Grade 7 SESSION GUIDE: Geometry

Overview: The geometry component of the Grade 7 curriculum focuses on the understanding
of the basic geometry concepts and the relationships between geometric objects. Definitions,
both formal and informal, are established and properties are investigated. The approach is
mostly inductive with the formal proof left to Grade 8. Topics include undefined terms (point,
line, plane, space), defined terms (segment, ray, angle, triangle, quadrilaterals, polygons,
circle, space figures), and relationships between terms/objects (parallel, perpendicular,
complementary, supplementary, etc.).

Objectives:
In this lesson, you are expected to:
1. Identify the skills and concepts in geometry covered in the Grade 7 curriculum
2. Execute the teaching modules in the geometry component of the Grade 7 curriculum
3. Identify possible learning difficulties of students and propose strategies to
counter/minimize these difficulties
4. Design alternative activities which may be used in teaching the lessons

Materials to be used during training:

1. Hand outs
2. Graphing papers
3. protractors
4. Drawing materials: compass, ruler

Geometry studies shapes and measurement. Like any learning area, students (and
teachers) go through different levels of mastery in geometry. One model used by educators is
the Van Hiele model proposed by Dina and Pierre Van Hiele of Netherlands in the 1950s.

Van Hiele Model

1. Recognition and visualization: Students can name and perceive geometric figures.
2. Analysis: Students can identify and isolate specific attributes of a figure.
3. Order: Students understand the role of a definition and recognize that specific properties
follow from others.
4. Deduction: Students are able to work within a deduction system – postulates, theorems,
and proofs.
5. Rigor: Students understand both rigor in proofs and abstract geometric systems such as
non-Euclidean geometries.

In Grade 7, we strive to bring our pupils to Level 3. University students usually get up to
level 4, and the experts (mathematicians) aim for level 5.

Lesson 1: Basic terms

A. Undefined Terms

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 point can be represented by a dot, the tip of a pen, a corner of a sheet of paper, etc.
Think of other objects that may be used to model a point. Some books describe a point as an
exact position on a plane or in space. A point is said to have zero dimension because it has no
length, width or depth/height.

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 A line may be represented by a straight segment drawn on paper, the edge of a table,
or the edge where two adjacent walls meet. What other things can you use to model a line? A
line has dimension 1 because it has length but no width nor depth. It is important to emphasize
to the students that a line has no end, i.e. it goes on infinitely in both directions. A line is an
infinite set of points arranged in an array.

A plane is usually modeled by a sheet of paper, the surface of a desk, a wall, or a

blackboard. Enumerate some more models for a plane. A plane is 2-dimensional because it
has length and width, but no depth. It is also important to make the students realize that a
plane extends infinitely in all directions.

The space is usually referred to as the collection of all points. In Euclidean geometry
(the geometry studied in elementary and high school), the space is the abstract equivalent of
our three-dimensional world. Space has length, width and depth. Like the line and the plane,
the space has no end and extends infinitely in all directions.

Work on Activity 1 and the Exercises

Discuss “Questions to Ponder”

B. Other basic terms related to points and lines

The three undefined terms in Plane Geometry are point, line and plane.

The above three undefined terms are the basis for defining the different terms in
Geometry such as the collinear points, coplanar points, parallel lines, intersecting
lines, concurrent lines and skew lines.

Geometric Terms Illustration

Collinear points are points on the
same line.
Coplanar points/lines are
points/lines on the same plane.

Work on Activity 2.

Parallel lines are coplanar lines that do not meet however far they are produced.
Two distinct lines are intersecting if they have exactly one common point.
Three or more lines are concurrent if they have a common point.
Skew lines are lines that do not lie on the same plane.

C. Subsets of a line

Work on Activity 3

A segment is a subset of a line with two endpoints. More precisely, a segment is a

subset of a line consisting of two points and all the points on the line between them. The two
points are called the endpoints of the segment. A segment is usually named using its
endpoints. Thus, if the endpoints are A and B, then the segment is named segment AB. We
can measure the length of a segment.

Work on Activity 4

Segments are congruent if they have the same lengths.

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Work on Activity 5

A ray is a subset of a line with one endpoint. To identify a ray, we need to name the
endpoint and indicate the direction in which the ray will go. This is usually done by naming
another point on the ray. For example, if the endpoint is A, and B is another point on the ray,
then the ray can be named as ray AB. We can say that ray AB is the set of points on the
segment AB union the set the all points C such that B is between A and C. We cannot
measure the length of a ray because its length is infinite.

The following are geometric representations of a line and its subsets.

