Module G7 Q3 Week 1 10

Republic of the Philippines
Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y
NAME: Score:
GRADE & SECTION: Teacher:
MODULE IN MATHEMATICS 7
Third Quarter
Week 1 - Day 1
MOST ESSENTIAL LEARNING COMPETENCY
 Represent point, line and plane using concrete and pictorial models
OBJECTIVES
 Represent point, line and plane using concrete and pictorial models
 Illustrate collinear and coplanar points
WHAT I KNOW
Write TRUE if the statement is true. Otherwise, write FALSE.
______ 1. A point has no dimension
__________ 2. A line has length and width.
__________ 3. A plane has an infinite number of lines.
__________ 4. A square usually used to represent a plane.
_________ 5. A plane is named by using a capital letter placed at one of its corners.
WHAT’S IN
Undefined terms are considered the building blocks of Geometry. Geometry just like
any other mathematical system is based on undefined terms, unproved statements
(postulates and assumptions), and theorems. The undefined terms in Geometry are
point, line, and plane.
WHAT’S NEW
WHAT IS IT
When points are on the same line, they are
called collinear points.
When points are on the same plane, they are called
coplanar points.
WHAT’S MORE
In the figure: 1. There are 11 points. Name them
2. There are two lines. Name them
3. There are two planes. Name them
4.. Points A, D and B are collinear.
5.. Points F, B, D, A and G are coplanar.
6. Points B, F and E are non-collinear.
7.. Points C, B, F, H and G are non-coplanar.
WHAT I HAVE LEARNED

Fill in the blanks with the appropriate words to summarize our lesson.
1. A _________ has no length, width, or thickness and denotes location.
2. _________ is an undefined term that has length and but no width.
3. A plane has length and width but no _________.
4. When points are on the same _________, they are called coplanar points.
5. When points are on the same line , they are called ___________.
1
6. Every line contains at least _________.
7. Every plane contains at least _________points.
WHAT I CAN DO
Give objects in real life the can represent the following undefined terms.
Point Line Plane
Week 1 - Day 2
 Illustrate subset of lines.
OBJECTIVES
 Define subset of lines
* Illustrate subset of lines.
WHAT I KNOW WHAT’S IN

Match each geometric term with its
corresponding illustration, Write In geometry, line, ray and line segment
your answer before the number. are different from one another. A ray and a line
segment are simply subset of line.
WHAT’S NEW
WHAT IS IT WHAT’S MORE
Subset of lines
Relationship of lines
WHAT I HAVE LEARNED
Name examples
of the following
```````based on the figure:
1. Three lines
______ ______
______
2. Three line
segments Note: Many are not familiar with skew lines.
2
______ ______ ______
3. Three rays
______ ______ ______ Figure G
WHAT I CAN DO
Give objects in real life the can represent the following subset of lines.
Line Ray Line Segment
Week 1 - Day 3-4

 Classify the different kind of angles.
OBJECTIVES
 Review how to measure angles.
 Define different kind of angles.
 Classify the different kind of angles.
WHAT I KNOW
Name the vertex and sides of each angle.
WHAT’S IN
WHAT’S NEW
Let us have a review on how to measure
angles using protractor.
`An angle is the union of two non-collinear
rays with a common endpoint. The
common endpoint is called the vertex of
the angle.
WHAT IS IT
In the figure above, point F is the vertex

and rays FG and FE are the sides of the
3
singles. The symbol for an angle is ∠. The
angle in the figure can be named ∠EFG,
∠GFE, ∠F, and ∠1.
WHAT’S MORE
Angles can be classified based on their measures in degrees. In basic geometry, angles
have only three classifications such as acute, right and obt
WHAT I HAVE LEARNED

Classify the following angles at the right
WHAT I CAN DO
` Draw and label an angle to fit each description.
1. An obtuse angle, ∠Y
2. An acute angle, ∠JIH
3.A right angle, ∠3
4.A straight angle, ∠CDE
5. A reflex angle ∠BOJ
Week 2 - Day 1-2

Lesson
Complementary and Supplementary Angles
1
Derives relationship of geometric figures using measurements and by inductive reasoning;

supplementary angles and complementary angles.
OBJECTIVES

supplementary angles and complementary angles.
WHAT I KNOW
Directions: Write TRUE if the statement is correct and FALSE if the statement is incorrect.
___________ 1. Two angles are called complementary when their measures add to 90 degrees.
___________ 2. Two angles are called supplementary when their measures add up to 360 degrees.
___________ 3. Two right angles are supplementary.
___________ 4. The complement of an angle that measures 350 is 1450.
___________ 5. The complement of an acute angle is also an acute angle.
4
WHAT’S IN
Some angles can be classified according to their position of measurements in relation to
other angles. In this lesson, we will be examining two types, the complementary and the supplementary
angles.
WHAT’S NEW
Directions: Pair the following measure of angles that add up to 90 degrees and angles that add up to 180
degrees.
280 1050 720 690
180 1360 620 440 1110 750
WHAT IS IT
Complementary and Supplementary Angles:
With the activity above, complementary angles and supplementary angles can be easily defined.
Complementary Angles: These are two angles with a sum of 900.
Examples:
A B
Supplementary Angles: These are two angles with a sum of 1800.

Examples:
A B
Note: Supplementary and complementary angles do not share a common vertex and
side, or next to, but they can be.
Using algebraic solutions, we can also solve problems involving complementary and
supplementary angles. See examples below:
1. The measure of two complementary angles are (2x - 7)° and (x + 4)°. Find the value of x.
Solution:
2x - 7 + x + 4 = 90 Represent the equation (From the definition of complementary
angles, add the two measures and equate it to 900.
3x – 3 = 90 Combine like terms.
3x - 3 + 3 = 90 + 3 Apply the Addition Property of Equality
3x = 93 Apply the Division Property of Equality
3 3
x = 31 Therefore, the value of x is 31.
But if we want to find the exact value of each angle, we just have to substitute the
value of x, and that is:
2x – 7 x+4
2(31) – 7 = 55 31 + 4 = 35
Then, the measure of two angles are 550 and 350.
2. The measure of two supplementary angles are (3x + 15)° and (2x + 5)°. Find the value of
x.
Solution:
3x+15 + 2x+5 = 180 Represent the equation (From the definition of
supplementary
angles, add the two measures and equate it to 1800.
5x+20 = 180 Combine like terms.
5x +20-20 = 180 - 20 Apply the Subtraction Property of Equality
5x = 160 Apply the Division Property of Equality
5 5
x = 32 Therefore, the value of x is 31.
But if we want to find the exact value of each angle, we just have to substitute the value of x, and that is:
3x + 15 2x + 5
3(32) + 15 = 111 2(32) + 5 = 6
WHAT’S MORE
Direction: TEST YOUR SKILLS: Group the statements
Wrong Statements Correct Statements
that are correct and the statements that are wrong. Put
your answers inside the balloons.
1. Two right angles are supplementary.
2. The supplement of an acute angle is a right
angle. 5
3. The complement of an acute angle is always an
acute angle.
4. The supplement of an obtuse angle is a right
angle.
5. Two acute angles can be supplementary.
WHAT I KNOW
Directions: Write TRUE if the statement is correct and FALSE if the statement is incorrect.
___________ 1. Vertical angles are always congruent.
___________ 2. Two angles are adjacent when they do not have a common vertex and a common side.
___________ 3. Linear pair are always complementary.
___________ 4. Linear pair are always adjacent.
___________ 5. Vertical angles are non-adjacent angles formed by two intersecting lines.
WHAT’S IN
In the previous lesson, you learned about complementary and supplementary angles. Now, you will
learn more different pairs of angles according to their position of measurements in relation to other
angles.
WHAT’S NEW
Name different pairs of angles formed from the given picture below. List down the pair of angles that
you see on a separate sheet of paper and say something about their vertices, sides and measures.
WHAT IS IT
From the above activity, you were able to differenttiate the different pairs of angles namely vertical
Vertical Angles
Vertical angles are non-adjacent angles formed by two intersecting lines.
Example:
From this illustraion, the vertical angles formed
by line l and line m are ∠ 1 & ∠3, and ∠2 & ∠4.
This opposite pair of angles are always congruent.

(Congruent angles are angles with the same measure.)
This means that if the measure of ∠ 1 = 380, then the
measure of ∠ 3 is also 380.
Adjacent Angles
Adjacent angles are angles that have a common side and a common vertex.
S ∠1 & ∠2 are adjacent angles. Point O is their common

P vertex and side OP is their common side.
Linear Pair
Linear pair are two angles that are adjacent and are supplementary
∠YOZ & ∠XOZ are linear pair. And since they form a
straight line (whose angle measure is 1800), then they are
supplementary. This means that if the measure of ∠YOZ
is 1200, then the measure of ∠XOZ is 600.
Using algebraic solutions, we can also solve problems involving vertical angles, adjacent angles
and linear pair. See examples below:
1. To find the measure of each angle, let us find first the value of x:
3x = 2x + 16 Represent the equation(Remember
that vertical angles are always congruent)
3x -2x = 2x – 2x + 16 Subtract 2x from both sides
x = 16
After getting the value of x, let us now substitute:
3x = 3(16) = 48 2x + 16 = 2(16)+16 = 48
Therefore, the measure of each angle is 480.
(4x + 7)0
To find the measure of each angle, let us find first the value of x:
2x – 1 + 4x + 7 = 180 Represent the equation( Remember that

linear pair is always supplementary)
6x + 6 = 180 Combine similar terms
6x + 6 – 6 = 180 – 6 Subtract 6 from both sided of the
6
equation
6x = 174 Divide 6 from both sides of the equation
x = 29 Therefore, the value of x = 29
Let us now subsitute for the value of x to find the exact measure of each angle:
∠a = 2x – 1 = 2(29) – 1 = 570 ∠b = 4x + 7 = 4(29) + 7 = 1230
WHAT’S MORE
Direction: Find the measure of angle b:
1. 2. 3.
4. 5.
WHAT I HAVE LEARNED
Fill in the blanks:

1. Vertical angles are always _____________.2-3. Adjacent angles have a common ________ and ________.
4. ___________ is an example of an adjacent angle.
5. Linear pair are always _________________
WHAT I CAN DO
Direction: State whether the following pictures represent a linear pair, a vertical angle, an adjacent
angle or both. Mark the angles using a marker to prove your answer.
1. 3. 5.
2. 4.
Lesson 2 Parallel Lines and Perpendicular Lines

parallel and perpendicular lines.
OBJECTIVES
parallel and perpendicular lines.
WHAT I KNOW
Directions: Directions: Write TRUE if the statement is correct and FALSE if the statement is incorrect.
__________ 1. Parallel lines will intersect.
__________ 2. Parallel lines are always equidistant.
__________ 3. Parallel line have 2 points in common.
__________ 4. Perpendicular lines have 1 point in common.
__________ 5. Perpendicular lines intersect at right angles.
WHAT’S IN
In the previous lessons, you learned about the different angle pairs formed according to their
position of measurements in relation to other angles. Now, you will learn how to identify parallel and
perpendicular lines.
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WHAT’S NEW
Read the story:
Once upon a time, there were two good friends called parallel lines. Parallel lines had a lot in
common. They always travelled in the same direction. They always get each other company and stay
the same distance apart. They were seen together everywhere, every day. They were seen on guitars,
railways, windows and more. However, parallel lines would never ever meet. On the other hand, they
had two cousins called perpendicular lines. Perpendicular lines only met once in their lifetime at the
right angle. But they drifted away and would never meet again.
Based from the story, can you figure out lines that are parallel to each other? How about lines
that are perpendicular to each other?
