Lesson 5.

4 : Angle Pairs
Objectives:

 Define Angle Pairs

Construct and Describe

Directions: Construct the following directions. After that, describe what do you
notice on the figure.

Activity A

1. Draw ∠𝐴𝐵𝐶 with the measure 45°.

⃗⃗⃗⃗⃗ .
2. On the vertex B, draw𝐵𝐶

Activity B

1. Draw ⃡⃗⃗⃗⃗
𝐴𝐵 .
⃡⃗⃗⃗⃗ intersecting 𝐴𝐵.
2. Draw 𝐶𝐷 ⃡⃗⃗⃗⃗⃗ the point of intersection is point F.
3. Measure all the four angles that can be seen on the figure.

Activity C

1. Create ∠𝑋𝑌𝑍 with the measure 35°.

2. From the vertex Y, create ⃗⃗⃗⃗⃗⃗⃗⃗
𝑊𝑌. the measure of ∠𝑊𝑌𝑋 is 55°.

Activity D

1. Create ∠𝑀𝑁𝑂 with the measure 80°.

2. Create ∠𝐿𝑁𝑂 with the measure 180°.
3.

Let’s talk about it!

1. On Activity A, what do you notice on the two angles that can be seen on
the figure?
2. On Activity B, are their angles that are congruent? What are those angles?
3. On Activity C, what is the sum of the two angles that can be seen on the
figure?
4. On Activity D, what is the sum of the two angles?
 Let’s Wrap it up!

Types of Linear Pair

1. Adjacent Angles are two or more angles that are coplanar, have a
common vertex and a common side but have no common interior
points.
2. Complementary Angles are adjacent angles. The sum of their
measures is 90°.
3. The two or more angles are complementary if the sum of their
measures is 180°.
4. Vertical angles are the opposite angles formed when two lines intersect.
Vertical angles are congruent.

Let’s Dig Deeper!

Directions: Determine the measures of the angles marked with letters.

(Note: Figures are not drawn to scale.)

32°
a 43°
1. b

27°
𝑥
 𝑥
𝑥

4.
∠𝐵𝐴𝐷 = 70°
𝐴
∠𝐶𝐴𝐷 = 33°
𝑧

𝐶 𝐷

Let’s Practice
Look at your environment on your school. Take photos on the lines and
segments that emphasize the four angle pairs. Emphasize it by putting a line
segment on it.

Lesson 5.5 : TRANSVERSAL

Objectives:
In this lesson, you are expected to:
Define transversal and angles formed between them.
Tell Me!
Tell whether line t is a transversal or not

1. t 3. t 5.

2. t 4. t
t

B.Refer to the figure at the right in answering the questions below.

1 2
1. Name the four interior angles.
2. Name the four exterior angles. 4 3
3. 2 pairs of alternate interior angles. 5 6
4. 2 pairs of alternate exterior angles.
5. 2 pairs of interior angles on the same side of transversal. 8 7
6. 2 pairs of exterior angles on the same side of transversal.
7. 4 pairs of corresponding angles.
Clue: an exterior and an interior angle on the same side of the
transversal and they are not adjacent angles.
8. Which pair of angles are adjacent?
9. Which pair of angles are vertical?
10. Which pair of angles form linear pair?

Let’s talk about it!

1. How do you find the activity?

2. Which of the following line is a transversal?
3. From the examples above, how will you define transversal?
 Let’s wrap it up!
Given the lines x and y in the figure below. The line z is a
transversal of the two lines. The following angles are formed when a
transversal intersect in the two lines.

The interior angles are the four angles formed between the line
x and y. In the figure, these are <C, <D, <E,and <F.
The exterior angles are the four angles formed that lie outside
the line x and y. These are <A, <B, <G, and <H.

The alternate exterior angles are two interior angles that lie on
opposite sides of the transversal.The angle pair <C and <F are
alternate interior angles. So are <D and <E.

