Mathematics

Third Quarter – Module 17

Point, Line, and Plane
Mathematics – Grade 7
Alternative Delivery Mode
Third Quarter – Module 17: Point, Line, and Plane
First Edition, 2020
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Published by the Department of Education – Region 10

Regional Director: Dr. Arturo B. Bayocot, CESO III
Assistant Regional Director: Dr. Victor G. De Gracia Jr., CESO V

Development Team of the Module

Author/s: Liberty C. Jonem, T I Carmel B. Doldolia, T III
Reviewers: Alma C. Salomon, HT III Janeth P. Cuaresma, T I
Angelito F. Canonigo, MT II Richard S. Toledo, MT I
Lourgen V. Maalam, MT I Vernie P. Bacayo, T II
Ronato L. Taban-ud, T III Stephanie Mae R. Lanzaderas, T III
Jessieca C. Hornejas, HT I Ana T. Cuevas, HT III
Ramonita D. Mercado, MT I
Conformance Reviewers: Alma C. Salomon, HT III Lourgen V. Maalam, MT II
Ana T. Cuevas, HT III Errol O. Taguran, HT III
Vernie P. Bacayo, T II Stephanie Mae R. Lanzaderas, T III
Darelyn L. Cajeles, T I Rica O. Boquecosa, SST I
Ann J. Robiato, T III Mary Joy A. Cartagena, T I
Rhina T. Cuajotor, T II
Illustrator and Layout Artist: Jeffrey B. Agura, T II Stephanie Mae R. Lanzaderas, T III
NB C. Oledan, T III Vernie P. Bacayo, T II
Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V
Asst. Regional Director
Edwin R. Maribojoc, EdD, CESO VI
Schools Division Superintendent
Eugene I. Macahis, Jr.
OIC - Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD

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Ernie J. Caguindangan, EPS - Mathematics
Rone Ray M. Portacion, EdD, EPS - LRMS
Leah G. Xenos, PSDS
Tita Pita L. Bago, EdD, Principal III/District In - Charge
Agnes P. Gonzales, PDO II
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 7
Mathematics
Third Quarter – Module 17
Point, Line, and Plane

This instructional material is collaboratively developed and reviewed

by educators from public schools. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education – Region 10 at
region10@deped.gov.ph.

Your feedback and recommendations are highly valued.

Department of Education ● Republic of the Philippines

 Introductory Message
For the learner:
Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on
Point, Line and Plane.

This hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successful achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your own hands!

This module is designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be able to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you have learned from the lesson.
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity is given to you

to enrich your knowledge or skill of the lesson
learned. This also provides retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities in
the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 Table of Contents

What I Need to Know ---------------------- 1

What I Know ---------------------- 2

Lesson 1 ---------------------- 3
What’s In ---------------------- 3
What’s New ---------------------- 4
What Is It ---------------------- 5
What’s More ---------------------- 8

Lesson 2 ---------------------- 8

What’s New ---------------------- 8

What Is It ---------------------- 9
What’s More ---------------------- 10

What I Have Learned ---------------------- 11

What I Can Do ---------------------- 11
Assessment ---------------------- 12
Additional Activities ---------------------- 13
Answer Key ---------------------- 14
References ---------------------- 15
 What I Need to Know

This module is designed and written for you. It is here to help you master
the concept of point, line and its subset, and plane using concrete models. The
scope of this module allows you to apply the concepts in many different learning
situations both in school and in your community. The language used comes in
diverse vocabulary level of students. Lessons are arranged in the standard
sequence of the course.

This module is divided into two lessons:

 Lesson 1: Point, Line, and Plane
 Lesson 2: Line Segments and Rays

Based on the competency, this module is crafted to help the students

represent point, line and its subset, and a plane using concrete and pictorial
models (M7GEIIIa–1) and (M7GEIIIa-2). Specifically, you will:
1. identify and illustrate a point, line, subset of a line and a plane;
2. identify and illustrate line segments and rays.