WHAT IS IT
Parallel Lines and Perpendicular Lines:
Parallel lines
are two straight lines on a plane that do not intersect at any point and are always
the same distance apart. (The symbol for parallel is //).
Examples:
m n
Line AB is // to line CD Line m is // to line n

Perpendicular lines are two lines that intersect at a right angle.
Examples:
WHAT’S MORE
Direction: Color the shapes RED if it shows both parallel and perpendicular lines, color it BLUE if the
shape/s show only perpendicular lines and YELLOW if it only shows parallel lines.
WHAT I HAVE LEARNED
Complete me:
Parallel lines are __________ lines that will never __________ and always have __________
distance apart. Perpendicular lines are __________ lines that __________ at a __________ angle.
WHAT I CAN DO
Use the map at the right to answer the following
questions. Atis St.
1. Name 2 streets that run parallel to
Pineapple St.
2. Name 2 streets that run
Rambutan St.
perpendicular to Mango St. Pineapple St.

Avocado St.
3. What street runs perpendicular to Rambutan

St. but not perpendicular to Avocado St.?
4. Strawberry St. intersect Mango St., but do not
run parallel nor perpendicular to any other streets Mango St.
on the map. Add Strawberry St. on the map.
5. Orange St. runs perpendicular to Atis St. and intersect
at Santol St. Add Orange St. on the map.
Week 3 – Day 1-2
Lesson 1 Parallel Lines and Special Angles
8
Derive relationship among angles formed by parallel lines cut by a transversal using
measurement and inductive reasoning
OBJECTIVE
To derive relationship among angles formed by parallel lines cut by a transversal using
measurement. M7GE-IIIb-1
WHAT I KNOW
Pre- Assessment
1. A line which intersects two coplanar lines at two different points
2. Interior angle on same side of a transversal
3. A pair of non-adjacent interior angles on opposite side of a transversal
4. A pair of non-adjacent interior and exterior angles on the same side of transversal
5. A line that intersect at a right angle
A. Alternate Interior Angle
B. Corresponding Angle
C. Perpendicular Line
D. Transversal Line
E. Same-Side Interior Angle
WHAT’S IN
Lines in the same plane that do not intersect are called parallel lines. Lines that
intersect at right angles are called perpendicular lines. A line that intersects two or
more lines is called a transversal.
when parallel lines are cut by a transversal, several pairs of congruent angles are formed.
WHAT’S NEW
Definition of Transversal
 A transversal is a line that intersects two or more coplanar lines at two or more distinct
points.
Definition of Angles Formed by Lines and Transversal
 Alternate interior angles are two nonadjacent interior angles on opposite sides of the
transversal
 Alternate exterior angles are two nonadjacent exterior angles on opposite sides of a
transversal.
 Corresponding angles are two nonadjacent angles, one interior, and one exterior on the
same side of the transversal.
WHAT IS IT
1. Alternate interior angles Angles 3 & 6, Angles 4 & 5

2. Alternate exterior angles Angles 1 & 8 , Angles 2 & 7
3. Corresponding angles Angles 1 & 5, Angles 3 & 7, Angles 2 & 6, Angles 4 & 8
4. Interior angles on same side of transversal Angles 3 & 5, Angles 4 & 6
5. Exterior angles on same side of transversal Angles 1 & 7, Angles 2 & 8
WHAT’S MORE
1. Name a pair of alternate interior angles.

2. Name a pair of alternate exterior angles.
3. Name a pair of corresponding angles.
4. Name a pair of interior angles on the same side of a transversal.
5. Name a pair of exterior angles on the same side of a transversal .
9
WHAT
I
HAVE LEARNED
WHAT I CAN DO
B.
1. Identify a transversal line
2. Identify parallel lines
3. Identify a pair of corresponding angles
4. Identify 2 pairs of alternate interior
angles
5. Identify 2 pairs of exterior angles on
same side of transversal
Week 3 Day 3-4

Lesson 1.1 Measures of Angles Formed by Parallel Lines Cut by a Transversal
Derive relationship among angles formed by parallel lines cut by a transversal using
measurement and inductive reasoning.
OBJECTIVES
To find the measures of angles formed by parallel lines cut by a transversal. M7GE-IIIb-1
WHAT I KNOW
Direction: Complete each statement
1.. If two parallel lines are cut by a transversal, then alternate interior angles are ____________.
2. If two parallel lines are cut by a transversal, then alternate exterior angles are____________
3. If two parallel lines are cut by a transversal, then corresponding angles are _______________.
4. If two parallel lines are cut by a transversal, then the interior angles on the same side of
transversal are____________.
5. If two parallel lines are cut by a transversal , then the exterior angles on the same side of
transversal are____________.
WHAT’S IN
10
WHAT’S NEW
If the measure of Angle 2 is 1320, Find the measure of
the other angles:
1. Measure of Angle 1 = 480
2. Measures of Angle 3 = 1320
WHAT IS IT
Based on the given sample:
1.Alternate interior angles are
congruent Angles 3 & 8,Angles 4 & 5
2. Alternate exterior angles are

congruent = Angles 2 & 6,Angles 1&7
3. Corresponding angles are congruent
Angles 1& 5, Angles 2& 8, Angles 3 &
6,Angles 4 & 7
4. Interior angles on same side of
transversal are supplementary. Angles
3& 5, Angles 4 & 8
5. Exterior angles on same side of
transversal are supplementary
Angles 1 & 6 , Angles 2 & 7
WHAT’S MORE
A.If the measure of Angle 7 is 450, Find
the measure of the other angles:
1. Measure of Angle 1 =
2. Measures of Angle 2 =
4. Measures of Angle 4=
. 7. Measure of Angle 8 =
B. If the measure of Angle 4= 5x+350
WHAT I HAVE LEARNED Find the measure of other angles.
WHAT I CAN DO
11
A. Find the measure of the other angles:
B. Find the measure of the other angles: If the measure of m< 5 =127 0
Week 4 Day 1-2

Uses compass and straight edge to bisect line segments and angles and construct perpendiculars and
parallel. ( M7GE-lllg-44 )
OBJECTIVES
 Familiarize with the subsets of a line and kinds of angles.
 Construct perpendicular lines using the compass and straight edge to bisect line segments and angles.
WHAT I KNOW
Directions: Read each item carefully. Write the letter of the correct answer on your notebook.
1. It is a subset of a line with one endpoint.
A. Segment B. Line C. Ray D. Angle
2. Which of the following is NOT a subset of a line?
A. Ray B. Point C. Segment D. Ray and Segment
3. It is a kind of angle whose measure is less than 180ᵒ but its is greater than 90ᵒ.
A. Right angle B. Acute angle C. Reflex angle D, Obtuse angle
4. Which of the following is an example of straight edge?
A. Ruler B. Weighing scale C. Compass D. Tape measure
5. It is a kind of angle whose measure is exact 90ᵒ.
A. Acute angle B. Reflex angle C. Right angle D. Straight anle
WHAT’S IN
 Perpendicular lines are lines that formed by the intersection of two lines which creates 90-degrees
angles. Perpendicularity denoted by ┐ , which is also used in denoting that the angle is right.
WHAT’S NEW
Activity: LINE UP OR LINE DOWN!
Which set of lines at the left describe the
Given the set of lines below: following?
Set A: Set B: A
1. Segment AB bisect line 1 form 90ᵒ.
A B 1
2. Line 1 bisect to line 2 that formed a
1 B right angle.
3. Ray BA meets line 1 at common
Set C: Set D: point form 90-degree angles.
A B 1 4. Segment AB and Segment BC meet
at common point B that form a right
angle.
C 2
12
WHAT IS IT
To construct perpendicular lines using the compass and Constructing a perpendicular bisector.
straight edge, here are the steps. 1. Open the compass more than half
1. Open your compass so that it is wider than the of the distance between A and B,
distance from one of the arcs to the point P. and scribe arcs of the same radius
2. Place the compass on each arc and draw an arc centered at A and B.
above or below the point P. The two new arcs will 2. Call the 2 points where these two
intersect. arcs meet P and Q. Draw segment
3. Use your straight edge or ruler to join the given point between P and Q.
(P) and the point where the arcs intersect (Q). 3. PQ is the perpendicular bisector of
•P the line segment AB. Call the
point where PQ intersect AB at E.
•P
•Q
A• •E •B
•Q
WHAT’S MORE
Activity 1: TRUE or FALSE Read each item carefully. Write true if the statement is correct and write false if
the statement is incorrect.
1. Perpendicular lines are lines that never meet at one common point.
2. Use any circular object as the best measuring device in constructing perpendicular lines.
3. Perpendicular lines are lines that formed by the intersection of two lines which creates 90-degrees
angles.
4. There is only one perpendicular bisector in a given segment.
5. Use the straight edge in connecting the two points to form a line or its subsets.
Activity 2: Geometric Materials
Write in any order the answer in each box of the following.
What are the materials
and measuring tools in
constructing ________ ________ ________ ________
perpendicular lines?
Activity 3: Arrange Me…

Write 1 – 3 to arrange the correct procedures in bisecting a segment.
_____ Connect the two points of intersection of the arcs to make a line bisector.
_____ Repeat step 1 at another endpoint of the line segment to make intersection of arcs above and
below the line segment.
_____ Open the compass and place the compass point at one endpoint of the segment, and then draw
an arc above and below the line segment.
WHAT I HAVE LEARNED

Fill in the blank by writing the correct word(s) to make the statement true.
1. __________ lines are formed by the intersection of two lines which creates 90ᵒ.
2. If ∠ABD ≅ ∠CBE ≅ ∠CBD ≅ ∠ABE, then m∠ABD = m∠CBE = m∠CBD = m∠ABE = _____.
3. There are _____ right angles formed when a segment bisects to another segment.
4. A __________ is used to create arcs from the given point to bisect a segment.
5. Consider the figure below, segment _____ is the perpendicular bisector of the given line.
•Z
•
E
D•
•M
WHAT I CAN DO
Construct Me!
Follow the steps in constructing perpendiculars to the given line. [ Use compass and straight edge for
the measuring devices in construction.]
1. Draw segment BE as your desire length.
13
2. Open the compass more than half of the distance between B and E, and scribe arcs of the same
radius centered at B and E.
3. Call the 2 points where these two arcs meet M and G. Connect the two points and construct line
MG.
4. Segment MG is perpendicular at point N. MG is the perpendicular bisector of the line segment BE.
Week 4 Day 3-4

Uses compass and straight edge to bisect line segments and angles and construct perpendiculars and
parallel. ( M7GE-lllg-44 )
OBJECTIVES
 Determine the angles formed when a line bisect in parallel lines.
 Construct parallel lines using the compass and straight edge to bisect lines and angles.
WHAT I KNOW
Directions: Read each item carefully. Write the letter of the correct answer on your notebook.
1. Two lines or any subsets of line that never intersect or never meet at common endpoint even when
they are extended on oppsite directions.
A. Transversal B. Perpendiculars C. Linear Pair D. Parallel Lines
2. Which of the following is an example of parallel lines?
A. Star B. Rope C. Top of the table D. Cable wires on the streets
3. It is a pair of angles that formed when the parallel lines cut by transversal.
A.Two Right angles C. Straigth angle and a right angle
B. Vertical Angles D. Base angles
4. Which of the following is the sum of supplementary angles?
A. 180ᵒ B. 90ᵒ C. 45ᵒ D. 30ᵒ
5. In geometrical construction, which of the following is NOT the measuring tool?.
A. Pencil B. Compass C. Circular object D. Straight edge
WHAT’S IN
 Two lines or line segments are parallel if and only if they are coplanar and do not
intersect at common point. The symbol “//” means “parallel” or “is parallel to”.
