uN? EDUCATION Mathematics Quarter 3 - Module 1: Basic Concepts and Terms in GeometryMathematics — Grade 7 Alternative Delivery Mode Quarter 3 — Module 1: Basic Concepts and Terms in Geometry First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the goverment agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties, Borrowed materials (ie., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them, Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Jacqueline C, Marcos Editor: Alfredo T. Ondap, Jr. Reviewer Reynaldo C. Tagala Jacqueline C, Marcos Layout Artist: Maylene F. Grigana Management Team: Allan G. Famazo Gilbert B. Barrera Arturo D. Tingson Jr. Peter Van C. Ang-ug Donna S. Panes Elizabeth G. Torres Judith B, Alba Mlustrator: Printed in the Philippines by: Department of Education - SOCCSKSARGEN - Region XIl Office Address: Regional Center, Brgy. Carpenter Hil, City of Koronadal Telefax: (083) 2288825/ (083)2281893 Esmail Address: [email protected]e Mathematics Quarter 3 - Module 1: Basic Concepts and Terms in Geometry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 In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning, 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. ‘Thank you.(&) What I Need to Know This module was designed and written with you in mind. It is here to help you master Basic Concepts and Terms in Geometry. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. After going through this module, you are expected to: * represent point, line and plane using concrete and pictorial models (M7GE- Mla-1); and * illustrate subsets of a line (M7GE-IIla-2).4) What I Know Multiple choice. Read each item carefully. Choose the letter of the best answer and write it on a separate sheet of paper. 1, Which of the following does not represent a plane? board edge of a notebook surface of the table screen of an iPad poe> 2. In every line, there are at least how many distinct points? DOUP Rong 3. Which of the following represents a line? A. dot B. table cover C. envelop D. yarn 4. Which of the following represents a point? A. tip ofa pin B. pen C. peso bill D. edge of the ruler 5. In every plane, there are at least how many noncollinear points? A5 B.4 c.3 D.2 6. What is the intersection of a plane and a line perpendicular to the plane? A. line B. plane C. point D. space 7. Which of the following best describes a line? ‘A. Usually represented by a dot B. A flat surface C. Can be extended in both directions D. Has width and thicknessFor numbers 8-11, refer to the illustration on the right. 8. What is the intersection of planes Wand g? 9. Which of the following is a ray in the given figure? A. ray AB B. ray AG cc. ray AW D. ray WG 10.If A and B are collinear, are they also coplanar? A. yes B. no C, maybe D. cannot be determined 11. What is the correct symbol for the intersection of the two planes? etal ele 12.What is the undefined term in geometry that has no dimension? For numbers 13-15, refer to the illustration on the right. 13.What is the inte A. line B. plane C. point D. space ction of LV and OE? 14.What is the common point of LV and OE? AL B.O cv DS 15.How do you call lines LO and VE? ‘A. concurrent lines B. intersecting lines C. parallel lines D. skew linesBasic Concepts and Terms in Geometry Looking back at our first drawing as a child, we often remember points, lines and even planes in the form of familiar shapes. These concepts and terms are part of geometry. Geometry is a branch of mathematics that studies the sizes, shapes, position, angles, dimensions of things and the knowledge dealing with spatial relationship. This is from the Ancient Greek words: “geo” which means “earth” and “metrein” which means “to measure”. The basic knowledge and concepts will help us appreciate better the beauty of nature and the things around us. ‘This time, let us dig deeper on these basic concepts and terms in geometry. Let's gol & What’s In Let us recall on the common shapes we have at preschool. Identify them first before answering the questions that follow. CIAO x* Shape 1 Shape 2 ‘Shape 3 Shape 4 Questions: 1, What do these shapes have in common? How many corners does shape 1 have? How many corners does shape 2 have? How many corners does shape 3 have? How many corners does shape 4 have? In each shape, what connects one corner to the other? How do we calll the intersection of one side to the other? bw NoaneWhat’s New Now, let us familiarize some words related to the lesson through this anagram. This is an activity in which words are formed by rearranging the letters of words or by arranging letters taken at random. Your task is to rearrange the highlighted letters to form the word described. Anagram Description Word Formed Tt has no width and no thickness 1, NILE but can be extended infinitely in opposite directions. It has no dimension and usually 2. TOPIN represented by a dot. Tt is a flat surface that extends 3. NAPLE infinitely in all directions 4. GETSEMN | It _i8 formed when two distinct points are connected with a line. It has only one endpoint and an ARY arrowhead which extends infinitely in one direction GQ) What is It In any mathematical system, definitions are important. Elements and objects must be defined precisely. 