2018

LEARNING MODULE
Mathematics G7 | Q3

Geometry
 NOTICE TO THE SCHOOLS

This learning module (LM) was developed by the Private Education Assistance
Committee under the GASTPE Program of the Department of Education. The learning
modules were written by the PEAC Junior High School (JHS) Trainers and were used as
exemplars either as a sample for presentation or for workshop purposes in the JHS In-
Service Training (INSET) program for teachers in private schools.

The LM is designed for online learning and can also be used for blended learning and
remote learning modalities. The year indicated on the cover of this LM refers to the year
when the LM was used as an exemplar in the JHS INSET and the year it was written or
revised. For instance, 2017 means the LM was written in SY 2016-2017 and was used in
the 2017 Summer JHS INSET. The quarter indicated on the cover refers to the quarter of
the current curriculum guide at the time the LM was written. The most recently revised
LMs were in 2018 and 2019.

The LM is also designed such that it encourages independent and self-regulated learning
among the students and develops their 21st century skills. It is written in such a way that
the teacher is communicating directly to the learner. Participants in the JHS INSET are
trained how to unpack the standards and competencies from the K-12 curriculum guides
to identify desired results and design standards-based assessment and instruction.
Hence, the teachers are trained how to write their own standards-based learning plan.

The parts or stages of this LM include Explore, Firm Up, Deepen and Transfer. It is
possible that some links or online resources in some parts of this LM may no longer be
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The learning modules developed by PEAC are aligned with the K to 12 Basic Education
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MATHEMATICS 7

Module 3: Geometry
MODULE INTRODUCTION AND FOCUS QUESTION(S):
Have you seen models of houses like the one shown below?

http://i299.photobucket.com/albums/mm311/arhitectur http://www.dana-home.com/wp-
amoderna/contemporary_house_gthq_752.jpg content/uploads/2011/06/modern-house-
design 3jpg jpg

Have you ever wondered how these houses were designed? How are the different
geometric models reflected in the designs of these houses? How are the different
geometric relations involving plane figures applied to come up with such designs?
Find out the answers to these questions and determine the vast applications of the
different geometric relations involving plane figures through this module.

MODULE LESSONS AND COVERAGE:

In this module, you will examine these questions when you take the following
lessons:
Lesson 1 Points, Lines, and Planes
Subsets of a Line
Angles and its Classification
Lesson 2 Angle Pairs, Perpendicular and Parallel Lines, Basic Construction
(bisectors, parallel and perpendicular lines)
Lesson 3 Parallel Lines Cut by a Transversal
Lesson 4 Polygons and Circles

In these lessons, you will learn the following:

Lesson 1 – Represent a point, line and plane using concrete and pictorial
models.
Define, identify and name the subsets of a line.
Illustrate, name, identify and define the different kinds of angles.
Use a compass and straightedge to bisect line segments and angles
Lesson 2 – Derive relationships of geometric figures using measurements and by
inductive reasoning; supplementary angles, complementary angles,
congruent angles, vertical angles, adjacent angles, linear pairs,
perpendicular lines, and parallel lines.
Construct parallel and perpendicular lines.

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Lesson 3 – Derive relationships among angles formed by parallel lines cut by a
transversal using measurement and by inductive reasoning.
Lesson 4 – Illustrates polygons: (a) convexity; (b) angles; and (c) sides.
- Derives inductively the relationship of exterior and interior angles of a convex
polygon.
- Illustrates a circle and the terms related to it: radius, diameter, chord, center,
arc, central angle, and inscribed angle.
- Constructs triangles, squares, rectangles, regular pentagons, and regular
hexagons.
- Solve problems involving sides and angles of polygon.

Here is a simple map of the above lessons you will cover:

Geometry of Shapes
Geometric Relations
and Sizes

Undefined Terms Polygons Angle Pairs

Subsets of a Line Circles Perpendicular Lines

Angles and its Parallel Lines and

Classification Transversals

To do well in this module, you need to remember and do the following:

1. Take note of the geometric terms used
2. Always look for models that represent the terms

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PRE-ASSESSMENT:
Let’s find out how much you already know about this module. Click on the letter
that you think best answers the question. Please answer all items. After taking
this short test, you will see your score. Take note of the items that you were not
able to correctly answer and look for the right answer as you go through this
module.

MULTIPLE CHOICE: Read and understand each question carefully then select
the letter corresponding to your answer.

1. The following pictures models a point EXCEPT

A.

B.

C.

D.

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2. In reference to the figure below, which statement is NOT true?

 
A. ML and LK are opposite rays.
 
B. NM contains every point that lies in NL.
 
C. KL is the same as KN.
D. Point M is the common endpoint of
 
ML and MN.

3. Which of the following angles has a measure greater than 90 but less than 180?
A. Acute
B. Obtuse
C. Right
D. Straight

4. What angle pair is depicted by the position of the hands of the clocks below?

A. complementary angles
B. supplementary angles
C. vertical angles
D. congruent angles

5. In the figure, p and q are parallel lines and t is a transversal. Which of the
following statements about 1 and 2 is true?

A. 1 and 2 are complementary.

B. 1 and 2 are adjacent angles.
C. 1 and 2 are congruent.*
D. 1 and 2 form a linear pair.

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6. What is the relationship between the interior and exterior angles of polygons?
A. They are congruent.
B. They are complementary.
C. They are supplementary. *
D. They form vertical angles.

7. Which of the following figures is not a polygon?

A.

B.

C.
D.

8. In the figure below, which is not a radius of the circle?

A. RD
B. SD
C. ED
D. TS

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9. Which of the figures below shows that line m is a transversal?

A.

B. r s

C. m n

D. a

10. You are tasked by your teacher to choose and bring a real-life object that would
model both a segment and a ray. You have to explain it comprehensively to the
class why you chose it. If these are the objects you that have seen in your house,
which of these will you choose?
A. A rope
B. A meter stick

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C. A growing plant
D. A twig of a tree

11. All of the following illustrate an acute angle EXCEPT

A. A man reaching his hands to his toes.
B. The angle formed by the two legs when a man is walking.
C. The angle formed by the pair scissors when it is about to cut a material.
D. A man stretching his back

12. How many sides does a polygon have if the sum of the measure of its interior
angles is 1440?
A. 8
B. 10
C. 12
D. 14

13. How many sides does a regular polygon have if the measure of each interior
angle is 90?
A. 3
B. 4
C. 5
D. 6

14. Below is a picture of a parking whose design is composed of parallel and

perpendicular lines. Why are parking lots designed to be like this?

A. So that the parking lot’s area will be organized.

B. There can be an easy flow of vehicles which are coming in and out of te parking
area.
C. Vehicles are properly arranged.
D. All of the above.

15. The head of a school requested the Parents and Teachers Association to
donate a new gate to minimize the security problems the school has been
experiencing. He would like the gate to have perpendicular and parallel iron
bars as braces to make it more strong and durable. In response to the school
head’s request, the association asked an architect to prepare a sketch plan
and perspective drawing of the new gate to be presented to a big audience.

