DEPARTMENT OF EDUCATION

DIVISION OF SAN JOSE DEL MONTE CITY

San Ignacio St., Poblacion, City of San Jose del Monte, Bulacan 3023
7
Mathematics
Quarter III – Module 1
Basic Concepts in Geometry
and Kinds of Angles
Mathematics - Grade 7
Alternative Delivery Mode
Quarter 3-Module 1: Basic Concepts in Geometry and Kinds of Angles

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 7

Mathematics
Quarter III – Module 1
Basic Concepts in Geometry
and Kinds of Angles

Department of Education • Republic of the Philippines

Introductory Message

This Self- Learning Module (SLM) is prepared so that you, our dear learners, can continue
your studies and learn while at home. Activities, questions, directions, exercises, and
discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as you
discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell
you if you need to proceed on completing this module or if you need to ask your facilitator or
your teacher's assistance for better understanding of the lesson. At the end of each module,
you need to answer the post-test to self - check your learning. Answer keys are provided for
each activity and test. We trust that you will be honest in using these.

Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use
a separate sheet of paper in answering the exercises and tests. And read the instructions
carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks in this
module do not hesitate to consult your teacher or facilitator.

Thankyou.

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 What I Need to Know

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.

What I Know

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

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 For nos. 4 and 5, refer to the figure below:
X
.A A. a
.C .H n
g
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?

A. B. C. D.

9. Which shows a line segment?

A. B. C. D.

10. The figure for ray AB is this B . Which is wrong in the preceding
statement? A
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?

A. B. C. D.

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

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 LESSON
Undefined Terms in Geometry
1
What’s In

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.

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. __________________

Good job! I know you did well in finding the geometric terms! You can now proceed
to answering the next activity.

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 What’s New

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.

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 blackboard the edge of a ruler

Group 1 Group 2 Group 3

Similar Similar Similar

Characteristics: Characteristics: Characteristics:
_____________ _____________ _____________

(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?

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 What is It

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.

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 extends
with two arrow
Line infinitely to
heads n both
directions.
Denotations:
• It is
DE - read as line
straight.
DE
ED - read as
line ED
ℓn - read as line n

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

• It is a flat
Read as: Plane surface.
XYZ or Plane P

What’s More

Let us check what you have learned from the previous section of this module.
Try answering the following activities on a separate sheet of paper.
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 __________________

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 LESSON
Subsets of a Line
2
What’s In

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.
B
1. Name all the lines.
2. Name all the segments. F
3. Name all the rays. G C

What’s New

It looks like you already mastered the two previous lessons. Now 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:
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?

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 What Is It

Were you able to answer the third question? Well, the answer is our lesson for
this section – Angle!

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.
B

E
T

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.

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 a
right angle.
A right angle is an angle that is equal to 900.
F G
Figure 2

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 K The measure of ∠KLN is 1300, therefore it is an
obtuse angle.
An obtuse angle is an angle that is greater than
L 900 but is less than 1800.
N

Figure 3

The measure of ∠RQS is 1800, therefore it is

a 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.

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 What’s More

A. 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.

1. 2.

_______________ _______________

` 3. 4.

_______________ _______________

5.

_______________

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

1. 360
2. 1000
3. 1800
4. 900
5. 1760

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 What I Have Learned
You finished three lessons for this module! Good Job!
Now, let us check what you remembered from the lessons by completing
the following concept maps.

Undefined Terms in Geometry

Illustration Illustration Illustration

Subsets of a Line

Illustration Illustration

Classifications of Angles

Illustration Illustration Illustration Illustration

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 What I Can Do

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

Point geometric term)

(Caption)

(Paste or draw here the real-world picture of the

Line
geometric term)
(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

Line Segment geometric term)
(Caption)

(Paste or draw here the real-world picture of the

Ray geometric term)
(Caption)

(Paste or draw here the real-world picture of the

Angle geometric term)
(Caption)

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 Assessment

Directions: Choose the letter of your answer and write it down on a separate sheet
of paper.

