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Teacher’s Guide
Level: Mathematics 7
Topic: Points, Lines, and Planes
Cultural Icons: Bacolod City Public Plaza
Writer: May Cristy B. Jamelano
Teacher, Sum-ag National High School
Photo Credits: May Cristy B. Jamelano
Copyright Page
Published by the
LEARNING RESOURCES MANAGEMENT AND DEVELOPMENT SYSTEM (LRMDS)
Department of Education
Region VI – Western Visayas
SDO - Bacolod City
Bacolod City
Copyright 2018
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This material has been developed by the Curriculum and Instruction Division (CID) of the
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is attributed. No work may be derived from this material for commercial purposes and profit.
Written by: MAY CRISTY B. JAMELANO
Photo Credits: MAY CRISTY B. JAMELANO
Quality Assured by:
DepEd-Bacolod City LRMDS TEAM
GEMUEL R. BUENA, HT I
CHERISH L. FLOR, P I
ROSEMARIE P. DEMABILDO, EPSVR - MATHEMATICS
ELLEN G. DE LA CRUZ, PhD. EPSVR - LRMDS
Recommending Approval:
JANALYN B. NAVARRO, PhD – CID Chief
Approved by:
CYNTHIA G. DEMAVIVAS, CESO V
Schools Division Superintendent
This first digital edition has been produced for print and online distribution within the Department
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Points, Lines, Planes
Learning Competency: The learner represents point, line, and plane
using concrete and pictorial models. (M7GE-IIIa-1)
Topic
:
Points, Lines, and Planes
Reference
:
DepEd Geometry III, pages 3 – 4.
Materials:
Pictures of Bacolod City Public Plaza, cartolina / manila paper, bond
paper, objects (the teacher has assigned the learners to bring objects which are
already available in their homes like plastic straw, sticks, and old school
supplies)
Instructional Procedure
A.
Preliminary Activity
Motivation (5 minutes)
The teacher presents the picture and asks:
Are you familiar with this place here in Bacolod?
 Yes / No
The teacher will say:
The Bacolod Public Plaza, officially the Plaza del Seis de
Noviembre, named after the day of the Spanish surrender of Negros
Island to the Negros revolutionaries, is one of the notable landmarks
of Bacolod City.
It is located in the heart of the downtown area, near the old
city hall and across the San Sebastian Cathedral.
Page 1 of 8
Find Us!
Group Work:
The teacher will have to:
1. Group the learners. ( five members each group )
2. Give each group the picture of Bacolod Public Plaza which
was shown to them earlier.
3. Using the picture, ask the learners to identify points,
lines, or planes. Tell the learners that they have to
label the points, lines, and planes they have identified.
4. Tell the class that each group is given 1 minute to finish this
task and the group that can finish the task in less than one
minute will be given additional points.
5. After the given time, ask each group to post their output on
the board with the group presenter discussing their work.
Page 2 of 8
B. Developmental Activities
1. Presentation ( 3 minutes )
The teacher says:
In this lesson, you will represent a point, a line, and a plane
that you can find inside the classroom, outside the classroom, or at home.
2. Performing Activity ( 7 minutes )
Group Us!
The teacher reminds the learners regarding the
DO’s and DONT’s during group activity to make sure
that precautionary measures are observed during the
entire activity.
Using the materials which were brought by the
learners, the teacher instructs them to group the
objects which represent a point, a line, and a plane.
Then the teacher, together with the learners,
checks the work of each group.
3. Processing the Activity (10 minutes)
Based on the Performing Activity, the teacher asks:
 Which objects represent a point? a line? a plane?
 Answers will depend on the objects which were brought by the
learners.
Page 3 of 8
The teacher says:
 To have a better understanding of these terms,
see the table on the next page.
The teacher asks:
 How is a point/ line/ plane represented?
 A point is represented by a dot.
 A line is represented by a straight path.
 A plane is represented by a flat surface.
 How do you name a point/ line/ plane?
 A point is named using a Capital letter.
 A line is named using two capital letters
or a lower case letter.
 A plane is named using a single capital script
letter or by four non collinear points.
 How do you write a point/ line / plane in symbol/ in words?
 Refer to column 3 of the table in the next page
for the answer.
 How do you describe a point/ line/ plane?
 A point has no width, no length, and no
thickness.
 A line has infinite length but has no width and
no thickness;
 A plane has infinite length and width, but no
thickness.
Page 4 of 8
UNDEFINED
TERMS
ILLUSTRATION
HOW TO NAME
OTHER
INFORMATION
Point
Dot
●
Capital letter
•B
Read as : Point B
Symbol: B
Has no width, no
length, and no
thickness
Straight path
with two arrow
heads.
Two capital letters
with a double
arrowhead above
them or a lower case
letter.
D
C
m
Read as : line DC
line CD
line m
Has infinite length
but has no width
and no thickness;
Line
Symbol: DC or CD
or m
Plane
Slanted foursided figure
Single capital script
letter or by four non
collinear points.
S
Has infinite length
and width, but no
thickness.
A
N
E
V
Read: Plane N or
Plane SAVE
Symbol: N or
SAVE
Page 5 of 8
4. Reinforcing the Concepts and Skills (5minutes)
The teacher instructs the learners to read the directions of this
activity.
In one-fourth pad paper, name the undefined terms represented by each
object. Write in words and in symbols.
R
B
A
N
t
D
G
E
M
O
Answers: [ line BN, BN ] [ point A, A ] [ plane R , R]
[ point D, D ] [ line t, t ] [ plane GEOM,
GEOM ]
Page 6 of 8
5. Summarizing the Lesson (5 minutes)
The teacher asks the learners to answer the following:
a. Define a point.
 A point is represented by a dot and it has no dimension.
b. How would you describe a line?
 A line is a straight path and it has no width and no
thickness. It can be extended infinitely in opposite
directions.
c. What is a plane?
 A plane is a flat surface that extends infinitely in all
directions.
d. Why are these geometric figures important?
 Answers may vary as to how leaners understand and
appreciate these geometric figures in their lives.
6. Applying to new and other situation (15 minutes)
Work group:
The teacher brings the learners to an open field / gym /
or a selected area in the school.
The teacher instructs the learners to do the following:
a. List as many objects as you can which represent points, lines,
and planes to receive more points.
b. Write these objects in a cartolina /manila paper.
c. Assign one of the members to share his output to the class.
Page 7 of 8
C. Assessment (8 minutes)
The teacher gives the following assessment.
1. Determine whether the following objects represent a point, a line or a plane.
a. a star in the sky
 point
b. the crease in a cardboard
 line
c. a taut wire
 line
d. the surface of the table
 plane
e. a mole
 point
2. Discuss:
a. What does a laser represent? Why?
 line, because it represents a straight path
b. What does the surface of the blackboard represent? Explain.
 plane, because it represents a flat surface
c. Why does the tip of a pin represent a point?
 the tip of a pen represents a point because it illustrates
a dot.
D. Home Activity (2 minutes)
The teacher gives this homework to the leaners and instructs
them to:
Draw and name three objects found in your homes that
represent each undefined term in Geometry. Use a long size
bond paper.
Page 8 of 8