The alternate exterior angles are two exterior angles that lie on
opposite sides of a transversal. In the figure, <A and <H are alternate
exterior angles, as well as <B and <G.

Let’s dig deeper

To develop visual/ spatial and naturalist intelligence, students may be asked

to go outside the room and identify things that represent transversals, such as
structures, stems, spider webs, vines etc.

Let’s Reflect

Investigate the transversal on bridges, scaffoldings, towers, buildings and

other structures. Let them reason out why some long objects have to keep together
by another long object.
 ANGLES FORMED WHEN TWO
Lesson 5.6 :
PARALLEL LINES ARE CUT BY
A TRANSVERSAL

Objectives:
In this lesson, you are expected to:
Determine the measure of the following mark angles.

Measure Relationship!

Find the measure of all the mark angles on the figure/illustration on the next
page:

k
j

80° A B C
g
D E F G

H I J 50°
h
K L M N

∠A= _______ ∠G= _______

∠D= _______ ∠J= _______
∠I= _______ ∠N= _______
∠K= _______ ∠C= _______
∠E= _______ ∠F= _______
∠H= _______ ∠M= _______
∠L= _______
∠B= _______
 Lets Talk About it:
Compare the measures of all the:
a.) Corresponding angles
b.) Alternate interior angles
c.) Alternate exterior angles
d.) Interior angles on the same side of transversal
e.) Exterior angles on the same side of transversal
What do you observe?

Let`s Wrapped it Up!

If parallel lines are cut by a transversal then
a. Corresponding angles are congruent.
b. Alternate interior angles are congruent.
c. Alternate exterior angles are congruent.
d. Interior angles on the same side of transversal are congruent.
e. Exterior angles on the same side of transversal are congruent.

Let’s dig deeper

Determine the measures of the angles marked with letters. Lines with
arrowheads are parallel. (Note: Figures are not drawn to scale.)
j
1. 3. 5.
q 83°
j

s
105
112

2. 4. 6.

n 70°
75°
125
t
p r
7. 8.
u 65° 109
w

47°
v
92° x

9. 10.

130
b
33
x
z a c
v

Let’s Reflect

Compose a jingle, jazz chant or a poem showing all the terms and
relationship of what you have learned about parallel lines cut by transversal.

Lesson 5.7: POLYGONS

Objectives:
In this lesson, you are expected to:
1. Define a polygon.
2. Illustrate the different parts of polygon
3. State the different classifications of a polygon.
 Which of Which?

Classify which of the following illustrations are polygons and which are not.

A B C

D E F

G H I

Let’s talk about it

1.What can you say about the figure?

2.How d you find the activity?

3.Which of the following illustrations are polygon, which are

not?

4.Why did you say that the illustration is a polygon, not

polygon? Justify your answer.
 Let’s wrap it up!

The word “polygon” comes from the Greek word “poly”, which
means “many” and “gon” which means “angles.”
A polygon is a union of non-collinear segments, the sides, on a
plane that meet at their endpoints, the vertices, so that each endpoint
(vertex) is contained by exactly two segments (sides).
A polygon is said to be convex if the lines containing the sides of
the polygon do not cross the interior of the polygon.
There are two types of angles associated with a convex polygon:
exterior angle and interior angle. An exterior angle of a convex polygon is
an angle that is both supplement and adjacent to one of its interior angles.
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 of its angles are equal; and regular if it is
both equilateral and equiangular.

Let’s dig deeper

A. Determine if the following figures are polygons or not. If the figure is a
polygon, tell whether if it is convex or not.
1. 2. 3.

4. 5.
 Let’s Reflect!
Investigate the polygons in trusses,
bridges, houses, buildings, and other
infrastructures. Give the parts of it that
symbolizes

Lesson 5.8 : PROPERTIES OF POLYGONS

Objectives:
In this lesson, you are expected to:
1. Determine the number of vertices and interior angles of a polygon.

