OBJECTIVES

At the end of the session, the learners

will be able to:
1. describe the undefined terms;
2. give examples of objects that maybe
used to represent the undefined terms;
3. name the identified point(s), line(s) and
plane(s) in a given figure;
 Polygons
Basic Triangles
Construction
Circles
Angles
Quadrilaterals
Points
Lines
Planes

What did the acorn

say when he grew
up?
 REVIEW
In any mathematical
system, definitions are
important. Elements and
objects must be defined
precisely.
 REVIEW
However, there are some
terms or objects that are the
primitive building blocks of
the system and hence cannot
be defined independently of
other objects
 REVIEW
In geometry, these are point,
line, plane, and space. There
are also relationships like
between that are not formally
defined but are merely
described or illustrated.
 Establishing a purpose for the lesson
The lesson is about undefined terms .
You will learn how to name the
real-world objects around you that
suggest points, lines and planes. You
will develop skills in naming a point, a
line and planes.
Activity 1
 Establishing a purpose for the lesson
Our environment is rich with pattern of
different shapes and sizes. Learning geometry
is very important because of their appeal to
our perception of beauty and order. Aside
from the beauty and order is there any
reasons why we need to learn about the lines,
points and planes?
Activity 1
 Presenting examples/instances of the new lesson

In Euclidean Geometry, the geometric

terms point, line, and plane are all
undefined terms and are purely
mental concepts or ideas. However,
we can use concrete objects around us
to represent these ideas. Thus, these
undefined terms can only be
described.
Activity 1
 Presenting examples/instances of the new lesson

• A point has no dimension.

• It is usually represented by a small dot.
• A point suggests an exact location in
space.
• We use a capital letter to name a point.
• Indicator of position or location.
• Does not occupy area
• Physical example: tip of a pen

Activity 1
 Presenting examples/instances of the new lesson

• A line extends in one dimension.

• It is usually represented by a
straight line with two arrowheads
to indicate that the line extends
without end in two directions.
• In this book, lines are always
straight lines.

Activity 1
 Presenting examples/instances of the new lesson

• A line is a set of points

arranged in a row.
• Collection of continuous points
that extends indefinitely in
both direction
• It is a one-dimensional figure.
• It does not have any width.
• Has infinite length
• No thickness
Activity 1
 Presenting examples/instances of the new lesson

• Any two points determine a line.

That is, two distinct points are
contained by exactly one line.
• We use a lower case letter or any
two points on the line to name
the line.
• Physical example: wire

Activity 1
 Presenting examples/instances of the new
lesson
• A plane extends in two
dimensions. It is usually
represented by a shape that
looks like a tabletop or wall.
You must imagine that the
plane extends without end even
though the drawing of a plane
appears to have edges.

Activity 1
 EXAMPLES
Objects Representing the Undefined Terms

These are some of the objects around us

that could represent a point or line or
plane. Place each object in its
corresponding column in the table below.

Activity 1
 Objects Representing the Undefined Terms

Blackboard Corner of a intersection of a side tip of a needle

table wall and ceiling
Laser Straight path Intersection of the surface of a
front table
wall, a side wall
and ceiling
Tip of a Wall Edge of a table Cover of a
ballpen book

Activity 1
 Activity 1
Objects Representing the Undefined Terms

Objects that could Objects that could Objects that could

represent a point represent a line represent a plane

Activity 1
 Activity 1
Objects Representing the Undefined Terms

Objects that could Objects that could Objects that could

represent a point represent a line represent a plane
corner of a table; tip of a intersection of a side wall blackboard, surface of a
needle; Intersection of and ceiling; laser; Straight table, wall, cover of a book
the front wall, a side wall path , edge of a table
and ceiling, tip of a
ballpen

Activity 1
 DISCUSSION
1. Consider the stars in the night
sky. Do they represent points?
2. Consider the moon in its
fullest form. Would you consider a
full moon as a representation of a
point?
 DISCUSSION
3. A dot represents a point. How big area
dot that represents a point and a dot that
represents a circular region?
4. A point has no dimension. A line has a
dimension. How come that a line
composed of dimensionless points has a
dimension?
 DISCUSSION
5. A pencil is an object that represents a
line. Does a pencil extend infinitely in
both directions? Is a pencil a line?
 DISCUSSION
How do you name the given line?
1. Name the given image
Line m
2. Give six names for the line below
 DISCUSSION
How do you name the given planes?