In going through the lesson, you need to have patience to

understand well what you have read. Answer all the exercises to the
best of your ability. So, relax and enjoy!
 What I Know

Directions: Read the questions carefully and write the letter of the answers
on your answer sheet.
1. Which of the given terms is known to have no dimension, length, width, and
thickness?
A. line B. plane C. point D. parallel
2. What geometrical term is described as without thickness but has length which
extends indefinitely in both directions?
A. line B. plane C. point D. parallel
3. What does the geometrical figure on the right represent?
A. ray B. line C. point D. line segment
4. Which of the phrase below describes a line segment?
A. part of a line with 1 endpoint C. part of a line with 5 endpoints
B. part of a line with no endpoint D. part of a line that has 2 endpoints
5. Which of the following symbols represent a line segment?
A. B. C. D. ∠
6. Which given symbols represent a ray?
A. B. C. D. ∠
7. How many line segments can be determined if points B, A, and G are
collinear?
A. 2 B. 3 C. 4 D. 5
8. Which of the following are ways of naming a plane?
i. by a single small letter iii. by two letters
ii.by a single capital letter iv. by three letters
A. i and ii B. ii and iii C. ii and iv D. iii and iv
⃡ and 𝐶𝐷
9. Where do lines 𝐴𝐵 ⃡ in this figure at the right intersect?
A. at a line C. at a point
B. at a plane D. at a skew line
10. In the given figure below, where do planes A and B intersect?
A. at a line C. at a point
B. at a plane D. at a skew line
 Lesson
Point, Line, and Plane
1

What’s In

Activity 1: Read Me!

Let’s Find Out: The Undefined Terms
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. Read the story and answer the following questions below.
2. Write the answers on your answer sheet.

One night, Mom and Zach are watching at the sky. They start gazing
at the stars. The child is wondering what figure is formed if he connects
these dots. So, he starts connecting the dots.

1. How many points have you seen from the figure?

2. How many lines are created?
3. How many points are there in the closed figure?
 What’s New

Activity 2: Find Me!

Let’s Find Out: The Basic Terms
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:

a. Identify the 5 Geometric terms from the puzzle below, it may be hidden
in any direction. (across, diagonal, downward and upward).
b. Number 1 is done for you.

Q A A D T D H G D E I O P L W H
N R O T Q N J K B F S A T R D P
O G A S R R I N O S A R U S G R
N H E W S P A O G H J J K L H A
C W C A S D F G P J I O P L L E
O U Q Z D F E E G H J L L K Q N
P I E X C O P L A N A R F G H I
L F T C D E R F Y U I O P Y Y L
A L R A E N I L L O C T R E A L
N V F A G H U I O V G T Z C H O
A Q V Z A W S D F G E T G V K C
R Y C M H K L G B M C S S F Q N
A M N L K H G F O M U Y A A U O
N E M C B N P E R T T Q M N L N
T O G A S D G G H K I N M G A O
R T Y U E R U L P W Y O E D J Y
E V E N I L E G F D S H J U Y I

Answer:
1. POINT
2. ________
3. ________
4. ________
5. ________
 What is It

Geometry is the branch of Mathematics that studies the sizes, shapes

position of angles, and dimensions of things. It comes from the Greek word
geo which means "earth" and metron which means "measurement".

Term Description Illustration How to Name

Point  Shows an exact location Z Point Z

 No size or Z
 No dimension
 Represented by a dot

The following are concrete examples of a point:

1. tip of the pencil 3. tip of the needle

2. corner of the book 4. a location in a map

 Term Description Illustration How to Name
Extends indefinitely

Line  Extends in two

opposite
directions without
end

 Contains infinite ⃡ , 𝑁𝐽
⃡ , 𝐽𝑂
⃡ , 𝑂𝑌
⃡
𝐸𝑁
points E N J O Y
Note: ⃡ , 𝐸𝑂
⃡ , ⃡𝐸𝑌 , 𝑁𝑌
⃡
𝐸𝐽
Points that lie
⃡𝑁𝑂, ⃡𝐽𝑌
on the same
line are called  Can be named
Extends indefinitely
collinear points. using 2 points on
⃡
𝑀𝑁 ⃡
or 𝑁𝑀
a line M N