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. 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. A. UNDEFINED TERMS 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.Term Figure Description Notation point eA A point suggests an exact location in space. It has no dimension. We use a capital name a point. letter to point A line A line is a set arranged in a row. It is extended endlessly in both directions. It is a one-dimensional figure. ‘Two points determine a line. That is, two distinct points are contained by exactly one line. We use a lowercase letter or any two points on the line to name the line, of points: line mor <> JD plane ‘A plane is a set of points in an endless flat surface. The following determine a plane: {a) three non-collinear points; (b) two intersecting lines; (c) two parallel lines; or (@) a line and a point not on the line. * We use an uppercase letter, script letter, such as 4, or three points on the plane to name the plane. plane A, plane XYZ or OXYZ, Consider the following illustrations: Lines Land m intersect at point C. Line AB and plane » intersect at point A. <3 Planes § and have PQ in common. ‘They so intersect at PQSince we have already described the undefined terms, we need the following postulates to serve as guiding rules or assumptions from which other statements on the undefined terms may be derived. ‘Two points are contained in exactly one line. + Every line contains at least two distinct points, + If two points are on a plane, then the line containing these points is also on the plane. + Every plane contains at least three noncollinear points. + (Plane Postulate) Any three points lie in at least one plane and any three noncollinear points lie in exactly one plane. ‘+ If two distinct planes intersect, then their intersection is a line ‘There are some objects around us that could represent a point, line or a plane. SN NS tip of a pencil louvers of a window cover of a book ‘Objects that could ‘Objects that could Objects that could represent a represent a represent a POINT LINE PLANE T. Tip of a needle T. Laser T. blackboard 2. The intersection of | 2. Pen 2. wall the front wall, the | 3. Intersection of the | 3.a sheet — of side wall and the front wall and the intermediate paper ceiling side wallB. OTHER BASIC GEOMETRIC TERMS ON POINTS AND LINES only one point. Term Tifustration Description collinear + These are points on the same points —., line. coplanar * These are points/ lines on the points/ ; cints same plane. interesting + Two or more lines are intersecting lines if they have a common point parallel NN " These are coplanar lines that do lines NN not meet. concurrent ‘Three or more lines _are ae concurrent if they all intersect at skew lines ‘These are lines that do not lie on the same plane.C, SUBSETS OF LINES ‘The following are some of the subsets of a line: Term Figure Description Notation line et segment A + It is a part of a line that has two endpoints. symbols, AB or BA ec D E ray we = It is a subset of a line but has one endpoint, and cD ray extends in one direction. or ray CE or in "We name ray by its | symbols, endpoint and one of its |°"" points. Naming a ray will |CQ or always start’ on the |CE endpoint. Consider the following illustrations: x Y Zz A B c DE oe 65432101234 A line segment XY, as a subset of line XZ, consists of points X and Y and all the points between them. If the line to which a line segment belongs is given a scale so that it turns into the real line, then the length of the segment can be determined by getting the distance between end points. Given the points on the number line on the left, the length of the following segments may be derived. 1, AB = |(-6) - (-3)|_ = 3 units 2. CD =|0- (3)] = 3 units 3. BD =|(-3)-(@)| = 6 units 4. Be =|(-3)- (| = 3 units 5. AC=|(-6)- | = 6 units Segments are congruent if-they have the same length. So-AB and CD, BC and CD, and AC and BD are pairs of congruent segments.The points A, B, C are on ray AC. A Bc However, referring to another ray BC, the . nid point A is not on ray BC. The points of AB are all the points on segment AB such that B is between A and C. If JM is extended in the direction of i a ma point J, a line is formed. Point C is the a a s common endpoint of the two rays. Gi and GM are opposite rays. What’s More Let us check your understanding about the basic concepts and terms in geometry by answering the following activities, A. Real-life objects represent a point, line, or a plane. Place each object in its corresponding column in the table below. hair strand tip of a ballpen electric wire corner of a table surface of the table edge of a paper screen of a smartphone plywood thread intersection of a side wall and the ceiling Objects that could ‘Objects that could Objects that could represent a represent a represent a POINT LINE PLANEB. Use the given figure to identify what is being asked. 