BEAM LG Gr.7 Module 1 - Mathematics Points, Lines, Planes & Angles

LEARNING GUIDE
BASIC EDUCATION ASSISTANCE FOR MINDANAO
THIRD YEAR - MATHEMATICS III

GEOMETRY OF SHAPE AND SIZE
Module 1 - Points, Lines, Planes and Angles
LEARNING GUIDE
COPYRIGHT NOTICE
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any work of the Government of the Philippines. However, prior approval of the
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exploitation of such work for profit.” This material has been developed within the
Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be
given by the author(s) or the BEAM Project Management Unit and the source must
be clearly acknowledged.
Edited and produced by the Materials Development Center, July 2009

THIRD YEAR MATHEMATICS
MODULE 1: POINTS, LINES, PLANES AND ANGLES
Mind Map
The Mind Map displays the organization and relationship between the concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on
the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that
the stages do not represent individual lessons. Rather, they are a series of stages over one
or more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
INTRODUCTION
To function effectively in the three-dimensional world, one should have a knowledge
of geometric concepts on points, lines and planes, their relationships and their basic
properties. Knowing these would lead to a better understanding of plane surfaces and their
areas, solids and their volumes.
Our environment is rich with patterns of different shapes and sizes. These motivate
and facilitate the learning of geometry because of their appeal to our sense of beauty and
order. Recognition and analysis of their properties and measures not only develop geometric
intuition needed in problem solving, but also open the path for logical thinking.
1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
Beginning in this lesson, students will be able to recognize and define the basic terms of
Geometry which include points, lines and planes. They will relate these terms in a real
situation based from what they have observed and seen from the environment.
Basic Education Assistance for Mindanao

Learning Guide, July 2009 3
Activity
Introduce the concept of this module by allowing the students to view different pictures
namely; (a) solar system; (b) a roll of wire; and (c) a sheet of art paper.

Guiding Questions:
1. What have you seen in Picture A? How would you relate that observation in
Mathematics? What suggests the idea of the stars or planets in the picture of a solar
system? In your own definition, what is a point?
2. What is in Picture B? What mathematical figure is represented by this object? How
will you justify that suggested idea? What is a line?
3. Now, have a look at Picture C. What kind of figure is it? Is it a plane or a solid
figure? Why? What measure of angle can you determine from the figure?
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.
Students in this stage will use their basic understanding of a point, a line, a plane, and an
angle with the different pictures or illustrations and later associate each of the concept with
a representation.
Strategy
FOUR SQUARE STRATEGY. A class activity used to gather information on relevant topic
discussed. Informations are all related with what is required in a certain square where clue
word is stipulated.
Activity 1: Explore to the Max
Organize the class into six groups. Assign in a group the following suggested roles:
✔ facilitator to remind the group of the objectives of the activity and set a safe
environment where members especially the shy ones, would feel comfortable to
contribute ideas
✔ data recorder to take down the agreed ideas of the members
✔ time custodian to remind the group of the time set for the activity
✔ observers (all members)

✔ reporter to explain the output of the group during the discussion

Give each group the following materials to use in the activity:
• 1 manila paper
• marking pen
• masking tape
• post card/pictures where points, planes, lines and angles are visible for the students
For 10 minutes, let them follow the given procedure.
1. Fold the manila paper into four squares. Mark the lines using a marking pen along the
folded line.
2. Label the first to fourth square as POINT, LINE, PLANE and ANGLE respectively.
3. Given a post card/picture, identify the things, plane or solid figures found from it and
write them in the corresponding square that they represent.
4. After which, the reporter will discuss their output in the class and justify their
classifications.
See Teacher Resource Sheet 1 for the suggested sample of pictures found on page 19.
Formative Assessment
Group Participation Checklist to assess students' involvement in the task given. See
Assessment Tool 1 on page 20.
Roundup
Students have gained ideas on the sample representations of a point, a line, a plane, or an
angle from the pictures given and on their own they can name things around them illustrated
by each basic geometric terms.
3. Learning activity sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
It is in this stage that the students will fully grasp the mathematical concepts of a point, a
line, a plane and an angle with the variety of activities and applications. Their prior
knowledge from the previous stages will be maximized so they can enhance and apply
them in a real situation.
Strategies
DISCUSSION. A consideration of a subject by a group through a formal discourse on a
topic.
GO-STOP SIGNALS. A teaching technique to brainstorm the ideas of the learners based
from the formal discourse of the topic. They will simply identify those key points and
classify them as “always assume” - GO signal and “never assume” - STOP signal. This
strategy would enhance their analytical and higher order thinking skills.
Activity 2: Lecturette
Begin this stage by illustrating a star which best suggests the idea of a point.
A. POINT