A B A B A B

Line AB Segment AB Ray AB

Is line AB the same as line BA? How about segment AB and segment BA? Ray
  and
? Sometimes, lines and segments are also named using lower case letters, like line l or


segment m.

E. Set operations involving line and its subsets

Work on Activity 6

Since the lines, segments and rays are all sets of points, we can perform set operations
on these sets. These operations are union and intersection.

NOTE TO THE TRAINOR:

It is important to discuss the modern notation used for segments and lines and for
lengths of segments. Traditionally, the line through points A and B is denoted by ,
segment AB by  , and ray AB by 
. Now, AB is used if there is no confusion which
will arise. The length of the segment is also denoted by AB. The reader just interprets
the notation based on the context in which it is used.

Lesson 2: Angles

A. Angles

Work on Activity 7

An angle is usually defined as the union of two non-collinear rays with a common
endpoint. Non-collinear rays are rays which are not on the same line. This is the static
geometry definition, and may be sufficient to grade seven students. In this definition, the rays
are the sides of the angle and the common endpoint is its vertex. The interior of an angle is
the region between the two sides. (This is an informal intuitive definition.)

B. Measuring an Angle and angle measures

The measure of an angle is the amount of “opening” of the two sides. In this definition,
the measure of an angle is between 0° and 180°. There is no zero angle and no straight angle.

(Note:However, as teachers, you have to be aware of the dynamic definition of an

angle, the one used in trigonometry. An angle is defined based on a rotating ray, and refers to
the amount of rotation made by the ray about its endpoint. In this definition, we differentiate
between the initial side (the initial position of the ray) and the terminal side (the terminal
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position of the ray). There is also direction involved in measuring the angle. If the rotation is
counter-clockwise, the measure is positive, and if the rotation is clockwise, the measure is
negative. It is also possible to have angles measuring 0°, 180° or more than 180°.)

It is important to emphasize that for our purpose, we will define the angle as a
union of two non-collinear rays with a common endpoint. Its measure is between 0o and
180o.

Work on Activities 8-9

Angles are classified according to their measures. An acute angle has measure
between 0° and 90°. A right angle has measure 90°. An obtuse angle has measure between
90o and 180o.

(Note also, that since it was mentioned above that the measure of the angle is between
0o and 180o, then it is also correct to define an acute angle as angle that measures less than
90o and that an obtuse angle is an angle that measures more than 90o. However, to give
emphasis on the static definition of the angle under discussion, it is still suggested that the
acute and obtuse angles be defined as angles with measure “between 0° and 90°” and
between 90o and 180o, respectively.)

(Note: The term straight angle is sometimes used for angles measuring 180°. In the
dynamic definition of an angle, there are angles that measure between 180° and 360°. These
are called reflex angles.)

Angles are often named after their vertices if no confusion arises. If there is more than
one angle having the same vertex, then angles are named using a point from each of its sides.
Sometimes, letters or numbers are also used to name angles.

C
The angle on the left may be named:

, 
, 
, or .
x
A B
Discuss “Question to ponder”

NOTE TO THE TRAINER:

It is important to review how to measure angles using a protractor. It is also
recommended that a discussion of the change in notation be done. In the past, the
angle and its measure are always explicitly differentiated. This is why the notations 
for the angle and
 for its measure were strictly enforced.

Modern mathematicians and textbooks now use the same notation  for both the
angle and its measure. Again, the meaning is derived from the context in which the
symbol is used. Hence, we now see    in lieu of
 
 or   . Also
  ° instead of
  °.

C. On Angle Pairs

Two angles are congruent if their measures are equal. Two angles are complementary if
their measures add up to 90°, and supplementary if their measures add up to 180°. If two
angles share a common side, they are called adjacent. Two adjacent angles which are
supplementary are said to form a linear pair. If two lines intersect at a point, they form vertical

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angles (angles formed by the four rays determined by the lines with endpoint at the
intersection point and which have disjoint interiors).

y
u v and  are vertical angles, so are  and .
x

On Vertical Angle: Vertical angles are equal.

The relationship can be illustrated by opening and closing a pair of scissors. Then an exploration can be
made by drawing two intersecting lines and measuring the angles. If a geometry software like Geogebra
is available, the exploration can be done using the software. Finally, a proof/justification can be put
together by using linear pairs (supplementary angles).

Two lines are perpendicular if they intersect to form a right angle. It follows from the
relationship of the Vertical Angles and from the linear pairs formed that four right angles are
formed.

Work on Activity 10 and Exercise 11

D. Angles formed when two parallel lines are cut by a transversal

Relationships Between Lines

Two lines are parallel if they lie on the same plane and do not intersect. Alternatively, two
lines are parallel if the distance between them remains the same throughout.