1. Which is an undefined term in geometry?

A. angle B. line segment C. plane D. ray
2. What is used to name a line?
A. two cursive lowercase letter C. two cursive uppercase letter
B. two lowercase letter D. two uppercase letter
3. Which has width and length that extends indefinitely in all directions?
A. angle B. line C. plane D. ray

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

B T

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

A. line B. point C. plane D. segment
5. Which is the correct name for the figure?
A. Angle BT B. Line BT C. Plane BT D. Point B
6. Which is a subset of a line that has two endpoints?
A. angle B. line C. line segment D. ray
7. 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
8. Which illustrates a line segment?
A. B. C. D.

9. Which illustrates a ray?

A. B. C. D.

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10. The figure for ray FE is this E F . Which is wrong in the statement?

A. The figure is not a ray, it is a line segment.

B. The name should be ray EF and not ray FE.

C. The figure has only one endpoint, so it is not a ray.

D. There is nothing wrong in the statement.

11. An angle that measures more than 90 ๐ but less than 180๐ is a/an _________.

A. acute angle B. obtuse angle C. right angle D. straight angle

12. Which is an angle whose measure is exactly 90o?

A. acute angle B. obtuse angle C. right angle D. straight angle

13. If m∠ABC is 80o, then it is a/an _______.

A. acute angle B. obtuse angle C. right angle D. straight angle

14. Which of the following figure shows a straight angle?

A. B. C. D.

15. If m∠Y is 91o, then it is a/an _______.

A. acute angle B. obtuse angle C. right angle D. straight angle

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 Additional Activities

You are almost done answering this module! For the last activity, complete this
crossword puzzle. Write your answer on a separate sheet of paper.
Basic Concepts on Geometry

Across
1. subset of a line which starts at a point and extends in a particular direction to
infinity
6. subset of a line that has two endpoints
8. angle that measures more than 900 but less than 1800
11. angle that measures exactly 900
12. representation of a point

Down
2. angle that measures less than 900 but more than 00
3. a flat surface
4. instrument used to measure an angle
5. it is the common endpoint of two rays that form an angle
6. it has no width and extends indefinitely on both sides
7. this can be denoted using a single capital letter
9. angle that measures exactly 1800
10. it is formed by two rays with common vertex