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 Which of the following is the best form of presentation the architect should
use?
A. Printed copies of the plan and drawing in reduced size
B. Slide show presentation using projector
C. Poster presentation
D. Billboard-size print out of the plan and drawing

16. If you are asked to design a building, what should be the measure of the angle to be
formed by the building and the ground in order for it to stand strong and straight?
A. Less than 900
B. Equal to 900
C. More than 90 but less than 1800
D. Equal to 1800

17. You are tasked to evaluate the new designs of a four-folds umbrella that can
withstand strong winds and with ease of folding. One important part of the
umbrella that you have to evaluate is its frame. What do you think are the
criteria that you will consider in evaluating the frame of a four-folds umbrella.
A. creativity, accuracy of measurements, stability of the frame
B. creativity, accuracy of measurements, elegance of the design
C. accuracy of measurements, elegance of the design, stability of the
frame
D. creativity, elegance of the design, stability of the frame

18. Suppose you are asked to present a design of a fence such that one standard it must
have is the appropriate, flawless, and elegant illustration of perpendicular and
parallel lines. Which of the following designs would you present?

A.

B.

C. *

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 D.

19. You are an engineer tasked to subdivide an agricultural land will be converted into a
subdivision. Which of the following considerations will you choose in subdividing the
blocks?
A. The blocks should be parallel to each other.
B. The blocks should be intersecting each other.
C. The blocks should be perpendicular to each other.
D. The blocks should close to each other.

20. You as an interior designer would like to introduce to a home owner who would like to
tile his newly-built house a new design of floor tiles that would exceed the traditional
designs. Which of the following set of standards will best assess your work?
A. Accuracy of measurements, innovativeness, practicality
B. Accuracy of measurements, innovativeness, neatness
C. Accuracy of measurements, innovativeness, appropriateness
D. Accuracy of measurements, innovativeness, authenticity

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Lesson 1: Points, Lines and Planes

Let’s start the module by answering the problem below.

ACTIVITY 1. Picture Analysis

Look at the plant closely.

Process Questions:

1. What geometric figures can you see that compose the plant?

2. How do these figures connect to each other to form the plant?

3. From another perspective, how does the plant come to existence?

From what figure did it start? Describe the formation of the geometric
figures as the plant grows.

4. Geometric figures exist in many objects around us, and from what
you’ve observed, how are geometric figures formed? How are they
reflected / mirrored in some real-life objects/situations?

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ACTIVITY 2. Anticipation/ Reaction Guide

Instruction: Respond to each statement twice: once before the lesson and
again after the lesson.
Write A you if you agree with the statement
Write B you if you disagree with the statement
Response Before Statements Response After
the Lesson Lesson
a. Everything that we see is made up of
the basic geometric figures: points,
lines, and planes.
b. A line can be modeled by objects that
have length and width.
c. A segment is a part of a line which
has a definite length. Thus, it can be
measured.
d. A ray is a part of the line that is
extended without end. In the real-life
life anything that grows, model a ray.
But when the living thing stops
growing, it models a segment.
e. Angles are used in the making of the
different designs such as in furniture,
and building.
f. Our everyday movement is defined by
the different classification of angles.

Click on SAVE if you have responded to the six statements in the first column.

End of EXPLORE:
You gave your initial answers to the questions and statements given
above.
Let’s find out how others would answer the above and compare their
ideas to our own. As you compare, you will find out if your ideas are in
line with the standard. You will also learn other concepts which will
help you complete a required project found at the end. This project is
about making an educational poster.

Your goal in this section is to learn and understand key concepts of the
points, lines, planes, subsets of the line, and angles. You will also find
real-world representations of each geometric term mentioned above.

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 THE UNDEFINED TERMS IN GEOMETRY

ACTIVITY 3. Investigating Points, Lines and Planes

INVESTIGATION
(Pair Work)
Materials: 2 Cork boards, Push pins, Yarn
Procedure:
1. Tack one pushpin at the center of the corkboard. What
geometric figure represents the head of the pushpin?

2. Place another pushpin on the corkboard. Make sure that it is

a little farther from the first pushpin. Using the yarn, connect
the second push pin to the first push pin. What figure is
formed?

3. Place another pushpin on the corkboard. Make sure that the

third pushpin will not lie along the first two points. Using the
yarn again, connect the third push pin with the other two push
pins. What figure is formed?

4. Place one push pin on space. Using the yarn, connect the
point into the three points on the first corkboard. What kind of
figure is formed?

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 Process Questions:
1. While connecting the points what have you observed? Were you able to create different
figures?

2. The points, lines, and planes are called the undefined terms in Geometry. What do you
think is the reason why they are called as such?

Verify your answers by reading the concepts below which contains the
explanation of why points, lines, and planes are called the undefined
terms, including how they are drawn, named, and described.
Examples of points, lines and planes are given, along with real-life
objects that model each one of them.
The POINTS, LINES, and PLANES are the undefined terms in Geometry because
they serve as basis in defining other terms in Geometry. Using them, other
geometric figures are formed and defined.
POINT LINE PLANE
Model
A l A M
A B B C
D
Drawn as a dot with an arrowhead
at both ends
Named By a capital letter Two lettersa capital script
representing two letter of any three
points on the line points that do not
or a lower case lie on the same
script letter line (noncollinear)
 
Words/symbols Point A AB or BA , line l, Plane M
line AB or line BA Plane ABC
Plane ABD
Plane ACD
Plane BCD
Plane ABCD
Description  It is the basic  It is a series of  It is a flat
unit in points that surface that
geometry. extends extends
without end in

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  It has no size two directions without end in
(0-dimensional) (1- all directions.
 In real life it is dimensional)  It is a 2-
not tangible;  It is made up of dimensional
points are infinite number figure.
useful for of points.
identifying  The arrows
specific show that the
locations, but line extends
are not objects without end in
in themselves. both directions.

Use the figure to name each of the following

a. A line containing point R.
The line can be named as line m.
m
Answer: There are three points on the line. Any two Q
R S
points can be used to name the line. P
     
PR or RP, PS or SP, and RS or SR L

b. a plane containing point C

Answer: Any three points that do not lie on the same

line name a plane..The letters can be reordered to
create acceptable name for the plane.
Plane L, plane PRQ, plane PSR, plane RSQ, plane
PQRS

Models of points, lines, and planes. Name the geometric term modelled by each
object.

Guitar strings Knot in a rope front page of the

newspaper

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 A shadow red cherry fruits Chopsticks

The knot in a rope and the red cherry fruits are models of a point because
they can be seen as a dot from afar. The guitar strings and chopsticks are models
of a line because they are straight and have length. A line, however, is longer,
straighter, and thinner. The shadow and the front page of a newspaper model are
examples of a plane because they are flat, and have length and width. A plane,
however is broader, wider, and thinner.

ACTIVITY 4. Test Yourself!

A. Identifying Points, Lines and Planes

1. Name two points on line m. List all three pairs of
possible answers.
S R m
P
2. Give three names for the line. Write all possible Q
L
answers.

3. Give all possible names for the plane shown on

the right.

B. Indentifying Models of the Undefined Terms.Determine what undefined term

is being modeled by each picture.

1. 2. 3.

4. 5. 6.

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 7. 8. 9.

Process Question:
1. How can you represent a point, a line, or a plane using real-life objects or
situations?

Click on SUBMIT if you have answered all the items before clicking the Answer
Key to view the correct answers.