Show again to the class the picture of a solar system.
Look at the picture, what do you think are the figures that suggest the idea of a point
found herein? Do you consider the planets or the sun as representations of a point? Why?
This time, let us consider this dot (•). You said that some of the objects from the picture
suggests a point and a good example you gave is a star. If we let (S) star be a point in a
space, we can represent therefore a star as (•).
To illustrate further:
Star (S) ------> (•) a point ------> • S -------> point S
Now, how will each be read?
A C
B
Ask students what other objects suggest the idea of a point aside from those that are
found in the picture in the previous activity.
B. LINE
This time, show to the class the line below and reinforce their basic understanding about
it by asking some questions.
m
A B C
Figure 1

Questions:
1. Why the given figure above is called a line? What is a line?
2. What is the name of the above line?
3. The line can be named in different ways. Can you guess them?
4. All points that lie on the same line are called collinear points. Can you name the
three points that lie on the given line?
5. Imagine that you cut the line in Figure 1 at points A and B. Draw a picture
showing the pieces of the line after cutting. Observe each figure. Can you
describe each?
The student might possibly draw the following:
A A B B C
Figure 2
Figure 1 can be named as line AB, line AC, line BC or line m. All these describe the same
line. The notation implies that a line is determined when two points are given. Each part of
the second figure is a subset of line m. The portion from point A to point B is called a
SEGMENT. Segments are named using two capital letters with a bar on top. Points A and B are
called the endpoints of the segment. Therefore, AB or BA is a line segment.
6. Now, if we name point M in the middle of line segment AB, how do you call point M?
When can we say that point M is a midpoint of segment AB?
Now, present this part of line to the class and again,ask the question given.
B C
How does this figure differ from a line? Explain your answers.
The figure above is an example of a RAY. It has a starting point called the initial point of the
ray. A ray is named using two capital letters with an arrow at the top. The initial point is
always written first while the second letter indicates the direction of the ray. So, the figure
above is called, ray AB or AB
C. PLANE
Inform students to look around inside the classroom and identify those objects that can be
classified as plane. Ask: Can you name some?
This time show to them the following objects and ask them to point out which part of each
figure suggests a plane.
1. 2. 3. 4.
school ID
box of milk bond paper book

Then ask: What is a plane?

Lead the students to conclude that a PLANE is a set of points that make up a flat surface. The
surface having four edges extends infinitely in all directions. A plane has two dimensions
(length and width) and has no thickness.
Let us explore more about a plane. Look at this figure.
T V
U ß
The figure above is an example of a flat surface called plane. What are the three points
identified on a plane?
The figure above is called plane TUV or plane ß. All points on one plane are called
coplanar points. Can you think of other examples of good representations of a plane?
D. RELATIONSHIPS AMONG POINTS, LINES AND PLANES
REMEMBER Two lines, two planes or a line and a plane intersect if they
have points in common.
Look at examples below.
C
Can you tell what the figure shows about the relationship
M of a line with a plane?
D
A line DC and a plane M intersect at point D.
l What does this figure explain?

This shows that two lines, l and m, intersect at point
O.
O
m

E. ANGLES
Illustrate this figure where two lines intersect at point O.
A
B
O
C D
Observe what happens when the lines are cut at the point of intersection as shown below.
A B
O
O
D
C
Let the students describe the figures.