WHAT’S NEW
Activity: MEET me or Meet me NOT!
Tell whether the following set of lines “ is parallel to “ one another or NOT.
Given the set of lines below:
M H
Set A: Set B: C Set C:
E
e d T W M
Set D: Set E:
A B 3 K
F G Y
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WHAT IS IT
3. With a compass point at P and the
To construct a line through a given point to a given line same opening, draw an arc intersecting
using the compass and straight edge, here are the steps. PE at R.
Given: line m and point P not on n. R•
•P P•
A•
n
1. Through P, draw a segment intersecting n at E E B n
•P 4. Using the compass and
straightedge, measure the
E n distance between A and B whose
2. With a compass point at E and with compass opening opening of /AB/ and point at R,
convenient to you, draw an arc intersecting PE and draw an arc intersecting the
line n at A and B respectively. •P previous arc at S, draw line PS
A R•
P• •S
E B n A•
E B n
5. ∠RPS and ∠PEB are corresponding angles, Thus ∠PRS = ∠PEB.
6. If the corresponding angles are congruent, then the lines cut by the transversal ER are parallel.
WHAT’S MORE
Activity 1: YES or NO Read each item carefully. Write yes if the statement is correct and write no if the
statement is incorrect.
1. Parallel lines are lines that intersect and form right angles.
2. Corresponding angles are congruent when a transversal cut the parallel lines.
3. T-square is the best measuring tools in constructing parallel lines.
4. Transversal is a line that intersect the parallel lines and formed congruent angles.
5. Always use compass and straight edge in constructing parallel lines.
Activity 2: Geometric Materials
Choose the appropriate measuring devices in constructing parallel lines.
A B C D E
Activity 3: List Me!
Refer the figure below. List all possible segment(s) which is parallel to the given segment.
E D 1. Segment ED
2. Segment NA
N A 3. Segment CM
4. Segment OR
5. Segment NE
M R
C O
WHAT I HAVE LEARNED
Fill in the blank by writing the correct word(s) to make the statement true.
1. A pair of ________ can be parallel as long as they never meet to one another.
2. In constructing parallel lines, we can start by plotting a ________ and a line.
3. A compass is used to draw an ________ which intersect to a common point.
4. When parallel lines bisect by a segment, there are pair of angles that are ______ to one another.
5. Consider the figure below, ________ is bisect the parallel lines.
•N Y•
•
C
S•
•P
F
15
WHAT I CAN DO
Construct Me!
Follow the steps in constructing parallel lines to the given line and a point. Step 1 is done for you.
[ Use compass and straight edge for the measuring devices in construction.]
B. Given line MN and point O. Draw a line that passes through O and intersect M.
O•
• •
M N
2. Place the tip of the compass on M. and draw an arc that intersects the two lines. Name the
intersections as Q and P.
3. With the same opening of the compass, place the tip of the compass on O, and then draw an arc
that intersects the line containing O. Name the intersection of the arc and O as R.
4. Use the distance of Q and P as the opening of the compass. With the same opening of the compass,
place the tip of the compass on R, and then draw an arc that intersects the arc on step 3. Name the
intersection as S.
5. Connect points O and S. Line OS is parallel to line MN.
Week 5 – Day 1-2
 Illustrates polygons: (a) convexity; (b) angles; (c) sides. (M7GE IIIg-45.0)
OBJECTIVES
 Illustrate the different kinds of polygons according to the number of sides and angles.
WHAT I KNOW
Directions: Read each item carefully. Choose the letter of the correct answer.
1. If a polygon has _____ sides, then it is a pentagon.
A. 5 B. 4 C. 8 D. 3
2. A ________ of a polygon is a line segments that connects two nonconsecutive(opposite) vertices.
A. vertex B. sides C. diagonal D. angle
3. A ___________ is a closed plane figure made up of three or more segments fitting together.
A. diagonal B. polygon C. circle D. triangle
4. A quadrilateral has 4 sides and _____angles.
A. 5 B. 4 C. 6 D. 7
5. A star is an example of a _______
𝐴. non − polygon B. pentagon C. hexagon D. polygon
WHAT’S IN
Polygons Around Us
Do you know That…

The famous defense military headquarters in the United States of
America was built in a shape of a polygon?
The Pentagon is the headquarters building of the United States
Department of Defense. As a symbol of the U.S. military, the phrase “The
Pentagon” is also often used as a metonym for the Department of Defense
and its leadership. Wikipedia
In real life polygons are used
in technology, like the shape of a wall clock, road signs, a star hanging on our rooftop every holiday season.
Some are God’s beautiful creation like starfish, a seashell and many more.
WHAT’S NEW
Is it a polygon?
Polygon Not a polygon Polygon Not a polygon

(straight side, closed) (has a curve) (straight side, closed) (open)
From the given example above, when can you say that it is a polygon? What is your understanding about a
polygon?
16
WHAT IS IT
Polygon comes from Greek. Poly- means "many" and -gon means "angle".
A polygon is a closed plane figure formed by fitting together segments end to end with each segment intersecting
exactly two others.
Each line segment is called as the sides of a polygon while the end points where the sides meet is called the
vertex of a polygon.
A polygon separates the points of the plane into three, the interior, exterior of A
the polygon and points on the polygon itself. exterior
Diagonal (segment FT) is a segment connecting two nonconsecutive vertices. F inte I
Example 1. Name the polygon at the right. Identify the vertex, sides
and diagonals. Identify each consecutive, angles, vertices, and sides. rior
Solutions: H T
Name: Pentagon FAITH (Name a polygon using consecutive vertices)-a polygon
with 5 angles and 5 sides.
Diagonals: FI, FT, AH, AT, and HI, (segments FI, FT, AH, AT, and HI)
Angles: < F, < A, <I, <T, and <H Consecutive angles: < F and < A
Vertices: F, A, I, T, and H Consecutive sides: FA and AI
Sides: FA, AI, IT, TH, and FH Consecutive vertices: F and H
WHAT’S MORE
Types of Polygon
Regular or Irregular
A regular polygon has all angles equal and all sides equal, otherwise it is irregular
Regular Irregular
A. Let’s Explore!
Classification of Regular Polygons (equal sides, equal angles)
Number of No. of diagonals Sum of the
Sides/angles Shape Name of a Polygon in one vertex interior angle
3 Triangle (tri -means three) 0 1800
4 Quadrilateral (quad – four) 1 3600
5 Pentagon (penta- five) 2 5400
6 Hexagon (hexa- six) 3 7200
7 Heptagon 4 ?
8 Octagon 5 ?
9 Nonagon ? 12600
10 Decagon ? ?
11 ? ? 16200
12 ? ? ? ?
n n-gon ? ?
Activity 1. Fill up the missing data in the table above. Use a separate paper for your answer.
Questions:
1. How to name a polygon with 15, 100 sides?
2. How to obtain the number of diagonals in one vertex given are the number of sides of a polygon?
3. Using the same pattern above, how to obtain the number of diagonals in one vertex of a hendecagon,
dodecagon and n-gon?
4. How to obtain the sum of the interior angle of the polygon given are the number of sides?
WHAT I HAVE LEARNED
A. Name the different polygons according to sides and angles.
B. Remember:
1. To get the sum of the interior angle of a polygon, use the formula,
s = (n-2) x 180 or (n-2) 180 where s is the sum and n is the number of sides.
2. To get the number of diagonals formed from one vertex of any polygon, use the formula
d = n-3, where n is the number of sides of a polygon.
17
WHAT I CAN DO L O
Try this out.

Activity 1. Use the figure at the right
a) Name the polygon at the right.
b) Identify its angles, vertices, side, and diagonal E V
c) List down a pair of consecutive angles,
consecutive sides, and consecutive vertices.
d) How many degrees is the sum of the interior angle of the polygon given above?
Show your solution.
e) How many diagonals at one vertex are formed in the given polygon above?
Activity 2. Guess the polygon.
1. I am a plane figure with 4 sides of equal lengths and 90-degree angles on the sides.
2. I am a plane figure with 2 sides each of equal length and 90-degree angles on the sides.
3. I am a plane figure with 6 sides and all interior angles are greater than 90 degrees.
Activity 3. To help you remember the polygons and the number of sides, create a song or a rap with
any tune from a 3 to 12-sided polygons.
Week 5 – Day 3-4
Illustrates polygons: (a) convexity; (b) angles; (c) sides. (M7GE IIIg-45.0)
OBJECTIVES
 Illustrates a concave and convex polygon.
WHAT I KNOW
1. A polygon is convex if all the diagonals are found in the ________ of a polygon.
A. 𝑒𝑥𝑡𝑒𝑟𝑖𝑜𝑟 B. 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 C. 𝑒𝑞𝑢𝑖𝑙𝑎𝑡𝑒𝑟𝑎𝑙 D. 𝑒𝑞𝑢𝑖𝑎𝑛𝑔𝑢𝑙𝑎𝑟
2. A regular polygon is both equiangular and ________.
A. equal B. equivalent C. equilateral D. concave
3. The sum of the interior angle of a triangle is ________.
A. 1800 B. 3600 C. 1200 D. 900
4. A regular quadrilateral is a ________.
B. 𝑟ℎ𝑜𝑚𝑏𝑢𝑠 B. 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒 C. 𝑠𝑞𝑢𝑎𝑟𝑒 D. 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒
5. A star is an example of a _______ polygon.
𝐴. 𝑐𝑜𝑛𝑣𝑒𝑥 B. equilateral C. equiangular D. concave
WHAT’S IN
Activity 1. Identify if the plane figures below are Polygon or not; Write P if a polygon and NP if not a
polygon.
Activity 2. Use your answer in Activity 1 to classify if the polygons are concave or convex
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
WHAT’S NEW
Polygons are classified as concave and convex depending on the location of the diagonal/s.
A polygon is concave if at least one diagonal formed in the exterior (outside) of the polygon.
A polygon is convex if no diagonal is in the exterior of the polygon.
Concave -a diagonal Convex (a

is in the exterior conca diagonal is in the
(outside) of the interior (inside) of con
polygon ve
the polygon) vex
WHAT IS IT
A polygon is equilateral (equi-equal lateral- sides)- if all the sides are equal in length, while a polygon with all
the angles are equal is known as equiangular (equi-equal angular- angles). A regular polygon is both
equilateral and equiangular.
Some regular polygons have special names like a regular quadrilateral is a square. A regular triangle is an
equilateral triangle.
Equilateral (same markings mean equal in size)

Regular (same markings mean equal in size) a. I E
R N
WHAT’S MORE
Activity1. Use the figure at the right (Figure a)
F D
18
Y L
a. Name the polygon
b. How many diagonals can be drawn from vertex F?
c. Is the polygon concave or convex?
d. Is it a regular polygon? Use your ruler and protractor.
2. Use the figure at the right (Figure b) b. I
a. Name the polygon W S
b. How many diagonals can be drawn from vertex I?
c. Is the polygon concave or convex?
d. Is it a regular polygon? Use your ruler and protractor.
M D
WHAT I HAVE LEARNED
O
Write a paragraph to Summarize what you have learned from the lesson.
WHAT I CAN DO
Activity 1. Using your creativity and imagination, draw/illustrate anything like buildings, plants, houses etc.
making use of any polygon models (concave, convex)
ADDITIONAL ACTIVITIES
Classify each of these polygons. State whether it is concave or convex.
1. ______________ 2. ________________ 3. _________________
4. __________________ 5. ______________ 6. _____________
Week 6 - Day 1
Derive inductively the relationship of an exterior and interior angle of a convex polygon.
OBJECTIVES
Determine the sum of interior angles of any convex polygon.