The following are concrete examples of a line:

1. string of a guitar 3. road line

2. clothesline 4. edge of the pyramid

 Term Description Illustration How to Name
Plane  A flat surface at least 3 points on
M E
that extends a plane or by a
infinitely in all T capital letter
X
directions
 It has infinite Written as:
length, width, plane MET
and no or
thickness plane X

Collinear  Points that lie Points S, R and U

Points on the same lie on the same
line line.

Non  Points that do Points C and H do

collinear not lie on the not lie on the same
Points same line line

Coplanar  Points that lie Points S, R, U and

Points on the same H lie on the same
plane plane.
Non  Points that do S
coplanar not lie on the Point C do not lie
Points same plane on the same plane
The following are concrete examples of a plane:
1. TV screen 3. surface of the floor

2. cellphone screen 4. sheet of paper

 What’s More

Activity 3: Identify Me!

Let’s Find Out: The Concrete Model
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
a. Identify the geometric figure which is represented by the given
statement, whether it is a is a point, line or plane.
b. Write the answers on your answer sheet. Number 1 is done for you.
1. tip of the thumbtacks point
__________________
2. strand of a hair __________________
3. a mongo seed __________________
4. cable wire __________________
5. chalk board __________________

Lesson
Line Segment and Rays
2

What’s New

Activity 4: Compare Me!

Let’s Find Out: Parts of a Line Segment and Ray
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
a. Study the given figures, give three descriptions for each base on your
observations.
b. Write the answers on your answer sheet. Number 1 is done for you.
A. line segment B. ray

line segment ray

1. two end points 1.one end and an arrow on the opposite side
2. 2.
3. 3.
 What is It

Subsets of a Line How to Name?

Segment or Line
Segment 1. You can name the line segment by its
 in symbol ( ). endpoints A and B with the segment symbol
 is the part of a above the two letters.
line consisting of ̅̅̅̅ is same as 𝑩𝑨
 𝑨𝑩 ̅̅̅̅.
two endpoints.  ̅̅̅̅
𝑨𝑩 is read as line segment AB.
 ̅̅̅̅
𝑩𝑨 is read as line segment. BA.
(Note: Endpoint of a line
is the point found at each ̅̅̅̅ is same as 𝑸𝑷
2. 𝑷𝑸 ̅̅̅̅.
end of the segment.)  ̅̅̅̅
𝑷𝑸 is read as line segment PQ.
̅̅̅̅
𝑸𝑷 is read as line segment QP.

A B C
3. You can name 3 line segments from 3 points.
a. ̅̅̅̅
𝑨𝑩, same as ̅̅̅̅
𝑩𝑨
̅̅̅̅ ̅̅̅̅
b. 𝑩𝑪, same as 𝑪𝑩
c. ̅̅̅̅
𝑨𝑪, same as ̅̅̅̅
𝑪𝑨
Ray

 in symbol ( ).
1. A ray is named with its endpoint first,
 is a part of a line that
followed by another point on the ray. The ray
has one endpoint
shown on the first example can be named as
and extends infinitely
ray AB, denoted by the symbol, 𝑨𝑩.
in one direction

2. 𝐐𝐏 , read as ray 𝐐𝐏
 You cannot name this as ray 𝐏𝐐. It should
start with its endpoint 𝐐 followed by another
point on the ray which is 𝐏.
 In writing the symbol, the arrow should be
pointing to the right although the direction in
the given illustration is going to the left.
 Opposite rays are the rays with common endpoint but extending in
opposite directions.
Examples:

1. C B D

 𝑩𝑪 and 𝑩𝑫 are opposite rays.