1. What are the points in the interior region of the triangle? 2. Give other name(s) for line A. 3. Name three (3) line segments on line h. 4, Name four (4) rays on line h. s If E is the midpoint of DN, name a pair of congruent segments. C. The points A, B, C, D, E, F, G, and H are the corners of a box shown below. Answer the questions that follow. 1, How many lines can be formed by these points? (Hint: There are more than 20.) A B 2. What are the lines that contain point A? (Hint: There are more than » c three lines.) 3. Identify the different planes which an be formed by these points. (Hint: There are more than six.) N, 4. What are the planes that contain line DC? 5. What are the planes that intersect at line BF?What I Have Learned Let's recap! Identify the geometric term described in each sentence. Choose the terms from the list below. point line plane opposite rays ray line segment concurrent lines intersecting lines parallel lines skew lines collinear coplanar Good job! Now 1. It is a subset of a line with one endpoint and an arrowhead. 2. These are lines that are not coplanar. 3. It has no dimension. 4. Two or more coplanar lines that meet at a common point. 5. Itis a flat surface. 6. Three or more lines that intersect at only one point. 7. These are lines that will never meet. 8.It is a set of points extended infinitely in both directions 9. Ibis subset of a line with two endpoints, 10. Points or lines that lie on the same plane. you're up for the next challenge of this lesson.‘This section involves real-life application of the basic concepts and terms in geometry that we have studied. Do what is asked, Direction: Roam around your house and look for objects which represent a point, a line or a plane. For each column, list at least 3 objects not mentioned earlier in the discussion and draw the object. Objects that could Objects that could Objects that could represent a represent a represent a POINT LINE PLANE 1 1 2. 2. 2 3. 3. 3. Excellent work! You did a good job in applying what you have learned!Assessment Multiple choice. Read cach item carefully. Choose the letter of the best answer and write it on a separate sheet of paper. 1. Which of the following does not represent a point? A. dot B. edge of a notebook C. intersection of two lines D. tip ofa pen 2. What is the geometric term represented by a nylon string? A. point B. line Cc. plane D. ray For numbers 3-6, refer to the illustration on the right. 3. Which of the following is the name of the plane? A. plane A B. plane B C. plane C D. plane # 4. Which of the following is not a point? AA B.B ac DF 5. What is the best geometric term for line p and line 7? A. skew lines B. parallel lines C. intersecting lines D. concurrent lines 6. In the given figure, what is A? A. line B. point cc. ray D. segment 7. What are points that lie on the same line? A. coplanar B. collinear C. common point D. point of intersectionFor numbers 8-10, refer to the illustration on the right. 8. What is the intersection of plane ZYRX and plane CXRM? A. line segment ZY B. line segment YD C. line segment RX D. line segment CM 9. Which of the following lines does not contain M? A. line RX B. line RM C. line DM L D. line CM M 10.What is the intersection of planes ZXCJ, ZYRX, and CMRX? A. line ZX B. line RX C. point R D. point X 11. What is the intersection of two distinct planes? A. point B. line C. plane D. ray 12, What does a rope represent? A. line B. point c. plane D. ray 13. The top of a table represents what geometric term? A. point B. plane C. line segment D. line 14. How do we name the illustration of a ray on the right? AW a B. c D. VL = WwW 15.What are segments with equal length? collinear segments congruent segments coplanar segments opposite segments pope <— +> ivAdditional Activities Let us try your reasoning power. Answer the following questions and state your reasons. 1 2. Consider the stars in the night sky. Do they represent points? Consider the moon in its fullest form. Would you consider a full moon as a representation of a point? A point has no dimension. A line has a dimension. How come that a line composed of dimensionless points has a dimension? A pencil is an object that represents a line. Does a pencil extend infinitely in both directions? Does a pencil really represent a line?