Lead them to the point that each figure is composed of two rays that do not lie on the same
line but have a common endpoint. Each figure is called an ANGLE. The rays are the sides of
an angle and the common endpoint is called the VERTEX. An angle separates a plane into
three parts: the interior of the angle, the exterior of the angle and the angle itself.
To illustrate: B
exterior Z
O interior
Y
Point Z is in the exterior of the angle. Point Y is in the interior, and points D, O and B are on
the angle itself.
This time, call volunteers to draw on the board examples of angles.
Now, pose this question: Is there such an angle as the one shown below?
Answer: No, because the two rays are collinear.

Go back to the definition of an angle.
Angles can be named in different ways. Have a look at the figure given.

1. An angle can be named by mentioning three points

on the angle like ∠ AOB or ∠ BOA.
A 2. An angle can be named using the number indicated
1 inside the angle as ∠ 1.
O B 3. An angle can be named using the vertex if it is clear
what the sides are supposed to be. From the figure,
it can be named as ∠ Ο.
Say this: Class, I will show you different angles, have a look at them and compare one
with the others.
(a) (b) (c)
What makes one angle different from others?

Angles are measured in units called degrees, using a measuring device called the protractor.
To measure an angle, place the center point of the protractor on the vertex of an angle to be
measured. Line up the mark labeled 0 on either scale with one side of the angle. Then read
the scale where it falls on the other side of the angle.
Example, measure ∠BAC.
60º
A
C
Using the protractor, m ∠ BAC= 60º.

Angles are classified according to their measures. If we look back at the three angles
above, do you think they have the same measures? Angles can be ACUTE, RIGHT or
OBTUSE.
Questions:
1. What classification of angle do you think is figure a? figure b? figure c?
2. What is the measure of each angle?
3. When can we say that an angle is acute? right? obtuse?
4. Is there an angle that measures 0º? 180º?

Angle measurement in Geometry will only be between 0º and 180º.

An acute angle is an angle whose measure is greater than 0º and
REMEMBER less than 90º.
A right angle is an angle whose measure is exactly 90º. The rays
intersect and are perpendicular.
An obtuse angle is an angle whose measure is greater than 90º but
less than 180º.
Now have a look at these angles,
A M
38º 38º
B N
C O
What observation and conclusion can you draw from the two figures?
When two angles have the same measure, they are said to be congruent angles. The
angles shown, ∠ ABC and ∠MNO, are congruent (written ∠ABC ≅ ∠MNO) because each has
a measure of 38º.
EXERCISES 1: Name the figure below and indicate the number of endpoints each has.
1.
C D
2.
E F
3.
X Y
EXERCISES 2: In the diagram, PR ≅ RT and S is the midpoint of RT . QR = 4 units,

and ST = 5 units. Complete each statement below.
1. RS = P Q R S T
2. RT=
3. PR=
4. PQ=
5. RS ≅ _____
Activity 3: Go and Stop

This time, let the students go back to their original group and discuss within their group
mates how to complete the data on GO-STOP Signals. Refer to Student Activity 3 for the
tasks to perform on page 21.
Let the same groups answer the following questions and present their solutions to the whole
class.

1. Each statement below describes the diagram. Identify the statements that are not
true and correct them.
5 10 15
A B C D
(a) AB + BC + CD = AD
(b) ABBC=AC
(c) 2BC = BC + CD
(d) AB + BC + CD = 30
2. Name all the classifications of angles that are described below.
(a) a 30º angle
(b) the sum of two acute angles
(c) the sum of an acute angle and a right angle
(d) a 91º angle diminished by 3º
3. A magnifying glass is a lens that makes objects appear larger than they really are.
Sherlock Holmes, the great fictional detective, was often described as the man who is
looking at evidence through a magnifying glass.
Problem: Suppose a 35º angle is observed through a magnifying glass that enlarges
objects twice their actual size. How big is the angle when viewed through this
magnifying glass? Justify your answer.
Roundup
Students were able to understand the definitions and concepts of a point, a line, a plane
and an angle through appropriate discourse of the topic and illustrations presented.
4. Check for Understanding of the topic or skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
To check how much students have learned from the focus of the module, they will undergo
helpful activities to enhance their mastery of the subject matter and develop as well their
mathematical/logical intelligence through task cards.
Strategy
TASK CARDS. A strategy which encourages small groups of students to work for a common
goal. Specific task is identified in a card for them to complete and later discuss their
outputs in a whole group. This activity enhances their analytical and interpersonal
intelligence.
Activity 4: Do the Task!
Let the same groups of students work the following tasks specified in the cards and discuss
later their outputs among other groups. Call the leader of each group to select a task to
perform. Provide them a manila paper, masking tape, and marking pens.