2. Classify what types of polygon is being formed.

3. Determine the sum of the Interior Angles of a Convex Polygon.

 Stick Construction

Number of Vertices and Interior Angles of a Polygon

Materials needed: match sticks, paste or glue, paper

Consider each piece of match stick as the side of a polygon.

(Recall: A polygon is __________________________________.)

Procedure:

1) Using three pieces of matchsticks form a polygon. Paste it on a piece of

paper.

a) How many sides does it have?

b) How many vertices does it have?

c) How many interior angles does it have?

2) Using four pieces of match sticks form a polygon. Paste it on a piece of

paper.

a) How many sides does it have?

b) How many vertices does it have?

c) How many interior does it have?

3) Using five pieces of matchsticks form a polygon. Paste it on a piece of

paper.

a) How many sides does it have?

b) How many vertices does it have?

c) How many interior does it have?

4) Using six pieces of matchsticks form a polygon. Paste it on a piece of paper.

a) How many sides does it have?

b) How many vertices does it have?

 a. How many interior does it have?
Activity 2. Sum of the Interior Angles of a Convex Polygon
Search for a pattern and complete the table below.

No. of No. of triangles formed

No. of sides diagonals from by the diagonals drawn Sum of the
a fixed vertex from a fixed vertex interior
angles
3
4
5
6
7
8
9
10
N
Activity 3. The Sum of the Exterior Angles of a Convex Polygon
Given the □ABCD and the exterior angle at each vertex as shown:
Determine the following sum:
e
a + e = __________
a
b + f = __________ b f
c + g = __________
d + h = __________ h d c
g
(a + e) + (b + f) + (c + g) + (d + h) ________
(a + b + c + d) + (e + f + g + h) = ________
a + b + c + d = ________
e + f + g + h = ________

Let’s Talk About it:

1. What do you observe on the activity?

2. How are we going to measure the interior as well as the exterior angle
of a polygon?

3. What mathematical concepts/strategy did you apply in measuring

interior and exterior angle of a polygon?

Let’s wrap it up!

A polygon with n sides has n number of vertices and n numbers of

interior angles.
The sum of the interior angles of a convex polygon is (n – 2)180°.
The sum of the exterior angles of a polygon is 360°.
 Let’s dig deeper
Determine if a figure can be constructed using the given condition. If yes,
sketch a figure. If no, explain why it cannot be constructed.
a) A triangle which is equilateral but not equiangular.
b) A triangle which is equiangular but not equilateral.
c) A triangle which is regular.
d) A quadrilateral which is equilateral but not equiangular.
e) A quadrilateral which is equiangular but not equilateral.
f) A quadrilateral which is regular.
g)
Let’s Practice
Solve each problem completely.

1. Find the sum of interior angles of a convex hexagon.

2. The sum of interior angles of a convex polygon is 1440°.How many sides

does a polygon has?

3. Each interior angle of a regular polygon is 150°. How many sides do a

polygon has?

4. The sum of the interior angles of a convex polygon is triple the sum of its
exterior angles. How many sides do the polygon has?

5. The exterior angles of a quadrilateral are x, 2x, 73 and 107. Find the value
of x.

TRIANGLES
Lesson 5.9 :
Objectives:
In this lesson, you are expected to:
Classify triangles according to their angles and according to their sides.

Who Am I?

Directions: Perform the procedures to construct different kinds of triangles

according to sides and angles.

Different Kinds of Triangles According to Sides

Figure 1
1. Make a segment measures 5cm.
2. On one end point on the segment, make a segment 80° from the previous
segment. The length of the segment is 6cm.
3. Connect the two endpoints of the two segment.
4. Measure the interior angles of this triangle.

Figure 2
1. Make a segment that has length of 5cm.
2. On one end point of the segment, make a segment measures 6cm 140°
from the original segment.
3. Connect the two endpoints of the triangle.
4. Measure the interior angles of the triangle.