ACTIVITY 5. Identifying Models of Undefined Terms Found in Your Room

Look around your room. Identify and list 5 objects that would model each
undefined term. Then look for a design ( furniture, gadgets, personal belongings,
etc) and identify the parts that models each of the undefined terms through
labeling.
POINTS LINES PLANES

Design

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 Process Questions:
1. Did you find difficulty looking for examples of each undefined term?
Why?

2. How are geometric figures formed? How are they reflected /

mirrored in some real-life objects/situations?

3. Can you now see the connection of points, lines, and planes in forming
other geometric figures? Why are points, lines and planes important in
Geometry?

4. How useful are geometric figures in solving problems related to

design?

Click on SUBMIT if you have completed the table and have answered all the
questions. Post your answers to the Process Questions and discuss with other
students in the Discussion Forum.

ACTIVITY 6. Organize your thoughts!

Fill in the first row of boxes with a description of each undefined term. Fill in the
second row with an explanation of how each is named using notations. Lastly, for
the third row, give examples of real objects that model each of the undefined
term.

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 THE UNDEFINED
TERMS

HOW TO NAME

REAL-LIFE MODELS

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Skills Readiness Check: Reflect on the level of your performance for this lesson.
Check the first column if you need more practice or you are now ready to move
on to the next activity.

I Need more practice I am ready to move on to the next

( if you incurred many mistakes) activity
(if you incurred 1 or two mistakes)

Review the concepts and retake the You may proceed to the next activity
quizzes in Activity 4. Seek help from
any knowledgeable person.

Note: Your knowledge and skill on this

part is needed in learning the next
lesson. Do not proceed to the next part
if you have not fully understood this
part.

THE SUBSETS OF A LINE

In the previous lesson, we have discussed the three undefined
terms in which one of them is the line. A line has two subsets.
Below is an illustration of how the subsets of a line are formed.

Every 2 points determine a line. If we take this part of the line with
the two endpoints, a line segment is formed. And if we take one
endpoint and all the points to the left or to the right of the given
point, a ray is formed.

Line segment

Ray

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Model How to Name Words/ Definition
Symbols

Using two capital AB or BA It does not extend without

LINE SEGMENT letters with the end.
segment symbol It has endpoints, in this
A B on top of them. case A and B.
The segment contains all
the points on the line
 between A and B.
RAY Using two capital AB It consists of one endpoint
A is called the
letters with the and all the points of the
initial point initial point as the line on one side of the
A B
first letter to be endpoint
written.
 
SYMBOL ALERT! AB is not the same as BA . Why?
A B
A B

The direction of AB is to 
the right The direction of BA is
to the left
Always remember that in naming a ray the initial point should always be written first
and the symbolic ray always has the arrowhead on the right regardless of the direction
of the ray.
 
OPPOSITE RAYS CA and CB Are two collinear rays with
A C B are the two the same endpoint.
opposite rays They always form a line

Example
Refer to the figure to the right. A B C D E

1. Name all the segments shown.

Answer: AB,AC,AD,AE , BC,BD,BE , CD,CE , DE

2. Name BD in two other ways.
 
Answer: BC,BE
3. Name a pair of opposite rays with point C as endpoint.
   
Answer: CB and CD or CA and CD
You have just read the discussion regarding the subsets of a line.
Now apply the concepts in the following activities.

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ACTIVITY 7. Test Yourself!

I. Use the words segment, ray, or opposite rays to answer the following
questions.
1. Which will always form a line? _______________
2. Which has two endpoints? _______________
3. Which is extended in one direction without end? _______________
4. Which is extended in two directions? _______________
II. Use the figure on the right to answer items 5- 12.

P Q R S _______________
 
5. Does RQ contain every point that lies in RS ?
(Yes or No)
 
6. Does RQ contain every point that lies in RP ? _______________
(Yes or No)
 
7. What are QR and QS called? _______________
(same rays or opposite rays)
 
8. What are RP and RS called? _______________
(same rays or opposite rays)

III. Tell whether each statement is true or false.

 
9. QR and RQ are the same rays. _______________
 
10. PS and PR are the same rays. _______________
11. PR and PS are the same segments. _______________
 
12. The common point of PS and QS is point R. _______________

IV. Tell whether each object is a model of a segment or a ray. Explain.

13. 14. 15.

Cane launched rocket Logs

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 Process Question:
1. Of the two subsets of a line, which one is measurable? Why?
2. How can you represent a segment or a ray using real-life objects or
situations?

Click on SUBMIT if you have answered all the items before clicking the Answer Key.
Post your answers to the Process Questions in the Discussion Forum.

Skills Readiness Check: Reflect on the level of your performance for this lesson. Check
the first column if you need more practice or the second column if you are now ready to
move on to the next activity.
I Need more practice I am ready to move on to the next
( if you incurred many mistakes) activity
(if you incurred 1 or two mistakes)

Review the concepts and ask for more You may proceed to the next activity
practice problems from your teacher.

ACTIVITY 8. Identifying Real-life Models of Segments and Rays

Instruction:
1. Make a collage of real-life objects that model
a. segments
b. rays
c. both a segment and a ray
1.

2. Create a separate collage for each.

2.

3. Below the title is a short description for each collage.

3.

4. Suggested site is www.photovisi.com but you can also visit other sites for your
collage.

Procedure:
1. Search for photos of objects or situations that would model segments and
rays and save it in your computer.
2. Visit the site www.photovisi.com
3. Register for an account.

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 4. Click on Start Creating Button.
5. Select a template for your collage.
6. Click + Add Item to download pictures from your computer. Just drag the
pictures in to the template.
7. Click on Add text button to add title and description for each collage..
8. If you’re finished with the collage, click on Finish button to save it.
9. Share your collage by clicking the Email Collage button then type the email
address of your teacher and peers. Then, click Share this Collage.

Rubric
CRITERIA EXCELLENT SATISFACTORY PROGRESSING DEVELOPING RATING
(4) (3) (2) (1)
Number of There are There are at least There are 3-4 There are 1-2
Pictures more than 8 5 and at most 8 pictures used to pictures used to
(x3) pictures used pictures that are model segments model segments
to model used to model and rays. and rays.
segments and segments and 15
rays. rays.
Appropria- All of the All of the chosen One of the chosen Most of the
teness of chosen pictures are correct pictures is not a chosen pictures
the pictures pictures are models for correct model for are not models for
(x 5) correct and segments and segments and segments and
unique models rays. rays. rays. 20
segments and
rays.
Visual Overall impact Overall visual Overall impact is Overall impact is
Impact is memorable impact is effective. limited. weak.
(x3) and effective. 15

Total
50

Process Question:
How can you represent a segment, ray or both using real-life objects or
situations?
Post your answer to this question on the Discussion Forum.

SEGMENT BISECTORS

You have just learned how identify, and name the subsets of a line.
You have also learned how to represent them using real-life models.
In the next lesson, you will learn a new skill and that is to bisect a
segment using a compass and a straightedge. But before moving to
this lesson you need to earn first the concepts of congruent
segments and midpoint.

Congruent Segments
Words: Two segments having the same length are congruent.
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Symbol:
under  is read
the GASTPE as “ is
Program congruent
of the to” of Education
Department
Model: PQ  RS
 Q

R S
P

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4. Equal number of tick marks indicate that the segments are congruent.

