I.

OBJECTIVES
At the end of the session, the learners must be able to:
1. describe the ideas of point, line and plane using concrete and pictorial
models.
2. define, identify, name and illustrate a point, line and plane.
3. define, identify, name and illustrate the subsets of a line.

II. SUBJECT MATTER

Topic: UNDEFINED TERMS
References: Geometry III Activity Book for Enhancement of Skills By: Ligaya G.
Insigne, Interactive Mathematics G7 By: Sergio C. Custodio
Materials: Chalk, Board, Straightedge, Visual Aids

III. PROCEDURE

A. PREPARATORY ACTIVITY

Priming

Activity A:

Look at the following pictures. Group each picture according to its

appearance.

B.

LESSON
PROPER

1. ACTIVITY
 ● Ask a student to write a dot on the board. Ask if it can be measured.
● Draw another dot opposite the first drawn dot. Connect the two dots.
● Using a ruler or meter stick, ask a student to measure the length of the
segment formed by connecting the two dots. Label the dots using
letters A and B.

A B

● Ask another student to extend the segment on both directions the

longest or farthest way possible. Ask if the length is still measurable?
● Change the dots to arrowheads to represent the infinite length of the
segment drawn.

A B

● Plot two more dots on the figure formed. Label these dots with C and
D.

A B
C D

● Ask a student to measure the distance between points C and D.

● How about the segment from point C going to A, is it measurable?
Why? Why not?
● How about the segment from point D going to B, can it be measured?
Why? Why not?

2. ANALYSIS

● How did you group the pictures shown in the first activity? According to
their common characteristics
● How many groups were you able to think of? Three (3)
● What objects belong to each group?
Group 1 – bowl of mongo seed, pile of sand and grains of salt
Group 2 – chess board, sheet of paper and tennis court
Group 3 – strands of hair, strings of violin and color pencils

● What different figures are drawn and formed? Point, Line, Segment,
Ray
● Describe each figure. Differentiate each from the other.

3. ABSTRACTION

● A point is represented by a dot. It is named with a capital letter. It has

no dimension.

● A line is a set of points that extends indefinitely. It is represented by

double arrows and named with a lower-case letter or with two capital
letters

● Line segment is a part of a line consisting of two endpoints. Its length

is definite and measurable.
 ● A ray is a part of a line and it has one endpoint. To name a ray, name
the endpoint first and then name any other point on the ray.

● A plane is represented by a four-sided figure and named with capital

letters. It can also be named by using three points of the plane that are
not on the same line.

4. APPLICATION

Tell whether the following represent a (A) point, (B) line or portion of a
line, or (C) plane or portion of a plane. Write the letter of the correct
answer on the blank provided before each number.

_________ 1. Pores on the skin

_________ 2. Tip of a pen
_________ 3. A clothesline
_________ 4. A page of a book
_________ 5. String of a guitar
_________ 6. A parking lot
_________ 7. Mole
_________ 8. Top of a box
_________ 9. Stair handle
_________ 10. Wall of the classroom

C. EVALUATION:

Answer the following questions from the figure represented.

S
a

I b

M
E

1. What is another name for Line a?

2. Write another name for ¿ ⃡
3. What points do SI ⃡ and Line b have in common?
4. Give another name for SE⃡
5. What point is in SE⃡ and Line a but not in Line b?

IV. CLOSURE

“The starting point of all achievement is desire.” – Napoleon Hill

V. ASSIGNMENT

Answer the following questions using the figure below.

1. Name at least three points.

X
2. Name at least three lines.
3. A point between X and Y.
Q
4. A point on XY .
5. A line passing through Q
Y and X.
Z