WEEK Basic Concepts in Geometry and

Kinds of Angles
1
Lesson

CONTENT STANDARD
The learner demonstrates understanding of the key concepts of geometry of shapes and sizes and geometric
relationships.

PERFORMANCE STANDARD
The learner is able to create models of plane figures and formulate and solve accurately authentic problems
involving sides and angles of polygon.

MOST ESSENTIAL LEARNING COMPETENCIES

• The learner represents point, line and plane using concrete and pictorial models.
• The learner illustrates subsets of a line.
• The learner classifies the different kinds of angles.

At the end of this module, learners are expected to:

1. represent point, line and plane using concrete and pictorial models;
2. illustrate the different subsets of a line;
3. name a point, line and plane and the different subsets of a line; and,
4. classify the different kinds of angles.

This module marks the start of another chapter on our lessons in Mathematics for Grade 7 learners. For the
entire quarter, we will be discussing topics about Geometry – the branch of mathematics that deals with the
measurement, properties, and relationships of points, lines, angles, surfaces, and solids.

I am sure you already have an idea about Geometry since this topic is also discussed on lower grade levels. To
check your previous knowledge, answer the activity below.

Before proceeding to our lesson in this module, let us first check your prior knowledge for this topic. Answer the
questions that follow on a separate sheet of paper. Choose the letter of your answer.
1. Which is NOT an undefined term in geometry?
A. angle B. line C. plane D. point
2. What is used to name a point?
A. one cursive lowercase letter C. one cursive uppercase letter
B. one lowercase letter D. one uppercase letter
3. Which has no width but has a length and extends indefinitely on both sides?
A. angle B. line C. plane D. ray

For nos. 4 and 5, refer to the figure below:

4. What term is illustrated by the figure shown above?

A. angle B. line C. plane D. segment
5. Which is the correct name of the figure?
A. Line AC B. Point C C. Plane CXH D. Plane X
6. Which is a subset of a line that has one endpoint and extends indefinitely on one side?
A. angle B. line C. line segment D. ray
7. Which is a subset of a line which has two endpoints.
A. angle B. line C. line segment D. ray
8. Which illustrates a ray?

9. Which shows a line segment?

10. The figure for ray AB is this . Which is wrong in the preceding statement?
A. The figure is not a ray, it is a line segment.
B. The name should be line AB and not ray AB.
C. The name should be ray BA and not ray AB.
D. The figure has only one endpoint, so it is not a ray.
11. An angle that measures less than 90๐ but more than 0๐ is a/an __________.
A. acute angle B. obtuse angle C. right angle D. straight angle
12. If m∠ABC is 130o, then it is a/an _______.
A. acute angle B. obtuse angle C. right angle D. straight angle
13. Which of the following figure shows an acute angle?

14. An angle whose measure is exactly 90o is a/an _______.

A. acute angle B. obtuse angle C. right angle D. straight angle
15. What instrument is used to measure an angle?
A. compass B. measuring tape C. protractor D. ruler

LEARNING TASK 1:
A. 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.

B. 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.

Group 1 Group 2 Group 3

Similar Similar Similar

Characteristics: Characteristics: Characteristics:
_______________ _______________ _______________
 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 describe them.

Subsets of a Line
Line is an important concept in mathematics. In geometry, a line is a perfectly straight one-dimensional
figure extending infinitely in both directions. There are two subsets of a line in geometry: segments and rays.

1. A line segment is a subset of a line that has two endpoints.

Illustration:

It is written as 𝐴𝐵̅̅̅̅̅̅̅̅.
It is read as line segment AB.

A segment is commonly used to represent the length, height, or width of a certain object and the
distance between two objects.
Example: The edge of a table

2. Ray is a subset of a line that begins with an endpoint and extends endlessly in one direction.
Illustration:

This can be read as ray AB which is denoted by 𝐴𝐵.

Opposite rays are two collinear rays with the same endpoint.
Example:

𝑀𝐿 𝑎𝑛𝑑 𝑀𝑁 are described as opposite rays if and only if they are subsets of the same
line and have a common endpoint.

Let us now illustrate a real-world example of a ray. One of the most common
examples of a ray is a sun’s ray of light in space. The ray of light continues indefinitely.

Classifications of Angle According to Its Measure

An angle is defined as a figure formed by two rays having the same endpoint not 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
angle and their common endpoint (point E) is called the vertex of the angle. The
angles can be called ∠E, ∠ BET or ∠TEB. If three letters are used to name an
angle, the middle letter denotes the vertex.

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

The measure of ∠IOU is 50˚, therefore the angle is an acute angle.

An acute angle is an angle that measures greater than 0˚ but is less
than 90˚.
The measure of ∠EFG is 90˚, therefore it is a right angle.
A right angle is an angle that is equal to 90˚.

The measure of ∠KLN is 130˚, therefore it is an obtuse angle.

An obtuse angle is an angle that is greater than 90˚ but is less than 180˚.

The measure of ∠RQS is 180˚, therefore it is a straight angle.

A straight angle is an angle that is equal to 180˚.

LEARNING TASK 2:
A. Identify whether the object is a representation of a point, line, or plane.
1. cellphone screen __________________
2. edge of a wall __________________
3. grain of salt __________________
4. strand of straight hair __________________
5. tip of a crayon __________________

B. Illustrate each of the following and label the diagram.

1. point B lies in plane M __________________
2. line CD __________________
3. point A __________________
4. point F __________________
5. line AT __________________

C. Determine whether each of the following represents a segment or a ray. Write your answer on the space
provided.
__________1. The light beam from a LCD projector.
__________2. A piece of crayon.
__________3. A basketball bat.
__________4. The direction of a travel arrows.
__________5. A piece of chalk.

D. Answer the following questions.

1. What are the subsets of a line?
2. How do you identify a line segment and a ray?
3. What is the difference between a line and a line segment?
E. Given the figures below, classify each as acute, right, obtuse, or straight angle. Verify your answer by
measuring each figure using a protractor. Write your answer on a sheet of paper.

F. Classify the angle given the following angle measures. Write your answer on a piece of paper.
1. 36˚ 4. 90˚
2. 100˚ 5. 176˚
3. 180˚

LEARNING TASK 3:
A. Complete the following concept maps.
B. Points, lines, planes, line segment, ray, and angle represent some of the fundamental building blocks of all
geometry. Your task for this section of the module is to draw or cut out a picture (this can be taken from a
magazine or from the internet) that represents each of the terms. Each real-world picture should include a
caption to identify which aspect of the picture represents the term. Do this on a separate sheet of paper.
Refer to the sample layout below.

Name:

(Paste or draw here the real-world picture of the geometric term)

POINT
(caption)

(Paste or draw here the real-world picture of the geometric term)

LINE
(caption)

(Paste or draw here the real-world picture of the geometric term)

PLANE
(caption)

(Paste or draw here the real-world picture of the geometric term)

RAY
(caption)

(Paste or draw here the real-world picture of the geometric term)

ANGLE
(caption)