Point B is the common endpoint of the two rays.

What’s More

Activity 5: Name Me!

Let’s Find Out: The Subsets of a Line
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
a. Identify line segments, rays, and opposite rays found on each
figure.
b. Write the answers on your answer sheet. Figure 1 is done for you.

Figure 1 Figure 2

A T
D

O
A B C M H

Line Segments Rays Opposite Rays

Figure 1 ̅̅̅̅
𝐴𝐵 , ̅̅̅̅
𝐵𝐶 , ̅̅̅̅
𝐴𝐶 ,̅̅̅̅̅
𝐵𝐷 𝐵𝐴 or 𝐴𝐵, 𝐵𝐶 or 𝐶𝐵 𝐵𝐴 and 𝐵𝐶
𝐵𝐷 or 𝐷𝐵, 𝐴𝐶 or 𝐶𝐴,
Figure 2
 What I Have Learned

Activity 6: Fill Me Up!

Let’s Find Out: The Terms
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
a. Fill in the blanks with the correct term/s to complete the statements.
b. Write the answer on your answer sheet.
Number 1 is done for you.

1. A point shows an exact location in space.

2. _________ extends in two opposite direction without end.
3. The part of a line that has one endpoint and can be extended infinitely in
one direction is called _________.
4. A line segment consists of _________ endpoints.
5. A flat surface that extends infinitely in all direction is called __________.

What I Can Do

Activity 7: It’s Your Turn!

Let’s Find Out: Application of Point, Line, and a Plane
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
a. Give two objects that represents each of the given term below.
b. Describe briefly. The first one is done for you

Brief Explanation
Names of Objects
broom stick Each stick of the broom represents a line segment.
(line segment)
___________
(point)
___________
(line)
___________
(ray)
___________
(plane)
 Assessment

Directions: Read the questions carefully and write the letter of the answers
on your answer sheet.
1. What is the least possible number of points needed to form a line?
A. 1 B. 2 C. 3 D. 4
2. Which of the following is a representation of a plane?
A. edge of the book C. surface of the table
B. grain of salt D. string of a guitar
3. What term is used to refer to the points that do NOT lie on the same line?
A. collinear B. coplanar C. non collinear D. non coplanar
4. What does this symbol “ ” represent?
A. line B. plane C. point D. segment
5. Which of the following statements describe a line segment?
A. A point found at the end of the segment
B. Part of a line consisting of two endpoints
C. Has common endpoint but extending in the opposite direction
D. Part of a line that has one endpoint and extends infinitely in one direction
6. What figure is illustrated if there is an endpoint on one end and an
arrowhead on the other?
A. Ray B. Line C. Point D. Line Segment
7. Given three collinear points C, A, and T, how many line segments can be
determined?

C A T

A. 2 B. 3 C. 4 D. 5
8. What is the relationship of points D and E as shown in the given figure
below?

A. collinear C. non-collinear
B. coplanar D. segment
9. Which of the following is the other name of Plane W in the figure below?

A. plane ABC C. plane BCE

B. plane ADE D. plane WBE
10. At what point does lines ⃡𝐴𝐵 and 𝐶𝐷
⃡ intersect?

A. at a line C. at a point
B. at a plane D. at a skew line

Additional Activities

Activity 8: Follow Me!

Let’s Find Out: The Illustration Described in each Item Below
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
a. Use the figure below to answer each item.
b. Write the answers on your answer sheet. Number 1 is done for you.
B C D E F G
A

1. The ray opposite to 𝐵𝐸 𝐵𝐴

________
2. The ray opposite to 𝐹𝐵 ________
̅̅̅̅
3. The segments to the right of 𝐷𝐸 ________
4. Name the point in between points C and E ________
5. Name any 3 collinear points ________
 P
What I Know
1. C
2. A
3. D
4. D
5. B
6. A
7. B
Lesson 1: What’s In 8. C
Activity 1 9. C
10. A
Answers may vary.
Answer Key