TASK CARD 1: Imagine the hands of the clock. Sketch each of the following
times into angles and classify as acute, right, or obtuse –- the hands would
form if the times were the following.
(a) 9:00 (b) 11:20 (c) 7:00 (d) 1:30
(e) 3:40 (f) 6:45 (g) 10:00 (h) 4:40
TASK CARD 2: Tell whether each of the following represents a point, a line
or a plane.
1. top of a box 5. a grain of rice
2. tip of a pen 6. cover of a book
3. curtain rod 7. a clothesline
4. edge of a table 8. four corners of a room
TASK CARD 3: Refer to the figure at the left in answering the

C following questions.
D B
(a) If m ∠BXA = 30º and m ∠CXB = 40º, find m ∠CXA.
(b) If m ∠DXB = 70º and m ∠DXC = 30º, find m ∠CXB.
(c) m ∠DXC + m ∠CXB = measure of what angle?
X
A (d) m ∠DXA – m ∠ BXA = measure of what angle?
(e) If ∠DXB ≅ ∠CXA, is ∠DXC ≅ ∠AXB?
TASK CARD 4: In the diagram, points P, Q, R and S are collinear.
P Q R S
Q is the midpoint of PR ,QRRS .Tell whether each statement is correct

or not. Prove your answers.
(a) PQ = QR (d) ∣QR∣∣RS∣=∣QS∣
(b) ∣QR∣∣RS∣ (e) ∣PQ ∣=∣RS∣

(c) PQ > RS (f) ∣PQ ∣∣RS∣=∣QS∣
TASK CARD 5:

Classify each statement as True or False based from the

given figure.
1. Plane L intersects plane N intersect in line BC.

N B L 2. Planes L and N contains P.
3. Point P bisects BC
P 4. Point H is in plane N.
5. P, C and H are coplanar.
H 6. B, P and C are collinear.

C
TASK CARD 6: In the diagram, HL and line KT intersect at the midpoint of HL .

Classify each statement as True or False. Prove your answers.
1. LM ≅ MH H
2. MT bisects LH T
3. 
MT and 
TM are opposite rays
4. line segment HT bisects line KT M
5. line KT is the same as line KM
6. HM + ML = HL K
7. T is between H and M
L
Let the students answer the following questions:
1. Did the task help you understand more the relationships among points, lines,
planes and angles? How?
2. Now think of this challenge: How many nonzero angles are formed in a fan of rays
shown in the figure with 17 rays?
Roundup
Students were able to comprehend the basic terms and the concepts of points, lines, planes
and angles through representations and accept those in faith, even without proof and later
apply their learning in a real situation.

5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
Students will utilize their comprehension on geometric terms in specified tasks given in the
previous stages in a real situation. This is where the students perform an exciting task which
is to build a tower as high as they can using the available materials that suggest the idea of a
point, a line, a plane and an angle.
Strategy
COOPERATIVE LEARNING. A strategy incorporated by games and structures used as basic
tool for group work skills. The activities prepared have definite aims and purpose and
should not be seen in isolation but as an overall part of the learning environment. Ground
rules must be established and trust between all players needs to be built.
Activity 5: Tower Building
Let them return to their original group. This is a good chance for the students to apply the
concepts of the basic terms in geometry and show the relationships among these terms.
Aside from learning and seeing the importance of the study, they will enjoy too.
See to it that you have enough materials for the whole groups which include;
➔ sticks
➔ plastic twine (50 cm. length cut-outs)
➔ newspapers (half-page cut-outs)
➔ masking tapes (3 inches length cut-outs)
You (as the teacher) will act as a store owner who buy and sell products. You buy
personal belongings and sell the above products. The available products you have will be
the materials used for building a tower. Now, introduce to them the following mechanics.
“TOWER BUILDING”
Mechanics:
1. Select a team leader in your group that will lead you in planning and building a
tower.
2. You have no money to buy the materials, so you have to sell your personal
belongings to the store. The store owner buys the following belongings with
corresponding prices:
(a) polo (worn and removed) - Php 1,000/pc.
(b) Shoes - Php 1,000/pair
(c) Socks - Php 100/pair
(d) Pack Bags - Php 100/pc
(e) Watch - Php 50/pc.
3. Decide among your group mates what you are supposed to sell so that in return
you have enough budget to purchase the materials. The store owner sells the
following with corresponding price list:
(a) Sticks - Php 100/pc.

