DEPARTMENT OF EDUCATION

REGION X- NORTHERN MINDANAO

DIVISION OF MISAMIS ORIENTAL
PUNTA SILUM INTEGRATED SCHOOL
PUNTA SILUM, MANTICAO, MISAMIS ORIENTAL

NAME:___________________________________________ DATE:_______________________
GRADE & SECTION:_________________________________ TEACHER:__________________

Other Geometric Terms on Lines

ACTIVITY 2
I. Objective
a. Identifying other Geometric Terms on Lines.
II. Materials
Ballpen, activity notebook/bond paper

III. Procedure(s)
a. Given: The points A, B, C, D, E, F, G, H are corners of a box as shown:

Intersecting Lines
Lines DH and DC intersect at point D. They are intersecting lines.
Lines CG and GF intersect at point G. They are also intersecting lines.
1. What other lines intersect with line DH?
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2. What other lines intersect with line CG?

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3. What lines intersect with EF?
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Parallel Lines
Lines AB and DC are parallel.
Lines DH and CG are parallel.
4. What other lines are parallel to line AB?
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5. What other lines are parallel to line CG?
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6. What lines are parallel to line AD?

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How would you describe parallel lines?
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Concurrent Lines
Lines AD, AB, and AE are concurrent at point A.
Lines GH, GF, and GC are concurrent at point G.
7. Name if possible, other lines that are concurrent at point A.
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8. Name if possible, other lines that are concurrent at point G.
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9. What lines are concurrent at point F?
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What do you think are concurrent lines? How would you distinguish concurrent lines from intersecting lines?
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Skew Lines
Lines DH and EF are two lines which are neither intersecting nor parallel. These two lines do not lie on a plane and are
called skew lines.Lines AE and GF are also skew lines. The lines DH, CG, HE and GF areskew to AB.

10.What other lines are skew to DH?

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11.What other lines are skew to EF?
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12.What lines are skew to BF?
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 DEPARTMENT OF EDUCATION
REGION X- NORTHERN MINDANAO
DIVISION OF MISAMIS ORIENTAL
PUNTA SILUM INTEGRATED SCHOOL
PUNTA SILUM, MANTICAO, MISAMIS ORIENTAL

NAME:___________________________________________ DATE:___________________________

GRADE & SECTION:_________________________________ TEACHER:__________________ _____

DEFINITION OF A LINE SEGMENT

ACTIVITY 3

I. Objective
a. defining a line segment
II. Materials
Ballpen, & activity sheet
III. Procedure(s)

The points E,F,G, and J are on line segment EQ or segment QE.

The points C,D,T, and U are not on line segment EQ.

Answer the following:

1. Name other points which are on line segment EQ.
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2. Name other points which are not on line segment EQ.
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Complete the following statements:

3. A line segment is part of a line that has _______________________________________________________________.
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4. Line segment EQ consists of the points
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 DEPARTMENT OF EDUCATION
REGION X- NORTHERN MINDANAO
DIVISION OF MISAMIS ORIENTAL
PUNTA SILUM INTEGRATED SCHOOL
PUNTA SILUM, MANTICAO, MISAMIS ORIENTAL

NAME:___________________________________________ DATE:___________________________
GRADE & SECTION:_________________________________ TEACHER:__________________ _____

CONGRUENT SEGMENTS
ACTIVITY 4

I. Objective

II. Materials

III. Procedure
Given the points on the number line:

1. Determine the length of the following:

a) AB = _______ e) AC= _________
b) DE = _______ f) DG = _________
c) BD= _______ g) BE = _________
d) DF = _______ h) CG = _________
2. The following segments are congruent: AB and DE; BD and DF; AC and DG, BE and CG.
3. The following pairs of segments are not congruent: AB and CF; BD and AE; AC and BF; BG and AD.
4. Using the figure below, which segments are congruent?
 DEPARTMENT OF EDUCATION
REGION X- NORTHERN MINDANAO
DIVISION OF MISAMIS ORIENTAL
PUNTA SILUM INTEGRATED SCHOOL
PUNTA SILUM, MANTICAO, MISAMIS ORIENTAL

NAME:___________________________________________ DATE:_______________________
GRADE & SECTION:_________________________________ TEACHER:__________________

ARE THE PARTICLES OF MATTER MOVING? WHAT IS BETWEEN THEM?

Activity 3

I. Objectives
After performing this activity, you should be able to:
1. Infer from observations that particles of matter move; and
2. Represent through a drawing/illustration what is between particles of matter.
II. Materials
2 cups tap water 1 piece, 30 Ml PLASTIC SYRINGE
1 piece wide mouthed transparent bottle ( 200 or 250 mL capacity)
1 piece, narrow mouthed transparent bottle (100 mL capacity)
1 plastic or glass dinner plate
½ cup rock salt or ½ cup sand
Food coloring
III. Procedure
1. Pull the plunger of the syringe until it reaches the 30 mL mark of the syringe.
2. Press your thumb on the tip of the plunger and use your own thumb to push the plunger once.
Q1. Can you push the plunger all the way through the syringe while your thumb presses on the tip of the plunger? Why
or why not? _______________________________________________________________________________
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Q2: What do you feel as you push the plunger? ________________________________________________________
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3. This time, push the plunger of the syringe all the way to the end of the syringe. Suck the water from the cup or
container up to the 30 mL level of the syringe. Cover tightly the tip of the syringe with your thumb.
Q3: What do you feel as you push the plunger? ________________________________________________________
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Q4: Compare what you feel when you pushed the plunger with the air and with the water? _____________________
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Q5: Explain what you observe. You may represent your comparison by drawing an illustration of the syringe and the
particles of air and another illustration of the syringe and the particles of water.

4. Pour ½ cup of tap water into one transparent glass bottle.

5. Pour the ½ cup of tap water in step # 4 into another bottle. Observe carefully the flow of water.
Q6: Did water take the shape of the container?__________________________________________________________
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6. This time,pour the water just on the flat surface of the dinner plate.
Q7: What do you observe? Write all your observations.____________________________________________________
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7. Examine a single piece of bottle cap. Put it inside the bottle. Observe carefully what happens as you transfer it by
tilting the bottle into the dinner plate..
Q8: What do you observe? Write your observations.________________________________________________________
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8. Pour the ½ cuo of rock salt or sand into the narrow –mouthed bottle. Observe carefully what happened to the rock
salt as you pour it into the bottle and when all of it has been transferred.
Q9: Did rock salt take the the shape of the bottle? Did the particles of rock salt
change?___________________________________________________________________________________________
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IV. Conclusion

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