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 16
What I Know: Lesson 2:
1. A What’s In
2. D POINTS LINES PLANES
3. B Ball Stick Table
Button Ruler Book
4. C Coin Televisi
5. D on
6. D
7. C (Answers may vary)
8. D What’s New
9. B
(Answers may vary)
What’s More
10. C
Activity 1
11. A തതതതത
A. 1. RD
തതതതത or DR
12. B
ሬሬሬሬሬԦ
2. TA
13. B
ሬሬሬሬሬሬሬԦ
3. RM
14. C
4. SG തതതതത
തതതതത or GS
15. C
ሬሬሬሬሬԦ
5. MJ
Lesson 1:
B.
What’s In
Angle, Plane, Acute, Ray, Solid, Line, 1.
Point, Segment
2.
What’s New
(Answers may vary)
What’s More:
A. 1. plane
2. line
3.
4.
3. point
4. line
5. point
5.
B. 1. Activity 2
M LINE
•B RAYS
SEGMENTS
B ሬሬሬሬሬሬԦ or AM
AR ሬሬሬሬሬሬԦ or
തതതത
AR തതതത
RA
2. ሬሬሬሬሬԦ
AY
തതതത
AY തതതത
YA RM
ሬሬሬሬሬሬሬԦ or RY ሬሬሬሬሬሬԦ
3. •A
തതതത
RY തതതത
YR ሬሬሬሬሬሬԦ
MY
4. •F
ሬሬሬሬሬሬԦ
YM or ሬሬሬሬሬሬԦ YR or
തതതതത
AM തതതതത
MA
ሬሬሬሬሬԦ
YA
5.
തതതതത
RM തതതതത
MR ሬሬሬሬሬሬԦ or 𝑀𝐴
𝑀𝑅 ሬሬሬሬሬሬԦ
തതതതത
MY തതതതത
YM ሬሬሬሬሬԦ
𝑅𝐴
Answer Key
 17
What I Have Learned Lesson 3
What’s In
1. ር
ሮ or ር
ሮ or ርሮ or ር
ሮ or ር
ሮ or ር
ሮ
FG FC GC CG CF GF
2. FG
തതതത തതതത CG
𝑜𝑟 GF , തതതതത 𝑜𝑟 GC തതതതത,
FC
തതതത 𝑜𝑟 CF തതതത BG തതതതത 𝑜𝑟 GB തതതതത
ሬሬሬሬሬሬԦ ሬሬሬሬሬሬԦ ሬሬሬሬሬሬԦ
3. GC , GF , GB
CG
ሬሬሬሬሬሬԦ 𝑜𝑟 CF ሬሬሬሬሬԦ , FG
ሬሬሬሬሬሬԦ 𝑜𝑟 FCሬሬሬሬሬԦ
What’s More
A. 1. Right Angle
2. Obtuse Angle
3. Acute Angle
4. Straight Angle
5. Obtuse Angle
B. 1. Acute Angle
2. Obtuse Angle
3. Straight Angle
4. Right Angle
5. Obtuse Angle
Assessment
1. C
2. D
3. C
4. A
5. B
6. C
7. D
8. D
9. D
10. B
11. B
12. C
13. A
14. D
15. B
Additional Activity
Across
1. Ray
6. Line Segment
8. Obtuse
11. Right
12. Dot
Down
2. Acute
3. Plane
4. Protractor
5. Vertex
6. Line
7. Point
9. Straight
10. Angle
References
Diaz,Mary Ann, Catalla, Dolores,Tan, Aurora, Limuco, Maria Antonette. Math Whiz
(Geometry). Trinitas Publishing Inc. 2005
Oronce, Orlando A., et. al. E-Math Worktext in Mathematics, Rex Book Store, 2015
Mueller, John. Authentic Assessment Toolbox. Retrieved from:
http://jfmueller.faculty.noctrl.edu/toolbox/examples/rakes08/points.pdf

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 This material was contextualized and localized by the
Learning Resource Management and Development Section (LRMDS)
SCHOOLS DIVISION OF SAN JOSE DEL MONTE

MERLINA P. CRUZ PhD, CESO VI

Officer-in-Charge
Office of the Schools Division Superintendent

ERICSON S. SABACAN EdD, CESO VI

Assistant Schools Division Superintendent

ROLANDO T. SOTELO DEM

Chief Education Supervisor
Curriculum Implementation Division

ANNALYN L. GERMAN EdD

Education Program Supervisor, LRMS

MA. CORAZON P. LOJA

Education Program Supervisor, Mathematics

JOVIE B. ACMAN / ROSE-ANN T. DEIMOS

ROSALIE M. HABULAN / CHARMAINE LEONILLE G. RIVERA
Sapang Palay National High School
Writers

KHARLYN P. BANZON
Sapang Palay National High School
Illustrator

MARIA CECILIA F. SINOHIN

Sapang Palay National High School
Layout Artist

MYLA ANGELA O. PEREZ

Towerville National High School
Content Editor

BILLY RAY B. MANUEL

Sapang Palay National High School
Language Reviewer

MICHAEL B. ZAMORA
Sapang Palay National High School
Lay-out Evaluator

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 For inquiries or feedback, please write or call:

Department of Education – Division of San Jose Del Monte City –

Learning Resource Management and Development Section (LRMDS)

San Ignacio Street, Poblacion, City of San Jose Del Monte, Bulacan

Email Address: lrmssdosjdmc@gmail.com

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