(b) plastic twine - Php 100/pc.

(c) newspaper - Php 100/pc.
(d) masking tape - Php 100/pc
4. Sellers/buyers will line up to sell their belongings and later purchase the
materials. All groups will build a tower one at a time until the teacher will give a
GO signal.
5. Build a tower as high as your group can using only the available materials you
purchased.
6. Winning group/s will be determined if they have build the strongest and the tallest
tower among others.
When all groups are ready, give them a GO signal. Allow only 15 minutes to build a tower.
When the time is up, start judging their outputs. Use a ruler to measure the height of
group's tower.
1. From the materials you used, which represents a point? a line? a plane? an angle?
2. What learning did you gain out of the tower building activity?
3. What made the group/s perform better and able to win in the activity? What
blocks those group/s who did not achieve their aim? What are the important
factors to consider in doing such kind of activity to attain a certain goal?
4. How is the study of the concepts of points, lines, planes and angles important to
our day-to-day activities?
Roundup
Students realized the relevance of the study of points, lines, planes and angles and the
importance they bring in the society today. Above all, the activities taught them the value
of the leadership and individual accountability as shown by each group member.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.
With what students have gained from the different activities, they will perform this task
with their partners and submit their output to assess whether they have gained proficiency
of the subject.
Strategy
TIPS (Think-Ink-Pair-Share). A strategy that allows individual to reach consensus and
check understanding. Students think individually about the problem and write their own
understanding. After which, everyone is given a chance to discuss with a partner and
record what they have drawn. Share with whole group or join another pair to reach
consensus of the others.
Activity 6: “Do It in Creative Thinking”

Let the students choose a partner to answer the tasks linked with the subject matter.
They will discuss and decide with their partner the responses in every task and later share

their answers among others. Allow them to use a protractor. Refer to Student Activity 6,
Do It in Creative Thinking found on page 22.
Questions for students:
1. Did you get all the items correctly? Which was/were easy to answer? Which
was/were difficult? Why difficult?
2. Cite more examples that best suggest the idea of the following in a real situation
aside from those we used in the different activities:
• point
• line
• plane
• angle
Explain briefly.
3. Did you enjoy all our activities? What are the important things you learned today
after you have gone through the different activities?
Roundup
Manifested through active participation and involvement in the series of activities,
students understood the essential concepts of the topic and found reason as well to relate
their learning in a real situation and apply them in a higher degree of study in Geometry
that will surely motivate and facilitate their appeal into the world of analysis and logical
thinking.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.

TEACHER RESOURCE SHEET 1

SAMPLE PICTURES
PICTURE 2
PICTURE 1
PICTURE 3
PICTURE 4
PICTURE 5 PICTURE 6

ASSESSMENT TOOL 1
GROUP PARTICIPATION CHECKLIST
Objective: Check the boxes appropriately as manifested by the student in the activity given.
Name of Students Alertness in Attention to Ability to follow Listening to

responding the task directions other ideas
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.

