Activity 1: Array of Letters

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.
Group the following phrases into three groups according to their similarities. Specify the similar characteristic per
group.

a dash of salt the tip of a pencil

the top of a table the edge of the page of a

book
the tip of an umbrella the floor of the classroom

the surface of the the edge of a ruler

blackboard
    

a. Which among the groups can you determine possible representations of a point?
b. Which among the groups can you determine possible representations of a line?
c. Which among the groups can you determine possible representations of a plane?
Ask the students to:
Draw a point.
Draw a line.
Draw a plane
Video clip about points, lines, and
planes.
https://www.youtube.com/watch?
v=k5etrWdIY6o
BASIC CONCEPTS IN
GEOMETRY AND
KINDS OF ANGLES
 USING UNDEFINED TERMS AND
DEFINITION
A definition uses known words to describe a
new word. In geometry, some words such
as point, line and plane are undefined terms
or not formally defined.
UNDEFINED TERMS
Words that do not have
formal definitions but there
is an agreement about what
they mean.
POINT
 USING UNDEFINED TERMS AND
DEFINITION
•A point has no
dimension. It is
A
usually represented
by a small dot. Point A
LINE
 USING UNDEFINED TERMS AND
DEFINITION
• A line extends in one dimension. It l

is usually represented by a straight A

line with two arrowheads to

indicate that the line extends
without end in two directions. In B

this book, lines are always straight

lines.
Line l or AB
PLANE
USING UNDEFINED TERMS AND
DEFINITION
A plane extends in two dimensions.
A M
It is usually represented by a
shape that looks like a tabletop or
C
wall. You must imagine that the B
plane extends without end even
though the drawing of a plane
appears to have edges.

Plane M or plane ABC

A FEW BASIC CONCEPTS . . .

• Must be commonly understood without being defined. One such concept is the idea that
a point lies on a line or a plane.
• Collinear points are points that lie on the same line.
• Coplanar points are points that lie on the same plane.
For this section, we will be having another activity! Group the following phrases into three groups
according to their similarities. Specify the similar characteristic per group. Copy and answer this activity
on a separate sheet of paper.
Reflect on this:
Carpentry requires an understanding of points, lines, and
planes. What other line of work requires an understanding
of points, lines, and planes?
Before we proceed, let us have a review about the previous lessons by
answering the given activity below. Refer to the figure at the right to
answer the questions that follow.

1.Name all the lines.

2. Name all the segments.
3. Name all the rays.
COLLINEAR POINTS
COPLANAR POINTS
EX. 1: NAMING COLLINEAR AND
COPLANAR POINTS
H
a. Name three points that are collinear
G

Solution: E
D F
D, E and F lie on the same line, so they are
collinear.
EX. 1: NAMING COLLINEAR AND
COPLANAR POINTS
b. Name four points that are coplanar. H

Solution:
D E F
D, E, F, and G lie on the same plane, so
they are coplanar. Also D, E, F, and
H are coplanar; although, the plane
containing them is not drawn.
EX. 1: NAMING COLLINEAR AND
COPLANAR POINTS
b. Name four points that are coplanar. E

Solution:
B C D
D, E, F, and G lie on the same plane, so
they are coplanar. Also D, E, F, and
H are coplanar; although, the plane
containing them is not drawn.
EX. 1: NAMING COLLINEAR AND
COPLANAR POINTS
c. Name three points that are not H
collinear.
G

Solution: E
D F
There are many correct answers. For
instance, points H, E, and G do not
lie on the same line.
MORE . . .

• Another undefined concept in l

geometry is the idea that a point B
on a line is between two other
points on the line. You can use
this idea to define other important
terms in geometry. A
• Consider the line AB (symbolized
by AB). Line l or AB
MORE . . . A B
Segment AB

• The line segment or segment AB l

(symbolized by AB) consists of the
B
endpoints A and B, and all points on AB
that are between A and B.

A
Line l or AB
 A B
MORE . . .
Ray AB

• The ray AB (symbolized by AB) consists l

of the initial point A and all points on AB
B
that lie on the same side of A as point B.

A
Line l or AB
 A B
MORE . . .
Ray BA
• Note that AB is the same as BA and AB l
is the same as BA. However, AB and
B
BA are not the same. They have
different initial points and extend in
different directions.

A
Line l or AB
MORE . . .
• If C is between A and B, then CA and
CB are opposite rays.
• Like points, segments and rays are l
collinear if they lie on the same line. So, B
any two opposite rays are collinear.
Segments, rays and lines are coplanar if C
they lie on the same plane.

A
Line l or AB
EX. 2: DRAWING LINES, SEGMENTS AND
RAYS
• Draw three noncollinear points J, K, and L. Then draw JK, KL and LJ.

K Draw J, K and L

Then draw JK

J
L
EX. 2: DRAWING LINES, SEGMENTS AND
RAYS
• Draw three noncollinear points J, K, and L. Then draw JK, KL and LJ.

K
Draw KL

J
L
EX. 2: DRAWING LINES, SEGMENTS AND
RAYS
• Draw three noncollinear points J, K, and L. Then draw JK, KL and LJ.

K
Draw LJ

J
L
EX. 3: DRAWING OPPOSITE RAYS

• Draw two lines. Label points on the

lines and name two pairs of opposite M
Q
rays.

X
Solution: Points M, N, and X are
collinear and X is between M and N.
So XM and XN are opposite rays.
P N
EX. 3: DRAWING OPPOSITE RAYS

• Draw two lines. Label points on the

lines and name two pairs of opposite M
Q
rays.

X
Solution: Points P, Q, and X are
collinear and X is between P and Q.
So XP and XQ are opposite rays.
P N
“Stop Dance”
The students will dance as the music
is running and when the music stops,
the students will form an angle with
the use of their body parts.
The students are ask to draw an example of an angle
formed during the dance.
The teacher can point out the parts of an angle
using the body parts of the students.
• Arms – the sides of the angle
• Head – vertex of the angle
Consider the situation described below.
 
The SPA Grade 7 students of Sapang Palay National High School 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:
Classify whether the
given measurement is
acute, obtuse and right
angle.
1. 100°
2. 15°
3. 90°
4. 170°
Draw the three kinds of
angles according to the
following given measure.
Acute – 30°
Right – 90°
Obtuse – 100°
Follow-up Activity:
1. In a journal, write the importance of
knowing the classification of an angle
and give at least 2 examples of each.
Drill: Perform the
following operations
1)____ + 45 = 90
2)____ + 35 = 180
3) 65 +_____ = 180
4)____- 30 = 60
5)____- 108 = 72
Activity (Pen-
FindANGLE-ANGLE-
Pen)
 Types Of Angles
There are four main types of angles.
Right angle Acute angle Obtuse angle
90o Less than 90o More than 90o

A A A

B C B B C
C
Straight angle
180o

A B C
Complementary
Two angles are complementary if the sum of
their measures is equal to 90 degrees.

Supplementary Angles
Two angles are supplementary if the sum of
their measures is equal to 180 degrees.