WHAT I KNOW
Directions: Read and answer each item carefully.
1. What is the sum of the measure of the interior angle of a triangle?
2. If the the three interior angle of a quadrilateral measures 48˚,77˚ and 135˚. What is the measure of
the 4th angle?
3. WHAT’S IN
Recall that in previous module you get to know on the different kinds of polygon according to the number of
sides or angles. You have classified convex and concave polygons. In this lesson, the activities given will able you to
derive with the sum of interior angles of any TRIANGLE.
WHAT’S NEW
Activity 1. CUT ME OUT!
The sum of the measures of interior angles of a triangle can
be derived through this activity.
1.Draw any triangle and name it △JOY.
2.Use protractor and measure the three interior angles.
3.Find the sum of the measure of the 3 angles. Fig. 1b
4. Cut out the triangle.
5.Mark ∠J,∠O,∠Y respectively with an arc. (See Fig.1a) Fig. 1a
6. Cut all angles leaving the arc mark visible. (See Fig.1b)
7. Connect the arcs of the three angles. (See Fig.1c)
8. Paste your output in an intermediate pad.
9. Measure the new angle formed using protractor. (See Fig.1d)
Fig. 1c
Answer the following questions:
1.What do the 3 angles of the triangle formed?
2.Out of the 3 angles, notice that you formed a new
angle, what type of angle you have formed? What is
the measurement of that new angle?
19
Fig. 1d
Sources:
https://free.clipartof.com/details/1230-Free-Clipart-Of-A-Pair-Of-Scissors
https://cliparting.com/free-pencil-clipart-3757/
https://www.pikpng.com/pngvi/bRJwxb_protractor-png-transparent-protractor-clipart/
WHAT IS IT
As shown in Fig. 1d, the three angles formed a straight line or it formed a new angle called SUPPLEMENTARY angle.
Thus, Activity 1 proves that the sum of the three interior angles of a triangle is always equal to 180º.
Activity 2. HOW MANY TRIANGLES?
1.Copy and Complete Table 1.1 in one whole intermediate pad. Draw a convex polygon with 4 sides, 5 sides, 6 sides, 7sides and 8 sides.
2.Draw the diagonals (the red dashed line) from ONE vertex (shown in red dot) to another vertex to form a triangle. (First three illustrations are
given.)
Challenge Question:
Table 1.1
1) If the sum of interior
angles of one triangle
is equal to 180˚, what
will be the sum of
interior angles of
Pentagon? Hexagon?
Activity 2 shows the pattern that the number of triangles formed by the diagonals from one vertex is given by the number
of sides minus two (n-2). Therefore, the formula for the sum of the interior angles of any convex polygon is given by the
number of triangles multiplied by 180˚; S=(n-2)180˚. Study the Table 1.2 for the sum of interior angles of different
polygon.
Table 1.2.
The sum of the interior angles of a

convex n-gon is given by
S = (n-2)180˚
Therefore, to find the measure of

each interior angle of regular
polygon use formula
ONE interior angle = (n-2)180˚/n
WHAT’S MORE
Find the missing measure of the indicated angle:

Solution :
Example 1: Given : m1  m2  m3  180 
m1  65
65  57  m3  180 
m2  57
122   m3  180 
m3  ?
122   122   m3  180   122 
Example 2:
m3  58 Step 1: Find the sum of the
interior angles.
Sum  (n  2)180 
Sum  (5  2)180 
Sum  540 
Step 2: Find the value of x.
x  130   75  118   105   540 

Since the figure has 5 x  428   540 
unequal sides it is an
IRREGULAR Pentagon. x  428  428  540  428
x  112 
20
WHAT I HAVE LEARNED. Solve for x and find the value of each indicated angle.
Example 3: Solution :
Given : mA  mB  mC  180 
mA  x  74 x  74  55  54  180 
mB  55 x  183  180 
mC  54 x  183  183  180  183
x  3
mA  x  74
mA  (3)  74 Source:
https://cdn.kutasoftware.com/Worksheets/Geo/4-Angles%20in%20a%20Triangle.pdf
mA  71
WHAT I CAN DO. Solve for the measure of an indicated angle.
Week 6 - Day 3 - 4
Lesson 1.3 Calculate the size of interior and exterior angles for different convex polygons

Derive inductively the relationship of an exterior and interior angle of a convex polygon.
OBJECTIVES
Calculate the size of interior and exterior angles for different convex polygon.
WHAT’S IN
Recall that an interior angle is formed by the two consecutive sides of a polygon. An exterior angle is formed
by extending one side of polygon at each vertex. In Fig. 2a 5, 6, 7, and8 are exterior angles.
WHAT I KNOW
Directions: Read and answer each item carefully.
1. The measure of each exterior angle of a regular polygon is 60˚. What is the sum of the exterior angles
of a polygon?
2. What is the measure of each exterior angle of a regular nonagon?
WHAT’S NEW
To derive the sum of the exterior angles of a polygon, follow the steps in Activity 3.
Activity 3. ONE COMPLETE ROTATION.
1.Draw a convex polygon with 4 sides. (Fig 2a)
2.Extend one side at each vertex to form the exterior angles. (Fig. 2a)
3.Measure each exterior angle and get the sum. m5  m6  m7  m8 .
4.What is the total measure of 5, 6, 7, and8 ?
5. Draw a convex polygon with 5 sides.
6.Repeat StepsIS
WHAT 2-3.
IT Compare the sum of the exterior angles of polygon with 4 sides
and the sum of exterior angles of polygon with 5 sides. Give your conclusion.
Fig. 2a
Activity 3 shows that one complete turn of the exterior angles of any convex polygon adds up to 360˚. Also in Fig. 2a,
one interior angle plus the adjacent exterior angle (e.g 1and5 ) forms a straight angle or a linear pair, thus,
m1  m5  180 , m2  m8  180 , m4  m7  180 and m3  m6  180 .
The sum of the measures of the exterior angles of a convex n-gon, one
at each vertex, is 360˚
ONE interior angle + adjacent exterior angle = 180˚
To determine the measure of each exterior angle of a regular polygon, we can divide 360˚ by the number of sides. And
to determine the number of sides of a regular polygon, we divide 360˚ by the measure of each exterior angle.
WHAT’S MORE
To fully understand the relationship of the exterior and interior angles of any convex polygon, finish your Activity
4.
Activity 4. FILL ME UP LIKE A PRO!

1. Copy and complete the information needed in Table 1.3.
(First 2 rows will serve as your examples.)
21
Table 1.3.
In a regular polygon:
one exterior angle = 360˚/number of sides
number of sides = 360˚/measure of each

exterior angle
WHAT I HAVE LEARNED

Find the missing measure of each angle indicated.
Example: 1:
Step1: Find: mV

Since  Rand V ,is LINEAR PAIR, thus, mR  mV  180
Solution :
mV  mR  180
mV  120  180
mV  120  120  180  120
mV  60
Step 2: Find mU
Since T , UandV .is a TRIANGLE; thus, mU  mV  mT  180
Solution :
mU  mV  mT  180 
mU  mV  mT  180 
mU  60  50  180 
mU WHAT
 110  I CAN
180  DO
mU  110   110  180   110
mU  70
mA :
To find
Because linear pair sums up
mA  mE  180  180˚
mA  110   180 
mA  110   110  180   110
mA  180   70
To find mB :
mB  mA  mC  mD  360

Polygon is a Quadrilateral, thus
mB  70  100  87  360 sum of interior
22angle is 360˚
S= (n-2)180˚
mB  257  360
mB  257  257  360  257
mB  103
Week 7 - Day 1
 Illustrate a circle and the terms related to it: radius, diameter, chord, center, arc, central angle
and inscribed angle. (M7GE-IIIh-47.0)
OBJECTIVES
 Define and illustrate circle, radius, diameter and chord
 Define, identify and give examples of the kinds of arcs compose circle
 Identify central angle and inscribed angle
 Find the measures of central angle, inscribed angle as well as its intercepted arcs.
WHAT I KNOW
Directions: Answer the following as indicated. Y
1. Given a circle with center O. Name the following:
a. the circle
R
S
b. a diameter V •O
c. two radii
d. two chords which are not diameters P
e. a secant M
f. a tangent
2. If a radius is perpendicular to a chord then it ________ the chord.
3. In the given circle A, 𝑃𝑇 is a diameter, therefore
𝑀𝑇 is a ________ and P
•A
̂ is a _________.
4. 𝑃𝑇𝑀 M• T
5. If m 𝐴𝑇 = 8 cm, then m 𝑀𝐴= ________.
WHAT‘S IN
Directions: Identify the parts of a circle. Write the name on the box.
Center =_________ Tangent =_________

Radius = ________ Secant =_________
Diameter = ________
Chord = ________
WHAT’S NEW
Activity: WORD HUNT! Circle the words that are related with CIRCLE. How many can you find?
Look up, down, across, backward, and diagonally. List your answer on the box at the right.
Week 7 - Day 2
I N S C R I B E D Z
R U E R I Z O U R S
D O C A E R L I 0 U
O Y A N T T C Q H I
R R N H I G N L C D
E U T P S U I D E A
T A N G E N T D I R
N Y X Q E Q K L A I
E D I A M E T E R B
C E N T R A L A L M
WHAT’S IS IT
23
A circle is defined as the set of all points that are at the same distance from a given
point in the plane. The fixed given point is called the center. The circle is named after its
center. Hence in the figure, given is a circle O. A The set of points B center
on the plane containing the circle is divided into 3, (1) the circle,
(2) the set of points outside the circle and (3) the set of points Y
(3) inside the circle. C
Radius / Radii A
OC , OB and OE are segment whose endpoints are the center of
diameter
the circle and a point on the circle. The plural of radius is radii. E
These three segments are called radii of the circle.
Diameter
The diameter of a circle is a line segment that passes through the center of the E • P
circle and has its endpoints on the circle. All the diameters of the same circle
have the same length.
J
Chord
A chord is a line segment with both endpoints on the circle. The diameter is a
special chord that passes through the center of the circle. The diameter would K • S
be the longest chord in the circle. I
Tangent L
A tangent is a line that touches a circle at only one point. A tangent
is perpendicular to the radius at the point of contact. The point of tangency is X
where a tangent line touches the circle. D•
E F
Secant
A line intersects that joins any two points on the circle. V •
Arc
A part of a circle between any two points is an arc. In the
figure, the set of points from B to H is an arc. A circle is in itself O• •B
an arc. Arc of a circle is measured in terms of degrees.
•H
The whole arc making up the circle measures 360°.
Any arc of a circle can belong to any of these three groups.
a. minor arc – an arc whose measure is between 0 and 180°. F
b. semicircle – an arc whose measure is exactly 180°
c. major arc – an arc whose measure is between 180° and 360°
D• •K
In the given figure, 𝐹𝐶 is a diameter, hence 𝐹𝐶̂ represents
̂ ̂
a semicircle, 𝐹𝐾 is minor arc and 𝐹𝐶𝐾 is a major arc.
Aside from 𝐹𝐾 ̂ , another minor arc in the figure is 𝐾𝐶̂. C
̂
𝐹𝐾𝐶 also represents a semicircle.
Central Angle R O
An angle formed by two radii and the vertex is the center of the circle.
In the figure, ∠OLH, ∠OLR and ∠HLA are all examples of central angles.
Each of these angles has its own intercepted arc. ∠OLH intercepts OH, L• H
∠OLR intercepts OR and ∠ HLA intercepts HA.
The measure of a central angle is numerically equal to its intercepted arc.
Inscribed Angle
A
An angle whose vertex lies on the
circle and the sides contain
chords of the circle.