STUDENT ACTIVITY 3
“GO–STOP SIGNAL”
Objective: To identify and consider the key points on the concepts of points, lines, planes and
angles.
Directions: List the key points where you should always assume, thus essential to learn and
those that should never be assumed but necessary to be noted. Write the key points, “always
assume” under GO signal and “never assume” in STOP signal.
Materials: flip chart, marking pens, masking tape
GO SIGNAL
Always assume that:
________________________
________________________
________________________
________________________
________________________
________________________
STOP SIGNAL
Never assume that:
________________________
________________________
________________________
________________________
________________________
________________________

STUDENT ACTIVITY 6
“DO IT IN CREATIVE THINKING”
Objective: To solve problems applying the concepts of points, lines, planes and angles.
Directions: Answer the following tasks. Discuss and decide with your partner the best solution
you can give in each item.
1. How far is Davao City from Mati? 2. Is the STOP plate halfway down the triangle?
Investigate.
To Davao City To Mati

67 kms. 144 kms.
3. The diagram shows the switch knob of an air conditioner.
How many degrees is indicated when

the switch knob is turned
a. 1/6 of a full turn counterclockwise?
b. ½ of a full turn clockwise?
c. at high cool clockwise?
d. at a High Vent clockwise?

M ade in the Philippines

4. Below is the geographical locations of the main cities and a province of Mindanao Island.
In the map, Digos City is aligned with Zamboanga City and it traces an imaginary straight
line. If we let Digos City as the reference point and the vertex to determine an angle as
the degrees of location among other cities, sketch and give the measure of the angle
formed from Digos City to:
Use the ray (a point from Digos pointing to East) as one of the sides of every
angle you formed.
a) Tagum City
b) Cagayan de Oro City
c) Cotabato City
d) General Santos City
e) Davao City
f) Mati, Davao Oriental
Cagayan de Oro City
Tagum City
M ati, Davao Oriental

Davao City
Cotabato City
General Santos City

Digos City
Zamboanga City

5. Which table appears to have the larger top? Prove your findings.
6. Describe the ways in which Geometry is used in this picture.

GEOMETRY OF SHAPE AND SIZE — MODULE 1: POINTS, LINES, PLANES AND ANGLES
For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide Total number of lessons needed for this Learning Guide


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LEARNING GUIDE

BASIC EDUCATION ASSISTANCE FOR MINDANAO

THIRD YEAR - MATHEMATICS III

Edited and produced by the Materials Development Center, July 2009

1. Activating Prior Learning

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

2. Setting the Context

Basic Education Assistance for Mindanao

✔ reporter to explain the output of the group during the discussion

3. Learning activity sequence

Basic Education Assistance for Mindanao

Show again to the class the picture of a solar system.

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Then ask: What is a plane?

D. RELATIONSHIPS AMONG POINTS, LINES AND PLANES

Look at examples below.

l What does this figure explain?

Basic Education Assistance for Mindanao

Let the students describe the figures.

Answer: No, because the two rays are collinear.

Basic Education Assistance for Mindanao

1. An angle can be named by mentioning three points

(a) (b) (c)

What makes one angle different from others?

Using the protractor, m ∠ BAC= 60º.

Basic Education Assistance for Mindanao

Angle measurement in Geometry will only be between 0º and 180º.

EXERCISES 2: In the diagram, PR ≅ RT and S is the midpoint of RT . QR = 4 units,

Activity 3: Go and Stop

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4. Check for Understanding of the topic or skill

Basic Education Assistance for Mindanao

TASK CARD 3: Refer to the figure at the left in answering the

TASK CARD 4: In the diagram, points P, Q, R and S are collinear.

Q is the midpoint of PR ,QRRS .Tell whether each statement is correct

(b) ∣QR∣∣RS∣ (e) ∣PQ ∣=∣RS∣

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Classify each statement as True or False based from the

1. Plane L intersects plane N intersect in line BC.

5. P, C and H are coplanar.

H 6. B, P and C are collinear.

TASK CARD 6: In the diagram, HL and line KT intersect at the midpoint of HL .

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5. Practice and Application

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(b) plastic twine - Php 100/pc.

Activity 6: “Do It in Creative Thinking”

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TEACHER RESOURCE SHEET 1

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Name of Students Alertness in Attention to Ability to follow Listening to

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To Davao City To Mati

3. The diagram shows the switch knob of an air conditioner.

How many degrees is indicated when

a. 1/6 of a full turn counterclockwise?

b. ½ of a full turn clockwise?

c. at high cool clockwise?

d. at a High Vent clockwise?