
adjacent angles. On the figure below, ∠ABD and ∠CBD are adjacent angles
because they share a common vertex, point B, and a common side, BD.

A D

B C

Two angles are called complementary angles if the sum of their degree
measurements is equal to 90.
Two adjacent angles ∠s and ∠t are complementary angles since m∠ s + m∠ t = 90.

s
t

When two adjacent angles are complementary angles, they form a right angle.

Not all complementary angles have to be adjacent. Since the sum of the
degree measurements of ∠ EFG and ∠ HIJ is 90, then they are complementary angles.
m ∠ EFG = 70 and m ∠ HIJ =
20, m ∠ EFG + m ∠ HIJ = 90
70 + 20 = 90

J
E 20˚ J

70˚

F I
Two angles are called supplementary angles if the sum of their degree
measurements is equal to 180.

Two adjacent angles ∠p and ∠q are supplementary angles since m ∠ p + m ∠ q = 180.

p q
Note: If two angles are both adjacent and supplementary, then they form a linear pair.

In the figure below, ∠RST and ∠XYZ angles do not form a linear pair but
they are supplementary angles since the sum of their degree measurements is 180.

m∠ RST = 120 and m∠ XYZ = 60,

m ∠ RST+ m ∠ XYZ = 180
120 + 60 = 180

X
R

60˚ 120˚
Z Y S T

Two straight lines intersect at a common point will form four angles. The
pairs of angles that are not adjacent to each other are called vertical angles.
They are opposite angles at the point of intersection and are equal to each
other.

Lines f and g intersect at point E. ∠ SEP and ∠ CEA is a pair of vertical angles.
Another pair of vertical angles is ∠ SEC and ∠ PEA.

f g

S P

Two angles which have the same measure are called congruent angles. It
is denoted by the symbol ≅.
∠ SEP ≅ ∠ CEA (Read as “angle SEP is congruent to angle CEA”)
∠ SEC ≅ ∠ PEA (Read as “angle SEC is congruent to angle PEA”)
Note: A pair of vertical angles are also congruent angles.

Now, let’s have some examples of pairs of angles. You will decide and
identify which pair of angles are adjacent angles, complementary angles and
supplementary angles.

Example No. 1
A
I

45˚ 45˚
P D 30˚

A. Is each of the given pairs of angles adjacent? If not, why?

∠ ADI and ∠ RDI
∠ ADP and ∠ IDR
∠ IDR and ∠ PDE
B. Name the second angle in each pair of angles following the given conditions.
1. Complementary to ∠ ADP
2. Supplementary to ∠ IDR
3. Supplementary to ∠ RDE
4. Angles adjacent to ∠ ADI

Let’s explore example no. 1, A and B.

A. ∠ ADI and ∠ RDI is a pair of adjacent angles containing a common side while
∠ ADP and ∠ IDR are non- adjacent angles because it has no common side same with
∠ IDR and ∠ PDE are also non-adjacent angles.

B. 1. ∠ ADP and ∠ IDR are complementary angles since the m ∠ ADP = 45

and m ∠ IDR = 45 based on the definition of complementary angles where the sum of
their degree measures is equal to 90.

2. ∠ IDR and ∠ IDP are supplementary angles since they are adjacent
angles and form a linear pair, we can say that their measures when added is equal to
180.

3. ∠ RDE and ∠ PDE are supplementary angles because they are also
adjacent angles and form a linear pair so we can say that their measures when added
isequal to 180.

4. Angles adjacent to ∠ ADI are ∠ ADP and ∠ IDR since ∠ ADI and ∠ IDR
sharea common side DI and ∠ ADI and ∠ ADP share a common side DA.

Example No. 2

O
B

140˚
40˚ T
E

Given the OU intersect with BS at point P and ∠ BEU bisect by ET.

Answer the following:
A. Name the pairs of vertical angles
B. Name the adjacent angles with common side ES
C. Name the pairs of congruent angles
D. Find the measure of the angles.
1. Find ∠BEO
2. Find ∠BEU

Exploring example no. 2, we have:

A. ∠OEB and ∠SEU; ∠OES and ∠BEU are pairs of vertical angles because
they are opposite angles at the point of intersection.

B. ∠OES and ∠UES are adjacent angles because they share a common side ES.

C. ∠OEB and SEU; ∠OES and ∠BEU are pairs of congruent angles because they are
vertical angles.
 D.1. m ∠BEO = 40, because m ∠BEO = m ∠SEB - m ∠SEO
= 180 – 140 = 40
2. m ∠BEU = 140, because ∠OES and ∠BEU are vertical angles.

Example No. 3
Find the measures of a, b, c, and d if possible, following the given conditions.

Measure of Angle Measure of Complement Measure of Supplement

85˚ a 95˚
38˚ 52˚ b
105˚ c 75˚
x 90 – x d

The measure of complement a is 5˚ because 90˚- 85˚= 5˚ while for c is none

because 105˚ is greater than 90˚.

On the other hand, the measure of supplement b is equal to 142˚

because 180˚- 38˚ = 142˚ while for d the answer is 180 – x because the
supplement of an angle is 180˚ minus the given angle represented by x.
Example No. 4
Two angles are supplementary angles. One angle is 32˚ larger than the other.
Find the measures of both angles.

Solution:
x – smaller angle Represent the statements “One angle is
x + 32 – larger angle 32˚ larger than the other.”
x + (x + 32) = 180 Adding up the angles will result to 180
since the problem states that two angles
are supplementary angles.
2x + 32 = 180 Adding like terms
2x + 32 – 32 = 180 – 32 Combining like terms using Subtraction
Property of Equality (SPE) we need to
subtract 32 to both sides.
2x = 148 Simplify and divide both side by 2 to
eliminate the numerical coefficient of x.
x = 74 The measure of the smaller angle is 74.
x + 32 Is the larger angle
74 + 32 = ? Substitute the value of x.
106 The measure of the larger angle.

Therefore, the two angles are 74○and 106○.

LESSON
Some Basic Geometric Figures
5 Geometric
 LESSON
Parallel Lines Cut by a Transversal
6
Objective: Name and identify angle pairs formed by parallel lines cut by a transversal and recognize
their relationships to find a missing angle.