Each of the angle shown above is
an example of an inscribed angle.
Three cases are represented here
relative to the position of the
sides in relation to the center of the circle.
Week 7 - Day 3
WHAT’S MORE
A. Using the given figure, name;
1. the circle
2. 2 diameters
24
3. 2 chords which are not diameters
4. 2 secants
5. a tangent
B. 𝐴𝐵 is a diameter. Find the measure of the following.
1. m 𝐴𝐵 = 18 cm, find m 𝑂𝐵.
2. ̂
m 𝐴𝐵 A •C
3. ̂
m 𝐴𝐶 45°
4. ̂
m 𝐴𝐶𝐷 • O •D
5. ̂
m 𝐵𝐷𝐶 50°
6. ̂
m 𝐴𝐵𝐷
7. ̂
m 𝐶𝐷 B
8 ̂
m 𝐵𝐷
9. m 𝑂𝐵 = 4.5 cm, find 𝑂𝐴
10. ̂
m 𝐶𝐵𝐴
Activity 2: •M
The measure of a central angle is equal to its intercepted arc.
In the figure, ∠MET is a central angle and ∠MET intercepts 𝑀𝑇 ̂ E•
̂ ̂
Since m 𝑀𝑇 = 75°, then m∠MET = 75°, m 𝑀𝑂𝑇 = 285° O• •T
Using the same figure, answer the following.
1. If m∠MET = 65°, what is m 𝑀𝑇̂ ?
2. ̂
If m 𝑀𝑇 = 53°, what is m∠MET?
3. What is the m∠MET if m 𝑀𝑂𝑇̂ = 301°?
4. ̂ ̂
If 𝑂𝑀 = 143°, what is 𝑀𝑇𝑂 ?
5. ̂ = 150°, 𝑂𝑀
If 𝑂𝑀 ̂ ≅ 𝑂𝑇
̂ , what is the 𝑚 𝑀𝑇
̂ ?
Activity 3:
The measure of an inscribed angle is equal to one half the measure of its intercepted arc.
n the figure, circle I, ∠BAD is an inscribed angle and ∠BID is a central angle
And their intercepted arc is 𝐵𝐷 ̂
Find: ̂
a. m 𝐵𝐷
b. m ∠BAD B
Solution: ̂ = 78°
a. Since m ∠BID = 78°, then m 𝐵𝐷 I•
D
Note: The measure of central angle is equal to its intercepted arc.
1
b. m ∠BAD = ̂
𝑚 𝐵𝐷 A
2
1
m ∠BAD = ( 78° )
2
m ∠BAD = 39°
Using circle I, find the measure of the following if ∠BAD = 44°
1. ̂
𝐵𝐷
2. ∠BID
3. ̂
𝐴𝐷
4. ̂
𝐴𝐵𝐷
5. ∠AID
Week 7 - Day 4
WHAT I HAVE LEARNED
Activity: CROSSWORD PUZZLE! Complete the puzzle below using the given clues.
25
WHAT I CAN DO
Answer the following.
1. If the diameter of a circle is 17 cm, what is the length of the radius?
2. A line that intersects a circle at one point is called ________________.
3. If a radius bisects a chord which is not a diameter, then it is ______________ to the chord.
̂ is a ________________
4. 𝐸𝑀 is a diameter of circle A. then, 𝐸𝑌𝑀 E
̂
5. 𝑌𝑀 is a __________________
̂ is a _________________
6. 𝑀𝐸𝑌 •A
M •Y
7. 𝐴𝐶 is a diameter of circle R, Using the given figure, find;
a. m ∠T
b. m ∠F T
̂
c. 𝑚 𝑇𝑆 •R
̂
d. 𝑚 𝐹𝑆 F 55°
8. 𝑀𝑁 is a diameter of circle P, find. L 3x M S
a. m ∠MPL 2x • P
b. m ∠LPN N
9. In circle A, 𝐵𝑅 and 𝐻𝐸 are diameters, and m ∠BGE = 109°, find:
̂
a. 𝑚 𝐵𝐸 H
̂
b. 𝑚 𝐵𝐻
c. m ∠RBE B
d. m ∠H •G
e. m ∠HBR 109° R
f. m ∠RGE E
10. Using the given figure, m ∠ZNY = 30° find: Z
a. x Y
b. m ∠ZSY
c. m ∠ZSR N• 3x
d. m ∠RNY
e. m ∠Z
f. m ∠ZNS S R
Week 8 – Day 1-2

Constructs triangles M7GE-IIIi-48
OBJECTIVES
To construct a triangle
WHAT I KNOW
1. What is the measure of the missing angle indicated in the figure at the right?
A. 40° B. 45° C. 50° D. 55°
2. What is a polygon that has 3 sides and three angles?
A. Square B. Triangle C. Rectangle D. Pentagon
3. Two angles of a triangle are 30° and 60°. What is the measure of the third angle?
A. 90° B. 80° C. 70° D. 100°
4. In constructing a triangle, which of the following is NOT a material to be used?
A. compass B. ruler C. protractor D. calculator
5. Which of the following refers to a point where two or more curves, lines or edges meet?
A. vertex B. side C. angles D. line
26
WHAT’S IN
In the previous lesson you already have an understanding of 3-sided and 4-sided polygons. In this lesson
we will deepen our understanding about these polygons by constructing each. These concepts and skills will
help you solve and classify polygons.
WHAT’S NEW
Activity 1: Follow the Dots
Make/Create triangles as many as you can in the given dotted grid.
WHAT IS IT
In the previous activity you created triangles with the help of the dotted grid. As you noticed, how many sides
does a triangle have? How many angles? Without using a grid, how will you construct a triangle? Now, let us
learn how to construct triangle using our ruler and a compass.
CONSTRUCTING A TRIANGLE!
Task: Construct a Triangle, ∆𝑨𝑩𝑪
Materials: compass, ruler
Given: ̅̅̅̅
𝑨𝑩, 𝑩𝑪 and ̅̅̅̅
̅̅̅̅ 𝑨𝑪
Procedure:
Step 1: Draw ̅̅̅̅
𝑨𝑩, ̅̅̅̅ ̅̅̅̅ with different lengths.
𝑩𝑪 and 𝑨𝑪 Step 2: Mark point A on a paper which will be one
of the vertex of the triangle.
Step 3: Set the compass to the desired length of ̅̅̅̅

𝑨𝑩. Step 4: Set the compass to the desired length of
Without changing the compass setting, move the ̅̅̅̅. Without changing the compass setting, move x
𝑨𝑪
compass to point A and draw an arc to where you the compass to point A and draw an arc to where
want to locate point B. the third vertex C will be located.
Step 5: Set the compass to the desired length of Step 6: Using a straightedge or ruler, connect the
̅̅̅̅
𝑩𝑪. Without changing the compass setting, move three points A, B and C.
the compass to B and draw an arc crossing the
arc made in step 4. Mark the intersection point C.
CONSTRUCTING A TRIANGLE!
Task: Construct a Triangle, ∆𝑨𝑩𝑪
Materials: compass, ruler, protractor
Given: ∠A = 60ᵒ, ∠C = 40ᵒ and side b =8 cm
Step 1. Draw a construction line and select point A on Step 2. With the compass point at A, construct
the line. side b on the line and name the other endpoint as C.
27
Step 3. Using the protractor construct ∠𝐴 and ∠𝐶. Step 4. Name the intersection of rays as points B.
WHAT’S MORE
Activity 2: Let’s Construct!

Construct a triangle with the following given sides:
1. If the length of the three sides of the triangle are 9 cm, 5 cm, and 7 cm.
2. If ̅̅̅̅
𝐿𝑀 = 6 cm, ̅̅̅̅̅
𝑀𝑁 = 5 cm, and ̅̅̅̅
𝐿𝑁 = 4 cm,
Activity 3: Let’s Draw!
Construct a triangle when two of its sides and the included angles are given
1. Draw a triangle ABC in which AB = 5 cm, BC= 7 cm, and ∠B = 75°
2. Draw a triangle ABC in which AB = 4.5 cm, BC = 6 cm, and ∠B = 80°
WHAT I HAVE LEARNED
Arrange the following steps in constructing a triangle by using a counting number based on the order.
 _____ Make point A on a paper which will be one of the vertex of the triangle.
 _____ Set the compass to the desired length of 𝐵𝐶 ̅̅̅̅ . Without changing the compass setting, move the
compass to B and draw an arc crossing the arc made in step 4. Mark the intersection point C.
 _____ Draw 𝐴𝐵̅̅̅̅, 𝐵𝐶
̅̅̅̅ , 𝐴𝐶
̅̅̅̅ with different lengths.
 _____ Using a straightedge or ruler, connect the three points A, B, and C.
 _____ Set the compass to the desired length of ̅̅̅̅ 𝐴𝐶 . Without changing the compass setting, move the
compass to A and draw an arc where the third vertex C will be located.
 _____ Set the compass to the desired length of ̅̅̅̅ 𝐴𝐵. Without changing the compass setting, move the
compass to point A and draw an arc to where you want to locate point B.
WHAT I CAN DO
Architects and engineers use triangles when they build structures. Why do you think so? Why are triangles often
used as frameworks, supports, or braces for many construction works? For instance, in construction of roofs and
bridges, explain why the trusses are triangular in shape?
Week 8 – Day 3-4

Constructs squares and rectangles

OBJECTIVES
 Constructs squares and rectangles

WHAT I KNOW
Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. Which of the following refers to a parallelogram with four right angles?
A. square B. circle C. rectangle D. triangle
2. Which of the following refers to a parallelogram with four congruent sides and angles?
A. square B. circle C. rectangle D. triangle
3. What is the measure of each angle in a square?
A. 45° B. 90° C. 80° D. 60°
4. Which of the following refers to two lines that intersect and form a right angle?
A. perpendicular lines C. parallel line
B. intersecting lines D. concurrent lines
5. What kind of angle formed in a square or rectangle?
A. obtuse angle B. acute angle C. right angle D. straight angle
WHAT’S IN
In the previous lesson you already have an understanding of 4-sided polygons. In this lesson we will
deepen our understanding about these polygons by constructing 4-sided polygons. These concepts and skills
will help you solve and classify polygons.
WHAT’S NEW
Activity 1:
28
WHAT IS IT
In the activity you already illustrated and differentiated square and rectangle. What are their similarities and
differences? Can you construct your own square and rectangle? Let us learn how to construct these polygons.
CONSTRUCTING A SQUARE
Method 1: Task: Construct a square inscribed in a circle Given: The length of one side of the square
Procedure:
Step 1: Using your straightedge, draw a reference line, Step 2: Copy the side of the square onto the if one
is not provided. reference line, starting at a point labeled A.
Step 3: Construct a perpendicular line at point B to the Step 4: Place your compass at point B, and copy
line through ̅̅̅̅
𝐴𝐵. the side of the square onto the perpendicular ̅̅̅̅
𝐵𝐺 .
Step 5: With your compass still set at a span Label the end of the segment copied as point C.
representing AB, place the compass point at C and Step 6: Holding this same span, place the compass
swing an arc to the left. point at A and swing an arc intersecting with the
Step 7: Connect points A to D, D to C, and C to B to previous arc. Label the point of intersection as D.
form a square.
Method 1 Figure Method 2 Figure

Method 2: Task: Construct a square inscribed in a circle Given: the length of one side of the square
Procedure:
Step 1: Using your compass, draw a circle and label the center O.
Step 2: Using your straightedge, draw a diameter of the circle, labeling the endpoints A and B.
Step 3: Construct the perpendicular bisector of the diameter, ̅̅̅̅
𝐴𝐵.