Figure 3
1. Make a segment 3cm in length.
2. On one endpoint of the segment, make a segment 4cm in length 90° from
the previous segment.
3. Connect the two endpoints of the segments.
4. Measure all the interior points of the triangle.

Different kinds of Triangles according to ANGLES

Figure 4
1. Make a segment that has length of 5cm.
2. On one end point of the segment, make a segment measures 6cm 140°
from the original segment.
3. Connect the two endpoints of the triangle.
 4. Measure the interior angles of the triangle.

Figure 5
1. Make a segment 7 cm in measure.
2. On one endpoint, make one segment adjacent to that segment that
measure 7 cm 45° in the previous segment.
3. Connect the two endpoints of the segment.
4. Describe the triangle.

Figure 6
1. Make 6 cm line segment.
2. Make another segment that is adjacent to that segment that measure 6cm
60°.
3. Connect the two endpoints of the segment.
4. Describe the triangle.

Let’s Talk About it:

1. How do you describe the angles that you make in acute triangle?
2. How many obtuse angle/s can you observed in obtuse triangle?
3. In the right triangle, what is the biggest angle that you observed in the
figure that you constructed?
4. How do you describe the sides of the scalene triangle?
5. How many congruent sides can be seen on the isosceles triangle?
6. What can you observe in the three sides of the equilateral triangle?

Let’s wrap it up!

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

According to the number of congruent sides:

Scalene triangle is a triangle with no sides are congruent.
Isosceles triangle is a triangle with two congruent sides.
Equilateral triangle is a triangle with three congruent sides.
 Let’s dig deeper
Direction: Classify the triangles according to sides and angles.

Answer:

1.

Answer:

2.

Answer:

3.

Answer:

4.
 Answer:

5.

Let’s Reflect

Read the situation then answer the questions that follow. Present your
answer through illustration and write your reflection about the definition of
congruent triangles.

The business of your mother is making and selling kalamay in the town.
Since this Saturday will be her birthday, you and your siblings planned to surprise
her. You planned to give her a day-off and you will be the one who is in charge to
make and sell the kalamay for that day. You knew that your mother always cut the
kalamay in triangular shape. How would you ensure that your customers may get
an even satisfaction?

My Reflection:

________________________________________________________________
________________________________________________________________
________________________________________________________________
______________
Lesson 5.10 : Parts of the Triangle

Objective:
Define and illustrate the different terms associated with a triangle.

Activity 1: Determine my Parts

𝐵𝐷 ⊥ ̅̅̅̅
Directions: Given ∆𝐵𝐴𝐶 with ̅̅̅̅ 𝐴𝐶 and ̅̅̅̅
𝐴𝐸 = ̅̅̅̅
𝐸𝐶 , identify the following parts
of the triangle.

1) Vertices ____________
2) Sides _____________
3) Interior angles _____________
4) Exterior angles _____________
5) The interior angles of ∆𝐵𝐶𝐺 _____________
6) The interior angles of ∆𝐶𝐴𝐻 _____________
7) Altitude _____________
8) Median _____________

Let’s talk about it!

1. What do you call to the three corners of the triangle?
2. How many sides can be seen on this triangle?
3. How do you call to the relationship of ∠𝐵𝐶𝐺 𝑡𝑜 ∠𝐵𝐶𝐸 and
∠𝐶𝐴𝐻 𝑎𝑛𝑑 ∠𝐵𝐴𝐷?
4. How do you describe ̅̅̅̅
𝐵𝐷 in a ∆𝐴𝐵𝐸?
5. What segment divides the 𝐴𝐶̅̅̅̅ into two equal parts?
 Let’s Wrap it up!
Parts of the Triangle

 Exterior angle an angle that is adjacent and supplement to one of the
interior angles of a triangle.
 Remote interior angles of an exterior angle Given the exterior angle
of a triangle, the two remote interior angles of this exterior angle are the
interior angles of the triangle that are not adjacent to the given exterior
angles.
 Angle bisector This is a segment, a ray or a line that bisects the interior
angle.
 Altitude This is a segment from a vertex that is 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.

