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Mathematics
Quarter 3 – Module 6:
Recognizing and Drawing Point, Line,
Line Segment and Ray
Mathematics – Grade 3
Alternative Delivery Mode
Quarter 3 – Module 6: Recognizing and Drawing Point, Line, Line Segment and Ray
First Edition, 2020

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ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Ciera Patrice P. Basas
Editors: Arnel S. Zaragosa, Jeremias C. Ceniza, Gina F. Silvestre, Ph.D., Elma C.
Prudente, Annie Fel Lingatong
Reviewers: Edgardo Dondon S. Lorenzo, Ailyn V. Ponce, Emily A Paller, Eduardo Eroy
Illustrators: Dennis Macaubos, Alfie Valenteros, Christian Loyd Alfuerto, Pit Ybanez
Layout Artist:
Management Team: Evelyn R. Fetalvero Alona C. Uy
Janette G. Veloso Maria Gina F. Flores
Analiza C. Almazan Arnel S. Zaragosa
Ma. Cielo D. Estrada Jeremias C. Ceniza
Renato N. Pacpakin Illuminado T. Boiser

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Department of Education – Region XI

Office Address: F. Torres St., Davao City

Telefax: (082) 291-1665; (082) 221-6147

E-mail Address: [email protected] * [email protected]

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Mathematics
Quarter 3 – Module 6:
Recognize and Draw Point, Line, Line
Segment and Ray
Introductory Message
For the facilitator:
Welcome to the Grade 3 Mathematics Alternative Delivery Mode (ADM)
Module on Recognizing and Drawing Point, Line, Line Segment and Ray!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic constraints
in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in
the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

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. Furthermore, you are expected to encourage
and assist the learners as they do the tasks included in the module.

For the learner:

This module is made with you in mind. Please be diligent in answering every bit
of question given to make this module interactive. Take note that this contains
instructions on how to use the module and the structure as well as the procedure

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of working through the module are explained here. This also gives an overview
of the content of the module. It would be nice if you will answer the activities
and exercises first before looking up to the answer key. Should you have
questions regarding the exercises, please approach your facilitator for better
understanding.
This module has the following parts and corresponding icons:

What I Need to Know

This will give you an idea of the
skills or competencies you are
expected to learn in the module.

What I Know
This part includes an activity that
aims to check what you already
know about the lesson to take. If
you get all the answers correct
(100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help

you link the current lesson with the
previous one.

What’s New
In this portion, the new lesson will
be introduced to you in various
ways such as a story, a song, a
poem, a problem opener, an activity
or a situation.

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 What is It This section provides a brief
discussion of the lesson. This aims
to help you discover and understand
new concepts and skills.

What’s More This comprises activities for

independent practice to solidify your
understanding and skills of the
topic. You may check the answers
to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the
lesson.

What I Can Do This section provides an activity

which will help you transfer your
new knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate

your level of mastery in achieving
the learning competency.

Additional Activities In this portion, another activity will

be given to you to enrich your
knowledge or skill of the lesson
learned.

Answer Key This contains answers to all

activities in the module.

At the end of this module you will also find:

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References This is a list of all sources used in
developing this module.

The following are some reminders in using this module:

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 What I Know before moving on to the other
activities included in the module.
3. Read the instruction 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 through with
it.
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.

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 What I Need to Know

This module was designed and written with you in mind to help you read
and write fractions that are equal to one and greater than one. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes your diverse vocabulary backgrounds. 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 Mathematics Grade 3 learning
materials you are using.

After going through this module, you are expected to:

1. recognize and draws a point, line, line segment and ray (M3GE-IIIe-
11 ).

Enjoy your journey. Good luck!

 What I Know

Give what is being asked in the following items.

1. What is a point? ________________________________________

2. Draw a point:

3. What is a line? _________________________________________

4. Draw a line:

5. What is a line segment? _______________________________

6. Draw a line segment:

7. What is a ray? _________________________________________

8. Draw a ray:

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 Recognizing and Drawing
Lesson Point, Line, Line Segment and
Ray

The children like you are fond of reading different stories and poems that
could give life lessons. Can you connect dots from above? The stars at night,
looks like dots of light at night. What is another name for dots?

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 What’s In

Identify the following pairs of lines. Name each of the following pairs as
intersecting line, perpendicular line, and parallel line in the space provided.