Euclid used the following definition of parallel lines.

x
n Lines m and n are parallel if     180°.
y Notation:   .

It is not easy to do an exploratory activity for parallel lines unless the students can draw
parallel lines accurately. This is where a geometry computer software becomes useful.

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However, Euclid’s definition can be used to enable the students to sketch a more precise
illustration of parallel lines. Then the other properties of parallel lines can be explored.

If two parallel lines are cut by a third line called a transversal, then eight angles are
formed.

m
2
1
3 4
n
5 6
7 8

Angles are called

1, 2, 7, 8 Exterior angles
3, 4, 5, 6 Interior angles
1 and 7, 2 and 6, 3 and 5, 4 and 8 Corresponding angles
3 and 6, 4 and 5 Alternate interior angles
1 and 8, 2 and 7 Alternate exterior angles

Work on Activity 12

Which angles are congruent? (Remember the Vertical Angles)

Which angles are supplementary? (Remember linear pairs)

Explore the following properties of parallel lines.

On Corresponding Angles:    if and only if corresponding angles are congruentl.

On Alternate Interior Angles:    if and only if alternate interior angles are congruent.

We summarize the properties of parallel lines:

On Corresponding Angles: Two lines cut by a transversal are parallel if and only if
corresponding angles are congruent.

On Alternate Interior Angle Theorem: Two lines cut by a transversal are parallel if and only if
alternate interior angles are congruent.

On Same-Side Interior Angles: Two lines cut by a transversal are parallel if and only if the
interior angles on the same side of the transversal are supplementary.

Work on Exercise 13.

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 Lesson 3: Basic Constructions

Work on the Basic constructions, using ruler and compass

1. To construct a segment congruent to a given segment.
2. To construct the midpoint of a given segment
3. To construct an angle
4. To construct the bisector of a given angle
5. To construct the perpendicular bisector f a given segment
6. To construct the perpendicular to a given line at a given point on the line
7. To construct the perpendicular to a given line from a given point on the line
8. To construct a line parallel to a given line through a given point on the line

Work on Exercise 14

Let A and B be two points. The midpoint of the segment AB is the point M on segment
AB such that
#  #. The perpendicular bisector of segment AB is the line passing
through M which is perpendicular to segment AB.

Exploration: On a Perpendicular Bisector

Draw a segment AB. Using a protractor and a ruler, draw the perpendicular bisector m of AB.
Choose a point C on m. Measure the distance CA and CB. What do you notice? Choose another point
D on m. Measure DA and DB. Make a conjecture.

Expected answer: Any point on m is equidistant (has the same distance) from A and B.

On Perpendicular Bisector: The perpendicular bisector of segment AB is the set of points

equidistant from A and B.

Lesson 4: Polygons

A. Definition, Parts and Classification of a Polygon

Work on Activity 15

The word polygon comes from the Greek words “poly”, meaning many, and “gon”,
meaning angles. A polygon is a union of non-collinear segments, the sides, on a plane that
meet only at their endpoints, the vertices, so that each endpoint (vertex) is contained by
exactly two segments (sides).

Other sources define polygon as a closed plane figure bounded by three or more
segments (sides) that meet only at their endpoints (vertices) such that each vertex belongs to
exactly two sides and each side belongs to exactly two vertices.

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 A
E
Polygons are named by writing their consecutive
vertices in order, such as ABCDE or AEDCB or B
CDEAB or CBAED for the figure on the right.

Consecutive vertices are vertices on the same side of the polygon.

Consecutive sides are sides that have a common vertex.
A diagonal is a segment joining non-consecutive vertices.

The different types of polygons in terms of congruency of parts are equilateral,

equiangular and regular. A polygon is equilateral if all its sides are equal; equiangular if all its
angles are equal; regular if both sides and angles are all equal.

Polygons are named according to the number of sides.

Discuss the “Questions to Ponder”

C. Properties of a Polygon

Work on Activities 16-19

A polygon with n sides has n number of vertices and n number of interior angles.

There is a polygon which is equiangular but not equilateral.

There is a polygon which is equilateral but not equiangular.

The sum of the measures of the interior angles of a polygon with n sides is (n-2) 180o.
The sum of the measures of the exterior angles of any polygon is 360o.

Work on Exercise 20.

Lesson 5: Triangles

A. Terms associated with a Triangle

Given ∆ABC. Its parts are the three vertices A, B, C; the three sides AB , AC and BC
and the three interior angles ∠A, ∠B and ∠C. Other terms associated with ∆ABC are

B
C

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Exterior angle – an angle which is adjacent and supplement to one of the interior angles of a
triangle.

