7

Mathematics
Quarter 3 – Module 1:
Points, Lines, and Angles
Mathematics – Grade 7
Quarter 3 – Module 1: Points, Lines, Planes, and Angles
First Edition, 2021

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Published by the Department of Education – Region XI

Regional Director: Evelyn R. Fetalvero
Assistant Regional Director: Maria Ines C. Asuncion

Development Team of the Module

Writer: Gillann Earl S. Alcala
Editors: Alfred N. Tuan and Niño Lito R. Salvan
Reviewer: Niño Lito R. Salvan
Illustrator:
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Template Developer: Neil Edward D. Diaz
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May Ann M. Jumuad
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Department of Education – Region XI

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Davao City, Davao del Sur, Philippines
Telefax: (082) 224 0100
E-mail Address: [email protected]
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Mathematics
Quarter 3 – Module 1:
Points, Lines, and Angles
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their own learning at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
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 Let Us Try before moving on to the other
activities.
3. Read the instructions 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.
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!

ii
 Let Us Learn

Good day leaners! Today, you are going to learn and discover new concepts
and skills in mathematics. To be specific, today you are expected to:

1. represent point, line and plane using concrete and pictorial models
(M7GEIIIa-1);
2. illustrate subsets of a line (M7GEIIIa-2); and
3. classify the different kinds of angles (M7GEIIIa-3).

Let Us Try
Matching Type. Match the mathematical terms in column A with their most
appropriate representation in real-life in Column B.

COLUMN A COLUMN B

1. line segment a. vase

2. plane b. button
3. point c. box
d. pencil
e. can
g. sheet of paper

Let Us Study
Let us learn new mathematical terms. The table shows the “undefined
terms” in geometry.

TERM ILLUSTRATION HOW TO NAME DEFINITION

Point In naming a point, A point is an exact
Dot we use capital letters position or location on a
 plane surface. It has no
 A length, width, or
thickness. Also, all of
Read as: Point A the figures in geometry
are made up of points.

1
 Line Straight mark In naming a line, Just like the point, a
and has two arrow we use two capital line has no width and
heads on opposite letters with a double thickness, but it has
ends. The arrow arrowhead above infinite length because
heads indicate that them or a lower-case a line consists of
it can be extended letter. infinitely many points.
indefinitely. Also, two points can
m determine a line, that
is, we can draw a line
X using two points.

⃖𝑋$$𝑌$⃗ 𝑜𝑟 𝑌⃖$$𝑋$⃗, or m
Read as: line XY
line YX
line m
Plane Slanted four-sided A plane ca be A plane is a flat
figure name using three surface that extends
capital letters formed infinitely in all
by three noncollinear directions. It has
points. infinite length and
width but has no
thickness. A plane is
X named by three points
in the plane that are not
Y on the same line.
Z

Read as: Plane XYZ

ACTIVITY 1. Draw Me!

Look at the things in your house. Identify one thing at your house that
represents a line, point, and a plane. After you have identified it, draw it on the
space provided.

Point Name of the object:

 Line Name of the object:

Plane Name of the object:

SUBSETS OF A LINE

A line extends indefinitely, that is, it does not have an endpoint. This
characteristic of a line enables us to form subsets. The table below, shows the
subsets we can form from the line.

SUBSET OF A DEFINITION PICTURE HOW TO NAME

LINE
A ray is a A ray is named
subset of a line using two capital
that has one letters with one
endpoint and arrow head above
continues them. When
infinitely in one labeling, always
direction. write the endpoint
under the side
without the arrow.
Ray Order matters in
naming a ray,
always write the
endpoint first.

X Y
X$
$
$Y
$⃗
Read as: Ray XY
A line A line segment is
segment is a named using two
subset of a line capital letters and a
that has two line without
Line Segment endpoints. Hence, arrowhead above
a line segment has them.
a definite length
unlike a line which X Y
has indefinite
length.
 +X++Y+ or Y+++X+
Read as:
Line segment XY
or Line segment YX

Note: Observe that there is a difference in naming a line, ray, and line segment. The
symbol above them are different.

Example:
Name all the rays and line segments that can be formed from the line below.

D O N

RAYS LINE SEGMENT

1. O$$$$N$⃗ 1. D+++O+ or +O++D+

2. O$$$$D$⃗ 2. D+++N+ or +N++D+

3. N$$$$O$⃗ 3. O+++N+ or +O++N+

4. N$$$$D$⃗

5. D$$$$O$⃗

6. D$$$$N$⃗

Observe that there are six rays formed from the given line with 3 points. From
the given example, $D$$$N$⃗ is a ray since the endpoint is point D and it extends
indefinitely to the right. Also, observe that DO is both a ray and a line segment, the
only difference is the accent above it. Ray DO is written as $D$$$O$⃗ which means
that it has only one endpoint and that is point D. On the other hand, line segment
DO is written as D+++O+ which means that it has two endpoints and those are
points D and O. The example above demonstrates that the way you write your
answer can vary. Hence, proper notations should be observed at all times.