Let’s Dig Deeper!

Given ∆𝑋𝑌𝑍 with ̅̅̅̅̅
𝑊𝑌 ⊥ ̅̅̅̅ ̅̅̅̅ = ̅̅̅̅
𝑋𝑍 and 𝑋𝑉 𝑉𝑍, identify the classifications of the
segments in the triangle.

X W V Z S

Y
U
 1. ̅̅̅̅̅
𝑌𝑊 ______________________
2. ̅̅̅̅
𝑌𝑉 ______________________
3. X,Y andZ ______________________
4. ̅̅̅̅
𝑌𝑋 ______________________
5. ̅̅̅̅
𝑌𝑍 ______________________
6. ̅̅̅̅
𝑋𝑍 ______________________
7. ∠𝑌𝑍𝑋
______________________
8. ∠𝑍𝑋𝑌
______________________
9. ∠𝑋𝑌𝑍
______________________
10. ∠𝑌𝑍𝑆
______________________
Let’s Practice

DPWH in Brgy. Poblacion, Malvar, Batangas wants to construct a

triangular park. It has 3 points named A, B and C. The distance from A to B is
110 meters, the distance from B to C is 250 meters and the distance from C to A
is 325 meters. Also, in this park, they want to construct a two pathway wherein
this will be the median of the park starting from point B to D. Point D is in
between A and C. Another pathway will be the altitude of the park starting again
from point A to the line segment AC. What you are going to do is to construct a
figure that symbolizes the plan of DPWH in the triangular park.

Lesson 5.11 : QUADRILATERALS

Objective: Classify quadrilaterals

How do I Look Today?

Construct a quadrilateral according to procedure that is indicated on the

two kinds of quadrilateral.
Activity A

1. Make a horizontal segment that has a measure of 5 cm.

2. Make another segment that is parallel from the previous segment that has
a measure of 4cm.
3. Connect the two pairs of the end point of the two segment to make a
quadrilateral.
4. Observe the figure.

Guide Question:
1. On trapezoid, how many opposite sides is/are parallel to each other?
2. If you extend the left and the right side of the trapezoid, what polygon will
be observed?

Activity B
1. Make two horizontal parallel lines 4 cm away from each other.
2. On one endpoint of the segment, make an adjacent line segment that will
intersect the other parallel line.
3. Create a line segment that will parallel to that line segment that you’ve
created 3 cm away from each other in procedure number 2.
4. Observe the figure.

Let’s talk about it!

1. On trapezoid, how many opposite sides is/are parallel to each other?
2. If you extend the left and the right side of the trapezoid, what polygon will
be observed?
3. On parallelogram, how many opposite sides do you observe seems to be
parallel?
4. What do you observe on the opposite angles of the parallelogram?
 Let’s Wrap it up!
Quadrilateral is a polygon with four sides.

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

each other. The parallel sides are called the bases, while the non – parallel
sides are called the legs.

If the legs of the trapezoid are congruent (that is equal in length), then the
trapezoid is an isosceles trapezoid. Consequently, the base angles are
congruent, and the remaining two angles are congruent.
Parallelogram is a quadrilateral with two pairs of opposite sides parallel to
each other. The opposite angles of this quadrilateral is congruent to each
other.

Let’s Dig Deeper!

A. “Just Say the Truth!”
Directions: Write True if the statement is true. Otherwise, write false.
1. Quadrilateral is a space figure with four sides.
2. Parallelogram is a kind of a quadrilateral that has two opposite sides are
congruent to each other.
3. Trapezoid is a quadrilateral that has two opposite sides are parallel.
4. In the trapezoid, the parallel sides are called hypotenuse.
5. The two opposite angles of trapezoid is congruent to each other.
“You know me”
Directions: Determine if the given quadrilaterals is a trapezoid or parallelogram.