Plane P Plane m Plane PRQ

 DISCUSSION
Like a line, a plane is also a set of
infinite points. However, a plane has
infinite width and length but no
thickness. It is a flat surface that
extends infinitely in all directions. Give
examples of real-world objects that
suggest planes.
 Developing mastery
GROUP ACTIVITY
Group the students. Assign two questions
in every group.
 Developing mastery
GROUP ACTIVITY
a. Name the point(s) in the
interior region of the circle.
b. Name the point(s) in the
interior region of the triangle.
 Developing mastery
GROUP ACTIVITY
c. Name the line(s) in the
interior region of the triangle.
d. Give other name(s)
for line p.
 Developing mastery
GROUP ACTIVITY
e. Name the plane that can be
formed by the three points in the
interior of the circle.
f. Name the plane formed by line p
and point I.
 Developing mastery
GROUP ACTIVITY
g. Name the points outside
the circular region.
h. Name the points outside
the region bounded by the
triangle.
 Developing mastery
GROUP ACTIVITY
i. Name the points of
plane M.
j. Give other names for
plane M.
Developing mastery
ANSWER
 Valuing
"Walking by Faith"

The
study of geometry is built
upon the foundation of three
 Valuing
Although the point is the
simplest of these basic
figures, it is not possible to
actually define a point. You
can only describe it as " an
exact location in space" .
 Valuing
In the physical world, no one has
ever seen a point. The same is
true of a line and plane. Since
you cannot physically see each of
these geometric figures, is it
wrong for you to believe?
 Valuing
Of course not! You simply accept
their definitions by faith. The
same is true in your Christian
walk. Your faith is built upon the
foundation of the teachings of
Jesus contained in the Bible.
 Valuing
As a believer, you may not completely
understand basic doctrines such as the
divine inspiration of the Bible or the new
birth of the believer. However, you must
accept these truths by faith, realizing
that Christian teaching is built upon
these fundamentals of faith.
 Valuing
As a student do you
agree or not? why?
Explain .
Abstraction (Making generalizations about the lesson)

In Euclidean Geometry, the

geometric terms point, line,
and plane are all undefined
terms and are purely mental
concepts or ideas.
Abstraction (Making generalizations about the lesson)

How are you going to

represent these ideas? List
down 5 examples of objects
around us that may
represents a.) a point b.) line
and
 EVALUATION
INDIVIDUAL QUIZ
Let the students answer
the interactive game "
WHO WANTS TO BE A
MILLIONAIRE
 AGREEMENT
(a) Two points determine a line.
(b) Three points not on the same line
determine a plane.
(c) Two intersecting lines determine a
plane.
(d) Two parallel lines determine a plane.
(e) A line and a point not on the line
determine a plane
 AGREEMENT
Given: The points A, B, C,
D, E, F, G, H are corners of
a box shown below:
 AGREEMENT
Answer the following:
1. How many lines are possible which can be
formed by these points? (Hint: There are more
than 20.) Refer to statement (a) above.
2.What are the lines that contain the point A?
(Hint: There are more than 3 lines.)
 AGREEMENT
Answer the following:
3. Identify the different planes which can be
formed by these points.(Hint: There are more
than six. Refer to statement (d) above.
4. What are the planes that contain line DC?
5. What are the planes that intersect at line BF?
 AGREEMENT
1. 26 lines
2. AB, AC, AD, AE, AF, AG, AH;
3. ABC, ADE, ABE, CDH, BCG, EFG, ABG, BCE, CDE,
ADF, ACF, ACH, BDE, BDG, BEG, DEG, AFH, BFH, ACE, BDF
4. ABC, CDH, CDE
5. ABF, BCF, BDF
THANK
YOU
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