1. ___________________

2. ___________________

3. _____________________

4. _____________________

5. _____________________

What’s New

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 Do you remember a game connect-the dots? Each small dot you make is
called a point, wether we use a pen, pencil, pentel pen or even a crayon still
called a point. Now, can you draw 2 points in the box and called it point A and
point B?
a.

b. Can you draw two points, get a ruler and connect two points to make a
line? And, call it line segment CD.

c. Can you draw two points and connect it with a line with arrows at both
ends? And call it a line EF.

d. Draw a line where the other side is an arrow while the other end is
point. And call it line GH.

What is It

Activity 1

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 In activity 1, I asked you to draw point, line, line segment and a ray.
Now, let’s check if you did it right. With its correct definition and it’s sample
illustration.
What is a Point?
Is an exact position on a plane surface. Each dot you make with a sharp
pencil is called a point. Usually, we use a dot or as a cross mark to the position
of a point.
Sample,

.A X B

We call these points as Point A and Point B

What is a line?
Is a set of points in a straight path that extends in opposite directions without
ending.
Sample,

. .
C D
We, call this line CD.

What is line segment?

A line segment is a part of a line between two end points.

. .
E F
We call it line segment EF.
What is a ray?
A ray is a part of a line that has one end point and an arrow that extends
in one direction without ending.

.
G H

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We have now, ray GH.

What’s More

Activity 2
Now let’s practice what we have discussed.
1. a. In the box below, mark 2 points with a dot each. Name the points H
and I.

1. a. Draw a line segment KL in the box below.

b. Draw lines MN in the box below.

2. Points A, C and E are shown below. Draw a line to show ray AB, ray CD
and ray EF.

A . E.

C .

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 What I Have Learned

Points can be marked with a dot or a cross.

Ex. . x

Lines have no end. Straight line is drawn with a ruler. We show line by making
arrows in both ends.
Ex.
Line Segment joints 2 points. The length of line segment is the length from 1
point to the other.
Ex. .
Ray goes in one direction. It starts with a point and ends with an arrow.
Ex. .

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 What I Can Do

Activity 3
Answer the following question using the drawing below in a separate
sheet of paper

M N O P

1. Name all the points .

2. Identify all the line that is shown

3. Name all the line segments in the drawing

4. Identify all the rays that is shown.

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 Assessment

Activity 4
Choose the letter of the correct answer. Write your answer on a separate
sheet of paper.
1. Dot is a symbol for _____________.
a. line b. ray c. angle d. line segment
2. A ________________ can be longer, through its arrows showing no ending.
a. point b. lines c. segments d. dots
3. part of the line is a ray which is compose of endpoint and a ____________.
a. arrowhead b. endpoint c. line d. dot
4. Line segment is part of a line that has _______ endpoints.
a. 1 b. 2 c. 3 d. 4
5. This represents a ____________.
a. segments b. ray c. line d. point

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 Additional Activities

Activity 5
Choose the correct answer in the box to complete the sentence below.
Write it on a separate sheet of paper.

Line point

line segment ray

1. A ________ has two arrowhead.

2. A geometric figure that has one endpoint and arrowhead is
called________________.
3. A ________________ has two endpoints.
4. A ________________ can be named through a letter.

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Answer Key

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Additional Activity
Assessment What I Can Do

1.line 1. A
2. B
3. A
2. ray 4. B
5. C
1. point M, point N, Point O,
3. line segment and point P

4. point 2. line L Q

3. Line Segment MN, MO,

MP,NO, OP, NP

4. Ray LN, LP, MQ, NQ, OQ,

PQ

What’s More What's In What I Know

1. ray
1. A. . . 2. point
3. line segment
H I 4. line
B. x 5. point
1. parallel line
2. A.
M N 2. intersecting line
B. . .
K L 3. perpendicular line
3. A.
A B
4. parallel line
5. intersecting line
C D

E F

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References
Yun, Xander.,The New Syllabus Primary
Mathematics, pp. 425-429.Rex Book Store., First
Edition,2014.

Mathematics 3, Teachers Guide, pp.250-253.First

edition, 2015.

Mathematics 3, Learners Material, pp.227-234.

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For inquiries or feedback, please write or call:

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Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]