ACTIVITY 2. Identify Me!

Identify all the rays and line segments formed from the given line below.
Write your answers on the table provided. Observe the correct use of notations.

G I L
 RAYS LINE SEGMENT
1. 1.
2. 2.
3. 3.
4.
5.
6.

ANGLES

Now that you have learn what are the subsets of a line, we now proceed to the
next lesson which is angles. The table below, shows its definition, illustration and
how to name an angle.

DEFINITION ILLUSTRATION HOW TO NAME

Angle An angle is There are three ways
formed by two rays sid in naming an angle.
that share a
1. Naming it by its
common endpoint.
vertex only.
This endpoint is vertex side
called vertex and
the rays are called
the sides of the Z
angle. Degree, Example:
∠Z
denoted by °, is a
unit used when
E Read as: Angle Z.

measuring an angle.
2. Naming it by listing
Z A
three letters, one from
each side and the vertex
Vertex: Point Z at the middle.
Sides: 𝑍$$𝐸$⃗ and 𝑍$$$𝐴$⃗
E

Z
A
∠EZA or ∠AZE

Read as: Angle

EZA
or Angle AZE
NOTE:
Observe that the
middle letter SHOULD
ALWAYS be the
VERTEX.
 3. Naming using a
number.

1
∠1
Read as: Angle 1.

ACTIVITY 3. Name It!

Identify the parts of the given angle. Name the given angle by its vertex and
by listing three letters. Remember to use proper notation.

ANGLE VERTEX SIDES NAME

1. 1. 1.
M
2. 2.
A N 3.
P 1. 1. 1.

E 2. 2.
T
3.
1. 1. 1.
Z
2. 2.

I 3.
P

Now that we have defined what an angle is, we will now proceed to the
different kinds of angles.

KINDS OF ANGLES DEFINITION ILLUSTRATION

ACCORDING TO (Example)
DEGREE MEASURE
1. Acute Angle An acute angle is an
angle whose degree 38o
measure is greater than 0o
but less than 90o.
D
2. Right Angle
A right angle is an
angle whose degree
measure is exactly 90o.
O
Note: the small square
between the sides of ∠O
indicates 90o.
 3. Obtuse Angle An obtuse angle is an
angle whose degree
measure is greater than N
90o but less than 180o. 116o

E Z
4. Straight Angle A straight angle is an
angle whose degree
measure is exactly 180o. 180o

A E S
5. Reflex Angle A reflex angle is an 212o
angle whose degree
measure is greater than A R
180o but less than 360o.
C

ACCORDING TO PAIRS.
1. COMPLEMENTARY ANGLES
When the sum of the measurement of two angles add up to 90 o, then these
angles are called complementary angles.
2. SUPPLEMENTARY ANGLES
When the sum of the measurement of two angles add up to 180 o, then these
angles are called supplementary angles.

3. VERTICAL ANGLES
Vertical angles are pair of two non-adjacent angles formed by two intersecting
lines.

4. ADJACENT ANGLES
Adjacent angles are two angles that share a common side and a common
vertex. Also, adjacent angles do not overlap.
5. LINEAR PAIRS

Linear pairs are adjacent angles and are supplementary. This means that the
sum of the measurement of the angles add up to 180o.
 Let Us Practice
I. Identify the following geometric terms. Write your answers on the
space provided before the number.

1. It has an infinite length but does not have a width and thickness.
2. It has an infinite length and width but does not have thickness.
3. It is an angle that measures exactly 90o.
4. It is formed by two rays that have a common endpoint.
5. It is a subset of a line that has two endpoints.
6. It is an angle that measures greater than 90 o but less than 180o.
7. It tells an exact location in a plane. It has no width, length, or
thickness.
8. It is a subset of a line that has one endpoint and extends infinitely
in one direction.
9. It is an angle that measures exactly 180o
10. It is an angle that measures greater than 180 o but less than 360o.

Let Us Practice More

Below is a map. Study the map and answer the questions that follow.
Read each question carefully and remember to use proper notation in writing
your answers.

O N
Santan Street
MARKET
D
E

LIBRARY Z
TERMINAL
Santol Street
G A
V
Durian Street
I
L
P R
Y
U PARK C

I. Identification. Name all the rays, line segments, and angles found in the map.
In naming the angles use only its vertex. Remember to use proper notation.
Ray Line Segment Angle
1. 1. 1.
 2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
6. 6.
7. 7.
8 8
9. 9.
10. 10.

II. Analyze the map then answer the following questions. Write the
answer provided before each number. Remember to use proper notation.
1. What is the name of the angle to which the library is located?
(Use listing by three letters)
2. What are the rays that forms Santol Street?
3. What angle is the terminal located? (Use vertex)
4. What line segments form Durian Street?
5. What rays form the Santan Street?