MIDPOINT OF A SEGMENT
1. Point M is the midpoint of a segment if and only if M is
between S and T and SM  TM which means that SM = TM.
ACTIVITY NO.9: Constructing the midpoint of a segmentT
S M
Watch a video form YouTube Click the link
http://www.youtube.com/watch?v=8PcE_pzA9eU. This video shows how to
construct the midpoint of a segment. Take down notes in Ever Note.

Process Questions:
1. How will you construct the midpoint of a segment?
2. What do you think is the reason why you need to know how to construct the
midpoint of a segment?

Post your answers in the Discussion Forum.

SEGMENT BISECTOR
Example
2. It is a 6. Tell whether
segment, ray, or each figure
line that illustrates
contains a segment
the midpoint of thebisector
segment.or not.
I O
A E
B K
F 3 6 H R
C L
G 10 P
10 M Q
A. B. C.N D.
J S
Figures A, C, and D illustrate a segment bisector.  In figure A, there is equivalent
number of tick marks in DB and EB , meaning AC bisected DE at midpoint B. In
figure D, there is equivalent number

of tick marks in PQ and RQ , then OS bisected
PR at midpoint Q. In figure C, NK bisected LM at point N because LN and MN
have equal lengths of 10 units. And in figure B, FG and HG do not have the same
length, that is why IJ is not a bisector of FH .

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 PERPENDICULAR BISECTOR OF A SEGMENT
 It is a segment, ray, or line that is perpendicular to a segment at its midpoint.
Recall: Two lines are said to be perpendicular if they form 900 (right) angles.
Examples:
Write √ if the figure illustrates a perpendicular bisector and x if it does not.

15 18

√ x √

ACTIVITY 9. Constructing the perpendicular bisector of a segment

Watch a video form YouTube Click the link

http://www.youtube.com/watch?v=RKk7EuLunQ8 . This video shows how to
construct the perpendicular bisector of a segment. Make sure to take down
notes.
Process Questions:
1. How will you construct the perpendicular bisector of a segment?
2. What do you think is the reason why you need to know how to construct it?

Post your answers in the Discussion Forum.

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ACTIVITY 10. Identifying the bisectors of a segment

I. True or False. Write true if the statement is correct and false if it is wrong.

1. ST  TR ___________
P V
2. ST  UT
___________
3. PQ  SR
___________ S R
4. PT  TR T
___________
1 U Q
5. UV = UT
2 ___________
6. T is the midpoint of PQ .
___________
7. T is the midpoint of SR and UV .
___________
8. SR is a segment bisector of UV .
___________
9. PQ is a perpendicular bisector of
___________
UV .
10. UV is a perpendicular bisector of
___________
PQ .
Click on SUBMIT if you have answered all the items before clicking the Answer
Key.

Process Questions:
1. Can you easily identify the different bisectors of a segment?
2. If not, what do you think is the hindering factor to it?

Post your answers in the Discussion Forum.

If you still find difficulty in identifying the segment bisectors, do

not hesitate to ask assistance from a knowledgeable person,
from your classmate, or from your teacher.
You may also go back to the concepts you have read in the
previous pages or watch a tutorial video from YouTube. Just
type the title of the video that you wish to watch. Then click
Search button.

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ACTIVITY 11. Constructing the segment bisectors

In a short bond paper, copy the table below and draw the segments with your
chosen lengths. Then draw the segment bisector indicated for each segment.
Use a compass, pencil, and a straightedge or ruler.
Bisector
Line
A B

Segment
C D

Ray
E F

Perpendicular Bisector
Line
G H

Segment
I J

Ray
K L

Process Questions:
1. How did you find the activity?
2. Were you able to construct all segment bisectors correctly?
3. If not, what do you think is the hindering factor to it?

Pass your output to your teacher on your next face-to-face meeting. Post your
answers in the Discussion Forum.

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 If you still find difficulty in constructing the segment bisectors, do
not hesitate to ask assistance from a knowledgeable person,
from your classmate, or from your teacher.
You may also go back to the videos you have watched
previously.

ANGLES AND ITS CLASSIFICATION

In the previous lessons, you have learned how to identify, name, and
represent using real-life models the undefined terms, and the subsets of
a line. In the next lesson, you will also be taught how to identify, name,
and represent using real-life models the angles and its classification

ANGLE
An angle is the union of two noncollinear rays that have a common endpoint
called the vertex.

Figure Vertex Sides Name

   Using three points and 

A C CA and CB symbol. The middle point is
always the vertex
C 1 ACB or BCA
 Using the vertex point
B C or 1
  
G GD , GE, and GF  If there are two or more
D
angles at the vertex, then
use three letters to name the
2 E angle.
G 3 DGE or 2
DGF
EGF or 3
F

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An angle separates a plane into three parts:
1. the interior
2. the exterior
3. the angle itself

In the figure shown at the right, point B and all other points in
the green shaded region are in the interior of the angle.
Point A and all other points in the yellow shaded region are
in the exterior of the angle.
Points Y,W, and Z are on the angle.
Example
1. Answer the following using the figure on the right.
Name all angles having W as their vertex.
Answer: XWY , YWZ , and XWZ
2. What is the other name for 1 ?
Answer: XWY
3. Is there an angle that can be named W ?
Answer: Since there are three angles sharing a
common vertex, then there will be no angle that
can be named W .The vertex can only be used to
name an angle if we are referring to one angle
only.

An additional material which is a PowerPoint Presentation will be given

as a supplement. This presentation contains input and more examples.
Click http://daviseric.files.wordpress.com/2011/08/glencoe-geo-1-4-
angle-measure.ppt to open the file.

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ACTIVITY 12. Test Yourself!

A. Identify the vertex and the sides of each angle.

Angle Vertex Sides

1. A
M
P
L
2.

O V
3. POT

4. SAT

B. Name the following angles in four ways.

5.. E
 _____  _____  _____  _____

1 F
G
6.
H I  _____  _____  _____  _____

2
J
C. The figures below show a pattern of rays in the same plane that have
a common endpoint. Draw the next figure in the given pattern.

7. Complete the table below.

No. of rays (n) 1 2 3 4 5 6 7 8 9
No. of angles
formed

8. Which of the following expressions should be used to get the number of

angles formed given the number of rays?

n(n  1) n(n  2) n(n  3)

A. B. C.
2 2 2
Click on SUBMIT before clicking the Answer Key.

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 Previously, you have learned the parts of an angle and how to name it.
This time, you will classify them according to their measures; measure
and classify an angle using a protractor. You will also look for some
real-life objects that can represent each type of angle. Click
http://www.bluffton.noacsc.org/powpak/data/edmistonm/files/M1,_M7,_
G3,_G7_Angles.ppt to open a file which contains an input on how to
classify an angle. Click also
http://www.primaryresources.co.uk/maths/powerpoint/using_a_protract
or.ppt to open a file which contains an input on how to measure an
angle using a protractor.

ACTIVITY 13. What is your angle?

In this activity you will visit interactive websites where you can measure angles
using a protractor and classify angles according to their measures.

A. Measuring Angles. Click

http://www.ezschool.com/Games/Math/Angles/Angles.html to open the site. Just
drag and drop the protractor to the given angle then read the measure of each
given angle. Your performance will be scored.

B. Classifying Angles.
Click
http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/triangles_shoot
.htm to open the site. Click on the first level. Shoot the angle indicated.