Step 4: Label the points where the bisector intersects the circle as C and D.
Step 5: Connect points A to B to C to D to form the square.
CONSTRUCTING a RECTANGLE
Task: To construct a Rectangle Given: The length of one side of the rectangle
Procedure:
Step 1: Construct two perpendicular segments.
Step 2: Mark off congruent sides.
Step 3: Check for 4 right angles.
Step 4: Check that the diagonals are equal in lengths.
WHAT’S MORE
Activity 2: Let’s construct!
A. Construct a square with the following given length of one side. Use any method.
1. ̅̅̅̅
𝐴𝐵 = 7cm 3. ̅̅̅̅
𝐸𝐹 = 5cm
̅̅̅̅
2. 𝐿𝑀 = 4cm 4. ̅̅̅̅
𝑋𝑌 = 12cm
B. Construct a rectangle given the two sides.
1. ̅̅̅̅
𝐴𝐵 = 10cm , ̅̅̅̅
𝐵𝐷 = 4cm
2. ̅̅̅̅̅
𝑀𝑁 = 8cm , ̅̅̅̅̅
𝑀𝑃 = 15cm
3. ̅̅̅̅
𝐴𝐵 = 3cm , ̅̅̅̅
𝐴𝐶 = 5cm
Activity 3: True or False
_______ 1. All rectangles are parallelograms, but all parallelograms are not rectangles
_______ 2. The diagonals of a rectangle divide the rectangle into four triangles
_______ 3. All squares are rectangles
_______ 4. Every square is a rectangle, but every rectangle is not a square
_______ 5. All rectangles are squares
WHAT I HAVE LEARNED
29
Arrange the following steps in constructing a square by using a counting number based on the order.
 _____ A. With your compass still set at a span representing AB, place the compass point at C and swing an
arc to the left.
 _____ B. Construct a perpendicular at point B' to the line through ̅̅̅̅
𝐴𝐵.
 _____ C. Using your straightedge, draw a reference line, if one is not provided.
_____ D. Holding this same span, place the compass point at A' and swing an arc intersecting with the
previous arc. Label the point of intersection as D.
_____ E. Place your compass point at B', and copy the side of the square onto the perpendicular ̅̅̅̅̅
𝐵′𝐺 . Label
the end of the segment copy as point C.
_____ F. Connect points A' to D, D to C, and C to B' to form a square.
 _____ G. Copy the side of the square onto the reference line, starting at a point labeled A'.
WHAT I CAN DO
Construct a rectangle with the measure ̅̅̅̅
𝐴𝐵= 25 unit and ̅̅̅̅
𝐵𝐶 = 15 units. How many squares can be made
inside the rectangle?
Week 9 – Day 1-2

Constructs regular pentagon M7GE-IIIi-48
OBJECTIVES
To construct regular pentagon
WHAT I KNOW
Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. What is the first step in constructing regular pentagon?
A. Draw a circle B. Draw a line C. Draw a square D. Line up the dot
2. How many sides does a pentagon have?
A. 3 B. 4 C. 5 D. 6
3. What is the measure of each interior angle of regular pentagon?
A. 60° B. 70° C. 72° D. 108°
4. It is a device used to measure an angle?
A. ruler B. weighing scale C. meter stick D. protractor
5. What is the measure of each interior angle of regular hexagon?
A. 120° B. 60° C. 90° D. 80°
WHAT’S IN
In the previous module you have learned about constructing triangles, square and rectangle. What is the best device
used to construct triangle? How do we draw a square?
WHAT’S NEW
Activity 1: Make It With You!
Steps in constructing a PENTAGON:
Step 1. Draw a circle using compass with radius of 10 cm.
Step 2. Draw horizontal line
from the center of the circle.
Step 3. Measure each central angle equal to 72°and line up the dot and line using protractor.
30
Step 4. Make a dot on the circle as your mark.
Step 5. Connect to consecutive dots to be the side of your polygon.
WHAT’S IS IT
Regular Pentagon – is a five sided-polygon with five congruent sides and angles.
Regular Pentagon Properties:
 The interior angle is equal 108ᵒ
 The sum of all interior angles is 540ᵒ
 The exterior angle is equal 72ᵒ
 The sum of all exterior angles is 360ᵒ
 The total number of diagonals is 5.
WHAT’S MORE
Activity 2: Pentagon Making
Construct a pentagon using ruler and compass.
Steps:
1. Draw horizontal and vertical lines.
2. Draw a circle with radius of 2 inches using the intersection of two lines as your center. Do not fold the
compass after drawing a circle.
3. Without adjusting the compass, place the point of the compass on the circle where it crosses the horizontal
line. Now draw arcs on the previous circle above and below and connect those points.
4. Now center the compass on the intersection made from the bisector and draw an arc from the top of the
circle down to the horizontal line.
5. At the end of this step, do not close the compass. You will need that distance to make four more arcs.
Putting the point of the compass at the top of the circle draw an arc from where the last arc intersected the
horizontal line out to the circle.
6. Now move around the circle using each arc as the center of the next arc.
7. And finally, draw lines from each intersection to form a pentagon.
WHAT I HAVE LEARNED
How do we construct regular pentagon using protractor and compass?
WHAT I CAN DO
Task: Using different colors of paper, construct and cut regular pentagons with lengths of 5cm, 10cm and
15cm. Paste the 3 regular pentagons in an oslo paper in an overlapping manner from the largest piece to the
smallest piece.
Materials: Colored Paper, Ruler, Scissors, Compass and Pen
31
Week 9 – Day 3-4
Constructs regular hexagon M7GE-IIIi-48
OBJECTIVES
To construct regular hexagon
WHAT I KNOW
Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. What is the first step in constructing regular hexagon?
A. Draw a circle B. Draw a line C. Draw a square D. Line up the dot
2. How many sides does a hexagon have?
A. 3 B. 4 C. 5 D. 6
3. What is the measure of each exterior angle of regular hexagon?
A. 60° B. 70° C. 72° D. 120°
4. What is the measure of the central angle of regular hexagon?
A. 40° B. 50° C. 60° D. 70°
5. What is the measure of each interior angle of regular hexagon?
A. 120° B. 60° C. 90° D. 80°
WHAT’S IN
In the previous module you have learned about constructing triangles, square and rectangle. What is the best device
used to construct triangle? How do we draw a square?
WHAT’S NEW
Hexagon – a six sided-polygon with six congruent sides and angles.
Properties of Hexagon:
 The interior angle is equal 120ᵒ
 The sum of all interior angles is 720ᵒ
 The exterior angle is equal 60ᵒ
 The sum of all exterior angles is 360ᵒ
 The total number of diagonals is 9.
Steps in constructing a HEXAGON:
Step 1. Mark a dot. Place your compass on the dot and draw a circle with radius of 1.5”. The bigger the circle
the bigger the hexagon.
Step 2. Using the central dot and protractor, divide the circle into six points. There 360° in a circle and 360° ÷
6 = 60°. So you should mark a dot every 60°. To get the right measurement, use a protractor.
32
Step 3. Connect every adjacent or two consecutive points to form a hexagon.
WHAT’S MORE
Activity 2:
Hexagon Making!
1. Construct a regular hexagon with side equal to 9 cm.
2. Construct a regular hexagon with side equal to 4 inches.
Construct Me!
Construct your own regular hexagon
WHAT I HAVE LEARNED
Answer the following questions:
How do we construct regular hexagon using ruler, protractor and compass?
WHAT I CAN DO
MY COOL HIVE RAG
To create your own cool hive rag, you will need the following materials:
Old pieces of cloth (different colors, but same in texture and thickness), Sewing Thread (desired color), Needle,
Scissors, Ruler, Taylor’s Chalk or any Marking Tools (Washable Fabric Markers, Washable Fabric Pens, etc.)
Follow the instructions below so that you could create your own Hive Rag:
1. Gather all of your recycled fabrics. Make sure they are of same thickness and texture. Draw hexagons on
each of the fabrics using your ruler and your Taylors’s Chalk or any marking tool. Each side of the hexagon
must measure 3 cm. Make 19 pieces of these fabric hexagons.
2. Using a pair of scissors, cut the hexagons created.
3. Then, after cutting all the fabric hexagons, sew these together using a needle and thread of your desired
color. Make sure you will sew these hexagons neatly and make sure they look pleasing.
4. After this process, you may now use your Cool Hive Rag to clean different surfaces!
Inspired by this concept:
Week 10 – Day 1-2

Solve problems involving sides and angles of a polygon. (M7GE-III-49.0)
OBJECTIVES
 Solve routine problems involving sides and angles of a polygon. (M7GE-IIIj49.1)
WHAT I KNOW
6. What is the sum of the exterior angles of an octagon?
A. 360o B. 180o C. 90o D. 45o
7. What is the measurement of an interior angle of a regular nonagon?
A. 90o B. 140o C. 580o D. 1260o
8. An exterior angle of a regular polygon measures 36°. How many sides does the polygon have?
A. 6 B. 8 C. 10 D. 15
9. What is the measure of each lettered angle in the figure at the right?
A. y = 180o and z = 360o
B. y = 140o and z = 90o
C. y = 60o and z = 120o
D. y = 120o and z = 60o
33
10. The sum of the measures of the interior angles of a convex polygon is 1980𝑜, how many sides does the
polygon have?
C. 12 B. 14 C. 16 D. 18
WHAT’S IN
In our previous lessons we learned about polygons and the important concepts related to it. In this
lesson, you are going to apply the concepts you’ve learned in solving routine problems involving sides and
angles of a polygon.
WHAT’S NEW
Activity 1: La Tribuna
In the Uffizi gallery in Florence, Italy, there is a room built by Buotalenti called the
Tribune (La Tribuna in Italian). This room is shaped like a regular hendecagon. What angle
do consecutive walls of the Tribune make with each other?
WHAT IS IT
Let us solve the following problems involving sides and angles of polygons.
Problem 1: The measure of each interior angle of a regular polygon is 140°. How many sides does the polygon
have?
Solution:
(𝑛 − 2)180o
= 140o By Polygon Interior Angles Theorem
𝑛
(𝑛 − 2)180o = 140𝑛 Multiply each side by n.
180𝑛 − 360 = 140𝑛 Simplify.
40𝑛 − 360 = 0 Subtract 140n from each side.
40𝑛 = 360 Add 360 to each side.
40𝑛 360
= Divide each side by 40.
40 40
𝒏=𝟗
Hence, the polygon has 9 sides and it is a regular nonagon.
Problem 2: Find the value of x in the diagram shown below.
Solution:
The polygon shown in the diagram above has 5 sides. So it is pentagon.
The sum of the measures of the exterior angles of a convex polygon, one angle at each vertex is 360°.
We can add the measures of all exterior angles of the above pentagon and the sum can be equated to 360°.
So, we have
2𝑥° + 𝑥° + 3𝑥° + 4𝑥° + 2𝑥° = 360°
Simplify.
12𝑥 = 360
Divide each side by 12.
12𝑥 360
=
12 12
𝒙 = 𝟑𝟎
Problem 3: Four angles of a hexagon measure 130 , 140o, 150o, and 140o. Find the measure of the other two
o
angles if they are in the ratio 2:3.

Solution:
A hexagon has six sides.
(6 − 2)180 = 720o
The sum of the measures of the four angles is:
130o + 140o + 150o + 140o = 560o
Thus, the sum of the measures of the other two angles is:
720o − 560o = 160o
If 𝑥 represents the measure of an angle, then:
2𝑥 + 3𝑥 = 160
5𝑥 = 160
34
𝑥 = 32
2𝑥 = 2(32) = 64
3𝑥 = 3(32) = 96
The measures of the other two angles are 𝟔𝟒𝐨 and 𝟗𝟔𝐨 , respectively.