Let Us Remember
Let us summarize the terms you have encountered in this module:

1. A point is represented by a dot. It has no width, length, or thickness.

2. A line has a length but does not have width or thickness.
3. A plane has an infinite length and width but does not have thickness.
4. A ray is a subset of a line that has one endpoint and extends infinitely in one
direction.
5. A line segment is a subset of a line that has two endpoints.
6. An angle is formed by two rays that share an endpoint.
7. An acute angle is an angle whose measure is greater than 0º but less than 90º.
8. A right angle is an angle whose measure is exactly 90º.
9. An obtuse angle is an angle whose measure is greater than 90 º but less than 180º.
10. A straight angle is an angle whose measure is exactly 180º.
11. A reflex angle is an angle whose measure is greater than 180 º but less than 360º.
12. Complementary angles are pair of angles whose sum is equal to 90º.
13. Supplementary angles are pair of angles whose sum is equal to 180º.
14. Vertical angles are pair of two non-adjacent angles formed by two intersecting
lines.
15. Adjacent angles are two angles that share a common side and a common vertex.
Also, adjacent angles do not overlap.
16. Linear pairs are adjacent angles and are supplementary. This means that the
sum of the measurement of the angles add up to 180o.
 Let Us Assess

Choose the letter that best answers the question. Write your answer
on the space provided before each number.

1. What is the pictorial representation of a point?

a. dot b. slanted four-sided figure c. straight mark d. paper
2. Which of the following is NOT a characteristic of a plane?
a. width b. length c. thickness d. flat surface
3. What type of angle has a measurement of 89.9º?
a. obtuse b. acute c. right d. straight
4. How does line being named?
a. using one point b. using two points
c. using three noncollinear points d. using the vertex

5. What type of angle has a measurement of 90.1º?

a. obtuse b. acute c. right d. straight
6. What type of angle has measurement of 90º?
a. straight b. reflex c. acute d. right
7. What type of angle measures 267.5º?
a. right b. obtuse c. reflex d. straight
8. What do you call the relationship formed by two angles if their
measurement adds up to 90º?
a. Supplementary Angles b. Complementary Angles
b. Congruent Angles d. Vertical Angles
9. What do you call the relationship formed by two angles if their
measurement adds up to 180º?
a. Supplementary Angles b. Complementary Angles
b. Congruent Angles d. Vertical Angles
10. What do you call the angles that share a common side and a common
vertex and does not overlap?
a. Adjacent Lines b. Vertical Angles
c. Linear Pair d. Adjacent Angles
11. What do you call the angles that are formed by intersecting lines and are
non-adjacent?
a. Perpendicular Lines b. Adjacent Angles
c. Vertical Angles c. Linear Pair
12. What do you call the angles that are adjacent and are supplementary?
a. Complementary Angles b. Vertical Angles
c. Linear Pair d. Adjacent Angles
13. Dona was asked to name the figure below.

G I

Her answer was I⃖ $G$⃗. Was her answer correct? Why or why not?
a. No, her answer was incorrect. She interchanged the letters in naming the
line.
b. No, her answer was incorrect. She incorrectly used the two arrowheads
above the name.
 c. Yes, her answer was correct. The arrangement of the letters does not matter
in naming a line.
d. There is insufficient information.

14. Gil named the given angle ∠ODN. Was his answer correct? Why or why
not?

O
N
a. Yes, his answer was correct. The arrangement of the letters does not matter.
b. No, his answer was incorrect. The middle letter should have been point O.
c. No, his answer was incorrect. O and N should be interchanged.
d. Yes, his answer was correct. There is right way in naming an angle.
15. Earl was asked if an angle that measures of 89.99º is a right angle. He
answered yes and reasoned out that 89.99 º can be rounded up to be 90º. Thus,
classifying it as a right angle. Was his answer correct? Why or why not?

a. Yes, because 89.99º can be rounded up to be 90º.

b. No, because an angle has a fix measurement, hence an angle with 89.99 º is
an acute angle.
c. Maybe.
d. There is insufficient information.

Let Us Enhance
Perform the given task below. READ all the instructions first before performing
the task. Rubric is given for your guidance.

1. In you answer sheet, draw a point and name it G.

2. From point G, draw a line with a measurement of 3 inches and name the second
endpoint, I.
3. From point I, draw another line by extending the previously drawn line. Make
sure that the measurement of this extended line is 2 inches and name the
endpoint, L.

Rubric

10 5 1
The student had The student had completed The student attempted to
completed the task with the task with correct labels, answer the problem but did
accurate and correct but the measurements are not finish it.
measurement and inaccurate.
labels.
 1

References

Edilberto Surupia, Math for Today’s Learners 7. Koronadal: Kampana

Publishing House, Inc., 2014

Orlando Oronce and Marilyn Mendoza, E-Math 7 K to 12 Edition MANILA:

Rex Book Store, Inc., 2012

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