C. Take a five-item Interactive Quiz in classifying angles at

http://www.glencoe.com/sec/math/studytools/cgi-bin/msgQuiz.php4?isbn=1-
57039-850-X&chapter=8&lesson=1

Process Questions:

1. How did you find the activity?

2. In your own words, how will you read the measurement of an angle using a
protractor; how will you classify angles?
3. How was your score in the five-item Interactive Quiz? Were you able to
correctly answer all the items? If not, what will you do in order to make up
with it?

Post your answers in the Discussion Forum. Make sure to discuss with your classmates.

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Skills Readiness Check: Reflect on the level of your performance for this lesson.
Check the first column if you need more practice or the second column if you are
now ready to move on to the next activity.
I Need more practice I am ready to move on to the next
(if most of your answers are incorrect) activity
(if you incur only few errors )

Review the concepts and retake the You may proceed to the next activity
interactive quizzes. Seek help from
any knowledgeable person.

ACTIVITY 14. Angles Around Us

A. Tell whether each picture illustrates an acute, right, or obtuse angle?

1. 2. 3.

B. Identifying models of right, acute, and obtuse angles.

Take pictures of items (furniture, gadgets, etc.) in your house that would model
each angle type. Take at least two pictures for each.
Right Angle Acute Angle Obtuse Angle

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 Process Questions:
1. How useful are the different types of angles in the design or use of the
models that you have chosen?

2. In your list, what particular type of angle has the most number of models
found in your house? What do you think are the reasons this type of angle
has the most number than the other angle types?

3. How are angles reflected / mirrored in some real-life

objects/situations?

4. How useful are the different angle types in solving problems

related to design?

ANGLE BISECTOR

Just as segments that have the same lengths are congruent,

angles with the same measures are congruent.

In this part, we will discuss congruent angles and relate it to angle

bisector. Do the investigation activity below to find out how a ray
can be an angle bisector. Verify your answers by reading the
definition of an angle bisector. Lastly, you will construct an angle
bisector.

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 Words: Angles that have the same measure are congruent angles.
Arcs in the figure also indicate which angles are congruent.
D E
Model:
300 300
A B C

ACTIVITY 15. Investigation Time

Investigating an Angle Bisector

Materials: paper, pencil, and ruler
Procedure:
1. Draw  PQR on a paper.
P
Q R
2. Cut the angles following the rays.

3. Fold the paper through Q so that

QP and QR are aligned together.

4. Open the paper and label a point on

the crease in the interior of the S
angle as point S.

Answer the following:

a. What seems to be true about the measures of PQS and RQS ?

b. What does an angle bisector do to any angle?

Post your answers to these questions in the Discussion Forum.

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 ANGLE BISECTOR
The bisector of an angle is a ray with its endpoint at the
vertex of the angle, extending into the interior of the angle.
The
 bisector divides the angle into two congruent angles.
QA is the angle bisector of PQR
1  2 or PQA  RQA

ACTIVITY 16. How to construct an angle bisector

Watch a video from http://www.youtube.com/watch?v=2dhB6HHLBGM This

video will teach you how to construct an angle bisector using a compass. Do not
forget to take down notes.

Process Questions:
1. How will you construct the bisector of an angle?
2. What do you think is the reason why you need to know how to construct
this?

Post your answers in the Discussion Forum and discuss with your classmates.

ACTIVITY 17. Construct your own angle bisector

In a short bond paper, draw three angles (one acute, one right, and one obtuse
angles) and draw its angle bisectors.

Process Questions:
1. Were you able to construct the bisector of each angle type? If not, what is
the hindering factor to it?

If you find difficulty in constructing the bisector of each angle type,

go back to Activity No. 17 and watch the tutorial video again. You
may also ask assistance from any knowledgeable person.

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Pass your output to your teacher on your next face-to-face meeting.

END OF FIRM-UP:
In this section, the discussion was about how the points, lines, and
planes are called the undefined terms in Geometry; the subsets of a
line; and how angles are formed. Here,you learned how to name and
represent terms mentioned above using models. Real-life models and
situations were also identified to connect what you have learned to the
real-world.
Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion?
Which ideas are different and need revision?
Now that you know the important ideas about this topic, let’s go deeper
by moving on to the next section.

Your goal in this section is to relate geometric figures to real-life

problems or situations. Before proceeding to the next section, consider
the following questions: How are problems formed? How useful are
the geometric in solving problems related to design? Let us do the
next activity to find out how.

ACTIVITY 18. Song Analysis and Journal Writing

Click on the site http://www.youtube.com/watch?v=cxATuGITA4I

to listen to a song. Refer to the lyrics below as you listen.
Tuldok
By Asin
Ang tuldok ay may salaysay at may kahulugan
Na dapat mapansin at maintindihan
Kahit sino ka man ay dapat malaman
Na dito sa mundo ikaw ay tuldok lang

Kahit na ang araw sa kalangitan

Siya ay tuldok lamang sa kalawakan
Lahat ng bagay ay tuldok ang pinanggalingan
At kung masdang mabuti, tuldok ang uuwian

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 Tingnan mong mabuti ang 'sang katauhan
Maraming nag-aaway, tuldok lang ang dahilan
Sa aking nakita, ako'y natawa lang
'Pagkat ang nangyayari'y malaking kahibangan

Kaya wala kang dapat na ipagmayabang

Na ikaw ay mautak at maraming alam
Dahil kung susuriin at ating iisipin
Katulad ng lahat, ikaw ay tuldok rin

Process Questions:
1. How is the point used in the song?

2. According to the song, what are some of the causes of problems in

society?

3. What social issues are pointed out?

4. What events in your life can you relate to the song?

5. How will you relate your experiences (whether good or bad) to how the
undefined terms form the other geometric figures?

6. What insights did you gain from the song?

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ACTIVITY 19. Revisiting Activity No.1. Picture Analysis.

1. Go back to your answers in Activity 1. Review your answers and make

revisions to the items you want to revise. Then click on SUBMIT. Post
your answer to the item 4 question “how do you think geometric figures
are formed?” in the Discussion Forum.

ACTIVITY 20. Revisiting Activity No. 2. A/R Guide

Go back to Activity No.2. Read again the statements and write your final
response in the After Lesson column. Then click on SUBMIT.

ACTIVITY 21. Quiz

A. Misconception Check.
1.
a. Ana was asked by her teacher to name all the angles used when
dancing. She said that only acute and obtuse angles are used. Is she
correct? Explain. My Answer:

b. Bert said, “In order for the tall buildings to stand, it must form obtuse
angles to the ground”. Is he correct? Explain.

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 My Answer:

2. Checking for Understanding

1. What geometric figures
were used in designing and
constructing the modern
kitchen?

2. What geometric figures

were made to be congruent
and what part of the design
does it represent? Why?

1. What geometric figures

were used in designing and
constructing the living
room?

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 2. What geometric figures
were made to be congruent
and what part of the design
does it represent? Why?

a. What geometric figures

were used in designing and
constructing the bedroom?

b. What geometric figures

were made to be congruent
and what part of the design
does it represent? Why?

Conclusion:
How are geometric figures modelled/mirrored in some real-life objects/situations?
How useful are the different geometric figures in solving problems related to
design?

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ACTIVITY 22. Writing a Synthesis Journal

Complete the table below.