WHAT’S MORE
Activity 2: It’s Your Turn!
Solve the following problems. Show your solution.
1) Three angles of a pentagon measure 120o, 130o, and 150o. Find the measure of the other two angles if
they are in the ratio 2:3.
2) The measure of an interior angle of a regular polygon is 156o. Find the number of sides of the polygon.
3) Mr. Marvin Garcia is planning to build a gazebo whose base is a regular octagon. At what angle should
he cut the lumber to frame the base?
4) What is the sum of the measures of the exterior angles, one at each vertex of a convex 54-gon?
5) A convex hexagon has exterior angles that measure 48, 52, 55, 62, and 68. What is the measure of the
exterior angle of the sixth vertex?
WHAT I HAVE LEARNED
On the space below, write a paragraph about what you have learned in today’s lesson.
WHAT I CAN DO
Archeologists unearthed parts of two adjacent walls of an ancient castle. Before it was unearthed, they
knew from ancient textx that the castle was shaped like a regular polygon,
but nobody knew how many sides it had. Some said 6, others 8, and some
even said 100. From the information in the figure, how many sides did the 22.5o
castle really have?
Week 10 – Day 3-4
Solve problems involving sides and angles of a polygon. (M7GE-III-49.0)
OBJECTIVES
 Solve non-routine problems involving sides and angles of a polygon. (M7GE-IIIj49.2)
WHAT I KNOW
Directions: Analyze and solve the following problems.
1. Three exterior angles of a pentagon measure 60, 80, and 90. Find the measures of the other two exterior angles
assuming them equal.
2. The length of a rectangle is 7 cm more than 4 times its width. Its perimeter is 124 cm. What are the dimensions of
the rectangle?
WHAT’S IN
Routine problem solving involves using atleast one of the four arithmetic operations and/or ratio to solve problems
that are practical in nature. On the other hand, a non-routine problem is any complex problem that requires some degree
of creativity or originality to solve. Non-routine problems typically do not have an immediately apparent strategy for solving
them. Often times, these problems can be solved in multiple ways.
WHAT’S NEW
Activity 1: Investigate!
In Ms. Aira’s Math class, students made a “polygon path” that consists of regular
polygons of 3, 4, 5, and 6 sides joined together as shown.
Find the measures of the following angles: ∠1, ∠2, ∠3, ∠4 and ∠5.
WHAT IS IT
Let us solve the following problems involving sides and angles of polygons.
Problem 1: A home plate maker for a soft ball field is a pentagon. Three of the interior angles of the pentagon are right
angles. The remaining two interior angles are congruent. What is the measure of each angle?
Solution:
35
Draw a Sketch:
Sketch and label a diagram for the above plate maker. It is a non regular pentagon.
Let ∠A, ∠B and ∠D be the right angles. Let ∠C and ∠E be the remaining two congruent angles. So,
we have ∠C ≅ ∠E.
The sum of the measures of the interior angles of a pentagon is 540°.
Verbal Model :
Labels :
Sum of measures of interior angles = 540°; measure of each right angle = 90°; measure of ∠C and ∠E = x°
Reasoning :
540o = 3 ∙ 90o + 2𝑥 o Write the equation.
540 = 270 + 2𝑥 Simplify.
270 = 2𝑥 Subtract 270 from each side.
270 2𝑥
2 2
𝟏𝟑𝟓 = 𝒙 Add 360 to each side.
Hence, the measure of each of the two congruent angles is 135°.
Problem 2: If we were designing the home plate marker for some new type of ball game, would it be possible to make a
home plate marker that is a regular polygon with each interior angle having a measure of (a) 135°? (b)
145°?
Solution:
(a) Let n be the number of sides of the regular polygon.
(𝑛 − 2)180o
𝑛
o
(𝑛 − 2)180 = 135𝑛 Multiply each side by n.
180𝑛 − 360 = 135𝑛 Simplify.
45𝑛 360
45 45
𝒏=𝟖
Yes, it would be possible. Because a polygon can have 8 sides.
(b) Let n be the number of sides of the regular polygon.
(𝑛 − 2)180o
𝑛
(𝑛 − 2)180o = 145𝑛 Multiply each side by n.
180𝑛 − 360 = 145𝑛 Simplify.
35𝑛 360
35 35
𝒏 ≈ 𝟏𝟎. 𝟑
No, it would not be possible. Because a polygon cannot have 10.3 sides.
Problem 3: In the figure at the right, three regular polygons meet a point A. How many
sides does the largest polygon have?
180(𝑛−2)
Solution: All regular polygons have interior angles that measure .
𝑛
A regular (equilateral) triangle has interior angle of 60 .
o
(10−2)180
A regular decagon has interior angle of = 144o.
10
That leaves 360 − (60 + 144) = 156 for interior angle of the third polygon.
o
(𝑛 − 2)180o
𝑛
o
(𝑛 − 2)180 = 156𝑛 Multiply each side by n.
180𝑛 − 360 = 156𝑛 Simplify.
24𝑛 360
24 24
𝒏 = 𝟏𝟓
The third polygon is a fifteen-sided polygon or pentadecagon.
WHAT’S MORE
Activity 2: Think Deeper!

Here’s a set of word problems involving sides and angles of polygons. Analyze each problem carefully and show your
solution.
36
1) The measures of the exterior angles of a convex quadrilateral, one at each vertex, are 6𝑥,
4𝑥 − 10, 4𝑥 + 10, and 2𝑥 + 40. Find the measure of each exterior angle.
2) If the exterior angle of a regular polygon measures 20o, find the sum of the measures of the
interior angles.
3) In the figure at the right, 𝑚∠𝑎 = 105o, 𝑚∠𝑐 = 110o, 𝑚∠𝑑 = 80o and 𝑚∠𝑗 = 70o. Find the
measures of the other angles.
4) The outline of the frontage of a house is in the shape of pentagon as shown at
the right. Find the measure of each angle.
5) A theater floor plan is shown in the figure. The upper five sides are part
of a regular dodecagon. Find 𝑚∠1.
WHAT I HAVE LEARNED

On a separate paper, write a paragraph about what you have learned in today’s lesson.
Reflect:
When solving problems, it is not unusual to work on a problem for some time only to find out in the
end that your analysis is wrong and you have to start all over. Do you give up or do you persevere and start
again? Henry Ford describes failure an an opportunity to begin again intelligently. Do you agree? Explain.
WHAT I CAN DO
Jasmine is designing boxes she will use to ship her jewelry. She wants to shape the box like a regular polygon. In
order for the boxes to pack tightly, she decides to use a regular polygon that has the property that the measure of its interior
angles is half the measure of its exterior angles. What regular polygon should she use? Show your solution.
A. Explore More!
Formulate your own problem involving sides and angles of polygons. Show your solution and final answer for the
created problem. Your work shall be evaluated according to the rubric.
B. Give Me A Reason
1) Cristina said she drew a regular polygon and measured one of its interior angle. She got 130o. Explain to her why
this is impossible.
2) Let a, b, and c represent the measures of an exterior angle of a regular pentadecagon, a regular octagon, and
regular dodecagon, respectively. Order a, b, and c from least to greatest without calculating. Explain your answer.
37
38
DAY 3-4
WHAT I KNOW WHAT’S MORE
1. A Activity 2: It’s Your Turn
2. B 1) 56𝑜 and 84𝑜
3. C 2) 15
4. D 3) 135𝑜
5. D 4) 9360𝑜
5) 75𝑜
WHAT’S NEW
WHAT I CAN DO
Activity 1
360
Hendecagon = 11-sided polygon = 22.5
𝑛
(𝑛 − 2)180
=? 360 = 22.5𝑛
𝑛 𝑛 = 16
(11 − 2)(180)
=? The castle had 16 sides.
11
≈ 𝟏𝟒𝟕. 𝟐𝟕𝒐
DAY 1-2
Week 10
ANSWER KEY : Third Quarter
by this concept:
39
Week 9 – Day 3-4
Third Quarter
WHAT I KNOW WHAT’S MORE WHAT CAN I DO
1. A
2. D
3. D
4. D
5. B
Week 9 – Day 1-2
Third Quarter
ANSWER KEY
WHAT I KNOW
6. 65𝑜
7. 𝑤 = 11𝑐𝑚; 𝑙 = 51𝑐𝑚
WHAT’S NEW
Activity 1
𝑚∠1 = 96𝑜 ; 𝑚∠2 = 90𝑜 ; 𝑚∠3 = 162𝑜 ; 𝑚∠4 = 132𝑜 ; 𝑚∠5 = 60𝑜
WHAT’S MORE
Activity 2: Think Deeper
1) 120𝑜, 70𝑜 , 90𝑜 , 80𝑜
2) 2880𝑜
3) 𝑏 = 135𝑜 , 𝑒 = 110𝑜 , 𝑓 = 75𝑜 ,
𝑔 = 45𝑜, ℎ = 70𝑜 , 𝑖 = 100𝑜
4)
5) 120𝑜
WHAT I CAN DO
Let 𝑥 be the measure of the interior angle, and 2𝑥 is the measure of the exterior angle.
An interior angle of a polygon is always supplementary to an exterior angle at its vertex,
therefore they would add up to 180 degrees.
𝑥 + 2𝑥 = 180
3𝑥 = 180
𝑥 = 60
Thus, the interior angle of the polygon measures 60𝑜 , while the exterior angle measures
120𝑜. The polgygon that has this measures of interior and exterior angle is an equiangular
triangle.
B. Give Me A Reason
1) Using the formula for the measure of each interior angle of a regular polygon
(𝑛−2)180
= 130. We will get 𝑛 = 7.2. This is impossible since a polygon cannot have
𝑛
7.2 sides.
2) Pentadecagon, dodecagon, and octagon. Because the more number of sides, the
smaller the measure of its exterior angle.
What I Know What’s More
1. C Activity 3:
2. A 1. True
3. B 40 2. True
4. A 3. True
5. C 4. True
5. false
What’s New
Activity 1: What I Have Learned
Alike: quadrilateral, opposite A. 5
sides are parallel, 4 right angles, B. 3
opposite sides are congruent C. 1
D. 6
Different: E. 4
A square must have 4 congruent F. 7
sides G. 2
A rectangle may not have 4
congruent sides
What I Know
1. C What I Have
2. B Learned
3. A A. 2
4. D B. 5
5. A C. 1
D. 6
E. 4
F. 3
Week 8
ANSWER KEY Third Quarter
4 inches
ANSWER KEY : Third Quarter Week 7
1. a. circle O Center = O Tangent = ശሬሬሬሬሬԦ
𝑊𝑋
b. 𝑅𝑃 Radius = 𝑅𝐷 and 𝐷𝑂 Secant = ശሬሬሬሬሬԦ
𝑀𝑁
c. 𝑅𝑂 and 𝑂𝑃 Diameter = 𝑅𝑂
d. 𝑅𝑀 and 𝑅𝑆 Chord = 𝑆𝑇
e. ശሬሬሬሬሬԦ
𝑅𝑀
ശሬሬሬሬԦ
f. 𝑉𝑌
2. bisect
3. chord
4. major arc
5. 8 cm
WHAT’S NEW
What I Know
Activity 1 Activity 2 Activity 3
A. 1. Circle O B. 1. 9 cm 1. 65° 1. 88°
2. 𝐴𝐶 / 𝐵𝐷 2. 180° 2. 53° 2. 88°
3. 𝐴𝐷 / 𝐵𝐶 / 3. 85° 3. 59° 3. 92°
4. 130° 4. 217° 4. 268°
𝐸𝐶
5. 95° 5. 60° 5. 92°
ശሬሬሬԦ / 𝐵𝐶
4. 𝐸𝐶 ശሬሬሬሬԦ
6. 230°
ശሬሬሬԦ
5. 𝐶𝐹 7. 45°
8. 50°
9. 4.5
cm
10.