Answer:
1.
 2.
Answer:

3.
Answer:

4.
Answer:

5.
Answer:

Let’s Practice
Take five photos emphasizing the different kinds of quadrilaterals.
Explain why do you take those photos.

Lesson 5.12 : PROPERTIES OF

QUADRILATERAL
Objectives:
 State the different properties of parallelogram.
 LET ME KNOW ME

Directions: Given the parallelogram ABCD, follow the instructions that is

indicated on the activity sheet.

B C

A D
1. Measure all the interior angles. Compare their opposite angles.

2. Compare the consecutive angles of the parallelogram.

3. Connect the vertices A to C and B to D. Name the point of intersection AC

and BD point E. Compare the length of AE to EC and BE to ED.

4. Cut the parallelogram into two using diagonal AC. Compare the two
triangles.

Let’s talk about it!

1. What do you notice on the opposite angles of the parallelogram?
2. What is the sum of consecutive angles of parallelogram?
3. What do you notice on the measure of ̅̅̅̅
𝐴𝐸 𝑡𝑜 ̅̅̅̅
𝐸𝐶 and ̅̅̅̅
𝐵𝐸 𝑡𝑜 ̅̅̅̅
𝐸𝐷 ?
4. How do you describe the two triangles that was form by constructing
diagonal ̅̅̅̅
𝐴𝐶 ?
 Let’s Wrap it up!
Properties of a Parallelogram
1. Opposite angles of a parallelogram are congruent.
2. Consecutive angles of a parallelogram are supplementary.
3. Diagonals of parallelogram divide the parallelogram in two congruent triangles.
4. Diagonals of a parallelogram bisect each other.

Let’s Dig Deeper!

Directions: Describe All the angles and segments that can be seen on the
parallelogram WXYZ applying the properties of the parallelogram.

Let’s Practice
One family in Malvar, Batangas have a huge land. This land is
parallelogram in shape. The length of the two longer sides measures 536 feet
and two other opposite side measures 790 feet. The parents decided that they
want to give this land to their four siblings. They will distribute it to them using the
diagonals.
Construct the situation above. Find the area of the four triangles that can
be seen on the figure.
Lesson5.13 : CIRCLES
Objectives:
In this lesson, you are expected to:
1. Define a circle and its parts.
2. Develop concrete definition on the terms related to circles.

I am the Greatest!

On circle ○, segment AD, BF, CG, and HE were constructed so that their
endpoints are points on the circle. Measure each segment, and determine which
of these segments is the longest
.

B
C

A
D
H

I
G O

F E
 Let’s Talk About it:
1. What do you call to the segment BF? OI?
2. What is the name of the circle?
3. Which segments has the longest measurement

Let’s wrap it up!

A circle is the set of all points that are the same distance from a fixed
point called center, and the segment drawn from any point on the circle to the
center is called radius.
A chord is a segment that connects any two points of a circle. AD, BF,
CG, and HE are chords of Circle O.
A diameter is a chord that passes through the center of a circle. BF is a
diameter of Circle O. It is the longest chord of a circle and it is twice the length of
circle’s radius.
A central angle is an angle whose vertex is on the circle’s center, and
whose sides intersect the circle at two points. ∠BOI is a central angle of Circle
O.
An arc is a portion of a circle determined by a central angle. Arc BI is an
arc of Circle O.

Let’s dig deeper

1. Determine whether each statement is true or false.
a. Two radii always have the same length. B
b. Two chords always have the same
length. A
C
c. All chords are diameter.
d. All diameters are chord. P
e. All chords intersect at one point.
f. All radius is not a chord. E
g. All diameters intersect at one point.

D
 2. On Circle P,

a. name each radius.

b. name each diameter.

c. name each chord.

d. name each central angle.

e. name the arcs subtended by the central angles in (d).

Let’s Reflect

What I’ve finally knew/learned now about the lesson?

What are the new things I’ve gained about the lesson?
After the lesson, what are the things I discover myself that I can impart to others?