Synthesis Journal
Lesson What I did. What I learned. How I can use
it
Points, Lines,
and Planes

Segments and
Rays

Angles

End of DEEPEN:
In this section, the discussion was about how the undefined terms, the
subsets of a line, and angles are used in explaining situations and
solving problems in the real world. What new realizations do you have
about the topic? What new connections have you made for yourself?

Your goal in this section is apply your learning to real life situations.
You will be given a practical task which will demonstrate your
understanding.

ACTIVITY 23. Bed Design

After renting a house for many years, your family will be moving into
a newly owned house. The space is enough for the four family
members. There are 2 bedrooms: one for your parents and one for
you and your sibling. As the eldest child, you are given the task to
TASK
sketch a design of a bed which would maximize the space of the
room.
Do not forget to apply what you have learned in the basic constructions
that you have learned in the previous activities.

Below is the Checbric to guide you in making your bed design.

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 4 3 2 1
Excellent Satisfactory Developing Beginning
1. The bed design maximizes
the room space.

2. The design is unique and

innovative.

3. Sketch contains evidence

that the basic constructions
were done to make sure that
segments and angles are
congruent.

Process Questions:
1. How did you find the activity? Explain briefly what you have done in your bed
design.

2. How does your knowledge of geometric relationships involving undefined terms

(points, lines, and planes), segments, and angles help you in accomplishing your
task?

3. How useful are geometric figures in solving problems related to design?

Post your answers to the Process Questions in the Discussion Forum.

End of TRANSFER:
How did you find the performance task? How did the task help you see
the real world use of angles?

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LESSON 2: ANGLE PAIRS, PERPENDICULAR AND
PARALLEL LINES

:
Let’s start the lesson by answering the problem below.

ACTIVITY 1. Picture Analysis

Look at the interior design of the house. Observe how the furniture are
designed and arranged.

Process Questions:
1. What kinds of angles are formed in the base of the center table? Can you
see pairs of congruent/equal angles? How about straight angles?

2. How will you describe the horizontal lines in the design of the cabinet? Do
they intersect each other? How about the vertical lines, do they intersect
each other also? How do you call these lines?

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 3. What kind of angles are formed when the horizontal lines intersect vertical
lines? Do you know how to call these lines?

4. What will happen to the center table if its design does not include the
intersecting lines at the base part?

5. In the cabinet, can you still arrange the books placed on it the way it is
arranged if its design does not include the types of lines shown? Why?

6. How can you represent angle pairs, parallel and perpendicular lines
using real-life models?

7. How useful are angle pairs, parallel and perpendicular lines in solving
problems related to design?

ACTIVITY 2. A/R Guide

Instruction: Respond to each statement twice: once before the lesson and
again after the lesson.
Write A you if you agree with the statement
Write B you if you disagree with the statement
Response Before Statements Response After
the Lesson Lesson
1. Complementary angles are the
same as supplementary angles.
2. Complementary and
supplementary angles can be
adjacent or non-adjacent.
3. Supplementary angles can also be
called linear pair of angles.
4. When two lines intersect only pairs
of vertical angles are formed.

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 5. Angle pairs are useful in the
making of infrastructure and
furniture designs.

End of EXPLORE:
You gave your initial answers to the questions and statements given
above.
Let’s find out how others would answer the above and compare their
ideas to our own. As you compare, you will find out if your ideas are in
line with the standard. You will also learn other concepts which will
help you complete a required project found at the end. This project is
about drawing the parts of house such as windows, doors, roofs using
the angle pairs , perpendicular lines, and parallel lines .

Your goal in this section is to learn and understand key concepts of the
angle pairs, perpendicular lines and parallel lines. You will also find
real-world representations of each geometric term mentioned above.

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 ADJACENT ANGLES

ADJACENT ANGLES
These are two angles that share a common side (ray) and a common vertex.

Examples

Non-Examples

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ACTIVITY 3. Side by side angles

Give the name of each pair of adjacent angles to complete the table below.
No. of Pairs of Name of Each pair of
Adjacent Angles Adjacent Angles
 ____ and  ____
a
1  ____ and  ____
4 2 3
4
b  ____ and  ____

 ____ and  ____

ACTIVITY 4. Investigating Complementary and Supplementary Angles

INVESTIGATION

Observe the sum of the measures of each pair of angles below.

Adjacent Complementary Angles Adjacent Supplement Angles (also
known as the Linear Pair of Angles

550 600 1200

350

Non-adjacent Complementary Angles Non-adjacent Supplement Angles

240
660 1420 380

Process Questions:
1. What can you say about the sum of the measures of complementary
angles?

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 2. What can you say about the sum of the measures of supplementary
angles?

3. Why are adjacent supplementary angles also called linear pair of angles?

ACTIVITY 5. Supplementary angles in two intersecting lines

A. Give the name of each pair of adjacent supplementary angles or linear pair
of angles to complete the table below.
No. of Pairs of Adjacent Name of Each pair of
Supplementary Angles Adjacent Angles
or Linear Pair of Angles
 ____ and  ____
a
1  ____ and  ____
4 2 3

b  ____ and  ____

 ____ and  ____

Conclusion: When two lines intersect there are_______pairs of adjacent

supplementary angles or linear pair of angles formed.

B. Determine the measures of the angles by applying the concept of

supplementary angles.

a m  3=____
1200
1 m  2=____
4 2 3 m  4=____
b

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 COMPLEMENTARY ANGLES

Click on this link

http://dolfanescobar.files.wordpress.com/2012/12/11math_g8_fl_06-01-c.ppt
to view a ppt about complementary and supplementary angles. Then read the
additional input and examples below.

Complementary Angles
Two angles whose sum of their measures is 900.

Adjacent Complementary Angles

A 400 D
 ABD and  DBC are complementary angles
because the sum of their measures is equal to 900. 500
Notice that together they make a right angle.
B C
m  ABD + m  DBC = 90

Non-adjacent Complementary Angles

I H
E 270 G
 EFG and  HIJ are complementary angles
because 27° + 63° = 90°. 630
m  EFG + m  HIJ = 90
F J

Examples:

1. What is the complement of each of the following angles?

a. m  A = 12 b. m  B = 25 c. m  C = 45 d. m  D = 50 e. m  E = 84
comp. = 90 – comp. = 90 – comp. =90 – comp. = 90 – comp. = 90 –
12
25 45 50 84
= 78
= 65 = 45 = 40 =6

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2. The measure of an angle is three times the measure of its complement. Find
the angles.
Let: Solution:
x = the angle a. Substitute equation 2 to equation 1
y= the complement of the angle to get y
x + y = 90
Given: x and y are complementary 3 y + y = 90
angles 4y = 90
4y 90
=
Find: x , y 4 4
Equations: y = 22. 5
1. x+ y = 90 def. of comp. b. solve for x
angles x = 3y
2. x = 3y = 3 (22.5)
= 67.5

Check: 67.25 is three times 22.5 which

is its complement.

 the angles are 22.5 and 67.5.

ACTIVITY 6. Test Yourself!

I. Answer the following.

1. If  A and  B are complementary, what is the sum of
their measures?

2. If the measure of an angle is equal to the measure of its

complement, what is the measure of the angle?