275°
WHAT I HAVE LEARNED WHAT CAN I DO

CROSSWORD PUZZLE 1. 8.5 cm
2. tangent
3. perpendicular
4. semicircle
5. minor arc
6. major arc
7. a. 125°
b. 55°
c. 55°
d. 125°
8. a. 108°
b. 72°
9. a. 109°
b. 71°
c. 35.5°
d. 54.5°
e. 54.5°
f. 71°
10. a. 50°
b. 15°
c. 90°
d. 150°
e. 15°
f. 150°
41
42
Activity 1
1. B 1. P 6. P 11. P
2. C 2. P 7. NP 12. NP
3. A 3. NP 8. NP
4. C 4. NP 9. P
5. D 5. NP 10. P
Activity 2
Concave- 2, and 9 Convex - 1, 6, 10, and 11
WHAT’S MORE
Activity 1
Figure a)
a) Octagon FRIENDLY
b) 5
c) Convex
d) Regular
Figure b)
a) Hexagon WISDOM
b) 3
c) Convex
d) Not a regular polygon
1) Concave
2) Convex
3) Concave
4) Convex
5) Concave
6) convex
DAY 3-4
WHAT’S MORE
WHAT I KNOW
Questions
1. A 6) 𝑎 𝑝𝑜𝑙𝑦𝑔𝑜𝑛 𝑤𝑖𝑡ℎ 15 , 100𝑠𝑖𝑑𝑒𝑠
2. C 7) Subtract 3 from the number of
3. B sides (n-3)
4. B 8) ℎ𝑒𝑛𝑑𝑒𝑐𝑎𝑔𝑜𝑛 11 − 3 = 8 𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙𝑠
5. D dodecagon 12 – 3 = 9 diagonals
WHAT’S MORE (Activity 1 9) 𝑠𝑢𝑏𝑡𝑟𝑎𝑐𝑡 2 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑖𝑑𝑒𝑠
Diagonals Sum Then multiply by 180 {(n-2) 180}
7 9000 WHAT I CAN DO
8 10800 𝑨𝒄𝒕𝒊𝒗𝒊𝒕𝒚 𝟏a) Quadrilateral LOVE
9 6 b) Angle: < L, <O, <V, <E
10 7 14400 Sides: segments LO, OV, EV, EL
11 8 Vertices: L, O, V, E
12 9 18000 Diagonals: segments LV and EO
n n-3 (n-2) 1800 c) consecutive angles, < L and < O
WHAT I HAVE LEARNED consecutive sides, segments LO and OV,
The different kinds of polygons according consecutive vertices, E, V
to sides are, triangle, quadrilateral, d) s = (4-2) 180 = 3600
pentagon, hexagon, heptagon, octagon, e) n – 3,1 diagonal
nonagon, decagon, and many more Activity 2,
1. Square 2. Rectangle 3. hexagon
DAY 1-2
ANSWER KEY
43
Week 4 Day 1-2
WHAT I KNOW WHAT I HAVE LEARNED
1. C 1. Perpendicular
2. B 2. 90ᵒ
3. D 3. 4
4. A 4. compass
5. C 5. ZM
WHAT’S NEW WHAT I CAN DO:
1. Set A *Based on the teacher’s key
2. Set D
3. Set B
4. Set C
WHAT’S MORE:
Activity 1: Activity 2: Activity 3:
1. False compass #3
2. False ruler #2
3. True protractor #1
4. True straightedge
5. True
Week 4 Day 3-4
WHAT I KNOW WHAT I HAVE LEARNED
1. D 1. Lines, rays or segments
2. D 2. point
3. B 3. arc
4. A 4. Congruent/ equal
5. C 5. Line CS
WHAT’S NEW WHAT I CAN DO:
1. Set A: is parallel to *Based on teacher’s key
2. Set B: not
3. Set C: no
4. Set D: is parallel to
5. Set E: is parallel to
WHAT’S MORE:
Activity 1: Activity 2: Activity 3:
1. No B and D 1. Segments NA, MK, or CD
2. Yes 2. Segments ED, MK, or CD
3. No 3. Segments RO, NE, or AD
4. Yes 4. Segments AD, EN, or CM
5. Yes 5. Segments AD,OR, or CM
ANSWER KEY
44
ANSWER KEY : PARALLEL LINES AND SPECIAL ANGLES
45
46
2. www.k12mathworksheets.com
Store . www.rexpublishing .com.ph
1. Orlando A. Oronce, Marilyn O. Mendoza “ E-Math Work Text” pgs 486-489 Rex Book
References:
Day 3-5 DAY 1-2
What’s More. What’s More
A.
1. 1350 1. Angles d & f, Angles c & e
2. 450 2. Angles a & g, Angles b & h
3. 450 3. Angles a & e, Angles b & f
4. 1350 Angles d & h, Angles c & g
5. 1350 4. Angles d & e, Angles c & f
6. 450 5. Angles a & g, Angles b & h
7. 1350
B.
1. 1350 What I Can Do
2. 450 A. 1.Corresponding Angles
3. 450 2.Consecutive Interior Angles
4. 1350 3.None of these
5. 1350 4.Alternate Exterior Angles
6. 450 5.Corresponding Angles
7. 1350
What I Can Do B.
1. Line m
A.
2. l1 and l2
1. ∠3 = 970 4. ∠5=970 3. Angles 1 & 5, Angles 2 & 6
2. ∠10=970 5. ∠7=830 Angles 4 & 8, Angles 3 & 7
4. Angles 4 & 6, Angles 5 & 3
3. ∠9 == 830 6. ∠16=970 5. Angles 1 & 7, Angles 2 & 8
B.
1. ∠1 = 1270 4. ∠4=530
2. ∠2=530 5. ∠5=1270
3. ∠3 =1270 6. ∠6=530
7.∠7 = 1270 10. ∠10=530
8.∠8=530 11. ∠7=1270
9.∠9 =1270 12. ∠12=1270
13.∠13 = 1270 15. ∠10=1270
14.∠14=530 16.∠16=530
ANSWER KEY
47
48
POST ASSESSMENT
Day 1
What I know
1. TRUE
2. FALSE
3. TRUE
4. FALSE
5. TRUE
What I have learned
1. Point
2. Line
3. Thickness
4. Plane
5. Colinear
6. Two
7. Three
Day 2
What I know
1. D
2. B
3. G
4. A
5. E
6. F
7. C
8. H
What I have learned
1. 𝑚𝑎𝑛𝑦 𝑎𝑛𝑠𝑤𝑒𝑟𝑠
Day 3-4
What I know
1. Vertex: M Sides: ML/LM, MN/NM
2. Vertex: D Sides: DE/ED, CD/DC
3. Vertex: R Sides: RS/SR, RQ/QR
4. Vertex: T Sides: TS/ST, UT/TU
What I have learned
1. Right angle
2. Acute angle
3. Reflex angle
4. Straight angle
5. Obtuse angle
Direction: Read each question carefully. Choose the letter of the correct answer and shade it on the
answer sheet provided
1. Which of the following does NOT belong to the group?
A. Angle B. Line C. Point? D. Plane
2. Which of the following represents a plane?
A. Blackboard B. Hole C. Stars D. Arms
For number 3 – 5, refer to the figure on the right:

3. Which of the following points are coplanar?
A. P, S,Y,X C. Q,R,X,Y
B. S,R,Y,W D. W,S,Q,Y
4. Which of the following is a ray?

A. Ray XW C. Ray SY
B. Ray RS D. Ray RY
5. Which of the following is the relationship of ശሬሬሬሬሬԦ
𝑃𝑊
ശሬሬሬሬሬԦ
and 𝑄𝑋?
A. Coincidental lines C. Parallel Lines
B. Intersecting lines D. Perpendicular
Lines
6. If point T is the midpoint of ̅̅̅̅
𝑃𝑆 and ̅̅
𝑇𝑆̅̅ measures 8cm, what is the length of ̅̅̅̅
𝑃𝑆?
A. 4cm B. 8cm C. 16cm D. 24cm
7. How many distinct line segments are there in the figure below?
A. 4 B. 6 C. 8 D. 12
8. In ∠JOY, what is the vertex?
A. J B.O C. Y D. none
9. What kind of angle is ∠JOY if m∠JOY = 105°?
A. Acute angle C. Obtuse angle
B. Right angle D. Right angle
10. Which of the following statements is not true?
A. A ray has two endpoints.
B. If an angle measures 43°, then it is an acute angle.
C. When points are on the same line, they are called collinear points
D. An angle is the union of two non-collinear rays with a common endpoint.
10.A
9. C
8. B
7. B
6. C
5. C
4. D
3. C
2. A
1. A
Day 1
49

Module G7 Q3 Week 1 10

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Republic of the Philippines

WHAT I HAVE LEARNED

WHAT I KNOW WHAT’S IN

WHAT IS IT WHAT’S MORE

WHAT I HAVE LEARNED

Line Ray Line Segment

Week 1 - Day 3-4

In the figure above, point F is the vertex

WHAT I HAVE LEARNED

Week 2 - Day 1-2

MOST ESSENTIAL LEARNING COMPETENCY

Derives relationship of geometric figures using measurements and by inductive reasoning;

Derives relationship of geometric figures using measurements and by inductive reasoning;

280 1050 720 690

180 1360 620 440 1110 750

Supplementary Angles: These are two angles with a sum of 1800.

This opposite pair of angles are always congruent.

S ∠1 & ∠2 are adjacent angles. Point O is their common

2x – 1 + 4x + 7 = 180 Represent the equation( Remember that

WHAT I HAVE LEARNED

Fill in the blanks:

Lesson 2 Parallel Lines and Perpendicular Lines

Line AB is // to line CD Line m is // to line n

WHAT I HAVE LEARNED

perpendicular to Mango St. Pineapple St.

3. What street runs perpendicular to Rambutan

Week 3 – Day 1-2

Lesson 1 Parallel Lines and Special Angles

1. Alternate interior angles Angles 3 & 6, Angles 4 & 5

1. Name a pair of alternate interior angles.

Week 3 Day 3-4

2. Alternate exterior angles are

Week 4 Day 1-2

Activity 3: Arrange Me…

WHAT I HAVE LEARNED

Week 4 Day 3-4

5. ∠RPS and ∠PEB are corresponding angles, Thus ∠PRS = ∠PEB.

Do you know That…

Polygon Not a polygon Polygon Not a polygon

4 Quadrilateral (quad – four) 1 3600

5 Pentagon (penta- five) 2 5400

6 Hexagon (hexa- six) 3 7200

Try this out.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Concave -a diagonal Convex (a

Equilateral (same markings mean equal in size)

1. ______________ 2. ________________ 3. _________________

4. __________________ 5. ______________ 6. _____________

The sum of the interior angles of a

Therefore, to find the measure of

Find the missing measure of the indicated angle:

x  130   75  118   105   540 

MOST ESSENTIAL LEARNING COMPETENCY

ONE interior angle + adjacent exterior angle = 180˚

Activity 4. FILL ME UP LIKE A PRO!

one exterior angle = 360˚/number of sides

number of sides = 360˚/measure of each

WHAT I HAVE LEARNED

Step1: Find: mV

1. 2. 3. ___

4. ____ 5. 6. _

Center =_ Tangent =_