Remote interior angles of an exterior angle – Given an exterior angle of a triangle. The
remote interior angles of this exterior angle are the interior angles of the triangle which are not
adjacent to the given exterior angle.

Angle bisector – This is a segment, a ray or a line that bisects an interior angle.

Altitude – This is a segment from a vertex perpendicular to the line containing the opposite
side.

Median – This is a segment joining a vertex and the midpoint of the opposite side.

Perpendicular bisector of a side – Given a side of a triangle. A perpendicular bisector is a

segment or a line that is perpendicular to the given side, and passes through the midpoint of
the given side.

Work on Exercise 21.

B. Lengths of sides of a triangle

Work on Activity 22

In any triangle, the sum of the lengths of any two sides is greater than the third side.

C. Classification of triangles

Triangles can be classified according to their interior angles or according to the number of
congruent sides.

If according to the interior angles:

Acute triangle is a triangle with three acute interior angles.
Right triangle is a triangle with one right angle.
Obtuse triangle is a triangle with one obtuse angle.

If according to the number of congruent sides:

Scalene triangle is a triangle with no two sides congruent.
Isosceles triangle is a triangle with exactly two congruent sides.
Equilateral triangle is a triangle with three congruent sides.

In some references, an isosceles triangle is defined as a triangle with at least two

congruent sides. Consequently, with this definition, an equilateral triangle is also an isosceles
triangle.

In an isosceles triangle, the angles opposite the congruent sides are also congruent.
Meanwhile, in an equilateral triangle, all angles are congruent.

D. Some Properties of a triangle

Work on Exercise 24.

Discuss “Question to ponder”

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For part D of Exercise 24, relate the results of items 1-3 with the following terms: circumcenter,
incenter and orthocenter.

Some properties of a triangle:

1. The perpendicular bisectors of the sides of a triangle are concurrent at a point. This
point is called the circumcenter of the given triangle.
2. The medians of a triangle are concurrent at a point. This point is called the centroid
of the given triangle.
3. The interior angle bisectors of a triangle are concurrent at a point. This point is called
the incenter of the given triangle.
4. The altitudes of a triangle are concurrent at a point. This point is called the
orthocenter of the given triangle.

Lesson 6: Quadrilaterals

A. On Quadrilaterals
Different types of quadrilateral:

General quadrilateral is a quadrilateral with no opposite sides parallel to each other.

Trapezoid is a quadrilateral with exactly one pair of opposite sides parallel to each other.

Parallelogram is a quadrilateral with two pairs of opposite sides parallel to each other.

A trapezoid is a quadrilateral with exactly one pair of opposite sides parallel. The parallel
sides are called the bases while the non-parallel sides are called the legs.

In an isosceles trapezoid, the legs are congruent. Consequently, the base angles are
congruent, and the remaining two angles are also congruent.

(Note: Some references define trapezoid as a quadrilateral that has at least one pair
of parallel sides.)

Work on Exercise 25

B. On parallelograms

Work on Activity 26.

C. On Properties of a Parallelogram

Work on Activities 27-28.

Properties of a parallelogram:

Opposite angles of a parallelogram are congruent.

Consecutive angles of a parallelogram are supplementary.
Diagonals of a parallelogram divide the parallelogram into two congruent triangles.
Diagonals of a parallelogram bisect each other.

A diagonal of a rectangle divides the rectangle into two congruent right triangles.
A diagonal of a square divides the square into two congruent isosceles right triangles.
Diagonals of a rectangle are congruent.
Diagonals of a rhombus are perpendicular.

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 Diagonals of a square are both congruent and perpendicular.

At this point, try to explore other definitions of the different kinds of quadrilateral. Then ask the
participants to construct a diagram showing the relationships of the different quadrilaterals.
Below is a sample output for this. (This output is based on the definition of the trapezoid as
a quadrilateral that has at least one pair of parallel sides. You should also present another
output where the set of parallelograms and trapezoids are disjoint.)

QUADRILATERAL

T
R
A
P
E
Z
O
I
D

TASK: (To be done in the evening and discussed the following morning.)

1. List down some mistakes or misconceptions that students might have in understanding the
definitions of the terms covered in this module. Suggest some activities or strategies to
counter the mistakes or misconceptions.
2. Write down any new learning you have obtained from this session.

NOTE TO THE TRAINER:

End the lesson with a good summary.

Summary
In this session, you have reviewed/learned the basic definitions of geometric objects, angle
classification and relationships, and properties of relationships between lines, polygons,
triangle and some of its properties, quadrilaterals and some properties of parallelogram. You
are also given the opportunity to reflect on possible learning difficulties of students and
strategies on how to address them.

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