3.  1 and  2 are complementary angles. If m  1 = 2m

 2, what is m  1?
10.
4. The measure of an angle is five times the measure of
its complement. Find the measure of each angle.
11.
5. The measure of the complement of the angle is 12
more than twice the measure of the angle. Find the
measures of the angles.

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 II. Give the complement of each angle.
1. 36 2. 45 3. 67 4. 81 5. n

SUPPLEMENTARY ANGLES

Supplementary Angles
Two angles whose sum is 1800.
Linear pair of Angles
Two angles form a linear pair if they are adjacent and the noncommon sides form a
line.
Th l l t

Examples:
1. What is the supplement of each of the following angles?
a. m  A = b. m  B = 70 c. m  C = 55 d. m  D = e. m  E = 90
120 sup. = 180 – sup. =180 – 100 sup. = 180 –
sup. = 180 – 70 55 sup. = 180 – 90
120
= 110 = 125 100 = 90
= 60
= 80
2. Find the value of x.
Adjacent Supplementary Angles Non-adjacent Supplementary
(Linear Pair)
Angles

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  RQP  UTS are supplementary
angles.
x 77 R
U

123 Q 0
P T x S
0
 CJL and  CJG are supplementary
angles. m  RQP +  UTS = 180
m  CJL +  CJG = 180 123 + x = 180
x + 77 = 180 x = 180 – 123
x = 180 – 77 x = 57
x = 103
3. Solve the following problems.
a. m  J = ( 2x + 15) and m  M = ( 6x – 35) . If  J and  M are
supplementary angles, find x.
Given: Solution:
 J and  M are supplementary  J and  M are supplementary
angles
angles
m  J = ( 2x + 15)
m  M = ( 6x – 35) m  J+ m  M = 180
( 2x + 15) + ( 6x – 35) = 180
Find: x
8x – 20 = 180
8x = 180 + 20
8x 200
=
8 8
x = 25 x =
25.
b. The measure of an angle is 10 more than thrice the measure of its
supplement. Find the angles.
Let: x = angle
y = supplement of the angle
Find: x , y
Equations/Solution:
a. Solve for x
Eq. 1: x + y = 180 def. of supp. angles
y = 180 – x supplement of the angle
Eq. 2: (measure of the angle) ( is) (10 more than thrice the measure of its
supplement)
x = 3y + 10
x = 3 ( 180 – x )+ 10 Substitute
x = 540 – 3x + 10
x + 3x = 550 Simplify

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 4x 550
=
4 5
x = 137.5
b. Solve for y
y = 180 – x
= 180 – 137.5
= 42.5
 The measure of the angle is 137.5 and the measure of its supplement is
42.5.
c. The supplement of an angle is four times greater than its complement,
find m  x, its supplement and complement.
Let:
x = the angle
y = the complement of the angle
z = the supplement of the angle
Find:
x, y, z
Equations/Solution:
a.
Eq. 1: x +y = 90 def. of complementary angles
y = 90 – x complement of x
Eq. 2: x + z =180 def. of supplementary angles
z = 90 – x supplement of x
Eq. 3: (the supplement of an angle) (is) (four times greater than its
complement)
z =4y
180 – x = 4 (90 –x)
180 – x = 360 – 4x
–x + 4x = 360 – 180
3x 180
=
3 3
x = 60
b. solve for the:
complement of x supplement of x Check:
y = 90 – x y = 180 – x 120 is four times greater
than 30.
= 90 – 60 = 180 – 60
= 30 = 120
 The measure of the angle is 60, its supplement is 120, and its
complement is 30.

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ACTIVITY 7. Test Yourself!

I. Use the figure below to answer the following questions.

E
D

A B C
1. What is the angle that is supplementary to  ABD?

2. What is the angle that is supplementary to  CBE?

3. If m  ABD = 160, what is m  CBD?

4. If the measure of  ABD is twice the measure of 

CBD, what is the measure of  CBD?

5. If m  ABE = m  CBD= 45, what kind of angle is 

EBD?

II. Solve the following problems.

1.  FGI and  HGI are linear pair of angles. If m  FGI
= 2x -20 and m  HGI = 3x – 25, find m  FGI
and m  HGI.

2. The measure of the supplement of an angle is 30 less

than twice the measure of the angle. Find the measure
of each.

3. What is the measure of the supplement of an angle if

twice the measure of its supplement is 30 more than
five times the measure of its complement?

Previously, you have learned the three angle pairs: adjacent angles,
complementary angles, and supplementary angles. You have also
learned that complementary and supplementary angles can be
adjacent or non-adjacent. In the next lessons, you will learn about
congruent angles and vertical angles.

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 CONGRUENT ANGLES and VERTICAL ANGLES

Words: Angles that have the same measure are congruent angles.
Arcs in the figure also indicate which angles are congruent.
Model: D E
300 300
A B C

VERTICAL ANGLES
A pair of non-adjacent angles formed by the intersection of two straight lines.

 Lines m and n intersect forming  1,  2, 

m
1 3, and  4
4 2 3
 2 pairs of vertical angles are
n
a.  1 and  2
b.  3 and  4

ACTIVITY 8. Investigating Vertical Angles

INVESTIGATION

Procedure: Apply the concept of adjacent supplementary angles or linear pair

of angles in getting the measures of the angles

1300
8 5
6 7

1. Determine the measure of each angle. Use <, >, or = to compare the
measures of each pair of vertical angles.
a. m  5 = and m  6 = , thus m  5 m6

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 b. m  7 = and m  8 = , thus m  7 m8

Conclusion: The measures of vertical angles are ____________.

Examples:

1. What is m  3?
Given:  1 and  3 are vertical
angles
450 1
3
Solution:
Applying the vertical angle theorem,
m  3 = 45.
2. Find the value of y and the measure of each angle.

(5y + 5
3)0 6 (2y + 15)0

Given: b. Solve for the measure of each

 5 and  6 are vertical angles angle
m  5 = (5y + 3
m  6 = (2y + 15) m5 = m6
(5y + 3)= (2y + 15)
Solution:
a. Solve for y 5(4) + 3 = 2(4) + 15
 5 and  6 are vertical angles
20 + 3 = 8 + 15
5  6
23 = 23
m5 = m6 by vertical 
theorem  y = 4, m5=m6 = 23.
(5y + 3) = (2y + 15) by substitution
5y – 2y = 15 – 3
3y 12
=
3 3
y=4
3. Two angles are vertical angles. If one angle measures 24x + 16 and the
other angle measures 18 x + 46, find the measure of each.

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Let:  1= the first angle b. Solve for the measure of
 2= the second angle each angle

Given: m1 = m2

 1 and  2 are vertical angles
24x + 16 = 18x + 46
m  1= 24x + 16
m  2= 18x + 46 24(5) + 16 = 18 (5) + 46
120 +16 = 90 + 46
Find: x , m  1, m  2
136 = 136
Solution:
 x= 5, m1 = m2 =136.
a. Solve for x
 1 and  2 are vertical angles
1  2 by vertical 
theorem
m 1 = m 2 def’n. of congruent
segments
24x + 16 = 18x + 46 by substitution
24x – 18x = 46 – 16
6x 30
=
6 6
x=5

ACTIVITY 9. Test Yourself!

I. Use the concepts of complementary, supplementary, and vertical

angles to find the value of x and y.
1. 2. 3. 4.

x0 y0
0
x0 32 0 700 y0
1020 y 180 y0 x0 200
x0

x= x= x= x=
y= y= y= y=

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 5. 6. 7. 8.

x0 y0
0
10 (x + 38)0 (2x + (4x + (3y - 8)0
(3x –
(7y –
730
x=
x= x= y=
y=

Process Questions:
1. How did you score in the quiz?
2. Can you now say that you have a full knowledge of the different angle
pairs?
Post your answers in the Discussion Forum.

ACTIVITY 10. Interactive Quiz on Angle Pairs

1. Before you take the quiz on angle pairs, answer first the preview test on
the site http://www.thatquiz.org/tq/previewtest?J/N/F/Y/95161326825018 .
This a 22-item test in which its answer key will be viewed at the bottom of
the page.
12.
2. Click this link http://www.thatquiz.org/tq/practicetest?2y10d72y2av to take
a 22-item test. Just click on the your chosen answer. Your score and
incorrect answers will be viewed after the test.

Process Questions:
1. How did you score in every quiz?
2. Can you now say that you have a full knowledge of the different angle
pairs?
Post your answers in the Discussion Forum.

To have a fuller grasp of the lesson about the angle pairs, click this link
http://star.spsk12.net/math/8/AdjacentAngles.ppt to view a PowerPoint
presentation containing an input and examples about the angle pairs.
This will sum up everything that you have learned in this section.

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Skills Readiness Check: Reflect on the level of your performance for this lesson.
Check the first column if you need more practice or the second column if you are
now ready to move on to the next activity.
I Need more practice I am ready to move on to the next
(if most of your answers are incorrect) activity
(if you incur only few errors in the first
three practice problems)

Review the concepts and retake the You may proceed to the next activity
quizzes in Activities 9 and 10. Seek
help from any knowledgeable person.

ACTIVITY 11. Angle Pairs in the real-world

Materials: pen or pencil

Straight edge
copy of the pictures given in this activity

Directions: Given the set of pictures below, trace, mark (using numbers) and list
down the pairs of angles, parallel lines, and perpendicular lines present in the
design. Draw your answers on a sheet of paper, and submit to your teacher on
your next meeting.

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 Process Question:
1. How important are angle pairs, parallel and perpendicular lines in the
design of the folding table and the design of the railings and doors of
a house?

2. How useful are angle pairs, parallel and perpendicular lines in solving
problems related to design?

Post your answer in the Discussion Forum.

ACTIVITY 12. Organize Your Thoughts.

Fill in the blanks to complete the statement in each box.

ANGLE PAIRS

This is a pair of angles with a

ADJACENT ANGLES __________side.

COMPLEMENTARY ANGLES This is a pair of angles whose sum of

their measures is equal to

SUPPLEMENTARY ANGLES This is a pair of angles whose sum

of their measures is equal to
__________.
Adjacent supplementary angles are
also called

VERTICAL ANGLES This is a pair of angles which is

formed by two
______________lines. Their
l

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 In this lesson, we will be dealing with the two different kinds of lines.

PARALLEL AND PERPENDICULAR LINES

Perpendicular Lines l A B
- a special type of
intersecting lines D C
whose intersection m F
E
forms 900 angles.
H G
Line l is perpendicular to HG  CG .
line m. In symbols, l  m
.

Parallel Lines – these V

are lines that do not U
intersect. The symbol X
for parallelism is //. W

UV is parallel to WX. In symbols,UV // WX.

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 A B

D C
DC // HG
E F
H G

ACTIVITY 13. Identifying Parallel and Perpendicular Lines

Use the picture to answer the following questions.

1. Name the four lines parallel to (line
AD) AD .

2. Name the four lines perpendicular

to (line DE) DE .

3. Process Questions:
1. Can a stable box be made if you
will not use parallel and
perpendicular lines in its
design? Why?

2. How useful are angle pairs,

parallel and perpendicular lines
in solving problems related to
design?

CONSTRUCTING PARALLEL and PERPENDICULAR LINES

ACTIVITY 14. How to construct parallel and perpendicular lines

a. Watch a video from http://www.youtube.com/watch?v=im81vHIhZS8 to

teach you how to construct parallel lines.

b. Watch a video from http://www.youtube.com/watch?v=I4dh2R6b1N0 to

teach you how to construct perpendicular lines.

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Process Questions:
3. How will you construct parallel and perpendicular lines?
4. What do you think is the reason why you need to know how to construct those
lines?

Post your answers in the Discussion Forum.

ACTIVITY 15. Construct your own parallel and perpendicular lines

Ina short bond paper, construct your own parallel and perpendicular lines
following the videos you have just watched.

If you find difficulty in constructing parallel and perpendicular lines,

go back to Activity No. 13 and watch the tutorial videos again. You
may also ask assistance from any knowledgeable person.

Pass your output to your teacher on your next face-to-face-meeting.

ACTIVITY 16. Take a Pic!

Take at least one picture of the different types of design (objects, building
structures, furniture, parts of a house, etc.) that would model the angle pairs,
parallel lines and perpendicular lines. Create a title. Explain the importance of the
presence of the mentioned terms above in the design.
Checkbric
4 3 2 1
Excellent Satisfactory Developing Beginning
3. The title is captivating.
4. Picture/s taken really models
of angle pairs, parallel lines
and perpendicular lines..
3. Pictures are taken within the
locality and not from the
internet

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Process Questions:
1. How useful are the different types of angle pairs, the parallel lines, and
the perpendicular lines in the designs or use of the models that you have
chosen?

2. How are angle pairs, parallel lines and perpendicular lines

reflected / mirrored in some real-life objects/situations?

3. How useful are angle pairs, parallel and perpendicular lines in

solving problems related to design?

Skills Check
Check the skills that you have already learned and mastered
I know how to identify and name the different angle pairs.
I know how to solve algebraic problems involving angle
pairs.
I know how to solve real-life problems involving angle
pairs.
I know how to identify parallel lines and solve algebraic
problems involving it.
I know how to construct parallel and perpendicular lines.
I know to solve real-life problems involving parallel and
perpendicular lines.

Do not proceed to the next part if not all the skills were not

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END OF FIRM-UP:
In this section, the discussion was about how the different angle pairs
and congruent angles. We also learned parallel and perpendicular
lines.
Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion?
Which ideas are different and need revision?
Now that you know the important ideas about this topic, let’s go deeper
by moving on to the next section.

Your goal in this section is to relate geometric figures to real-life

problems or situations. Before proceeding to the next section, consider
the following questions: How can you represent each angle pair,
parallel lines, and perpendicular lines using real-life models? How
important are they in solving problems related to design? Let us
do the next activity to find out how.

ACTIVITY 17. Quiz

A. Misconception Check.
1. Bea and Beatriz were asked to solve the problem below. Each of them gave
their answer. Who is correct? Explain.
4.
5. “In order for ski
jumpers to achieve
the maximum
distance on a jump,
they need to make
the angle between
their body and their
skis as small as
possible. This allows
them to get the7.
proper extension
over the tips of their
skis.
16.

8. If a ski jumper’s body is aligned so that the angle between the body and
the front of the ski is 16°, what will be the angle that the tail of the skis
forms with the body?”
9.

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 Bea Beatriz My Answer:
740 1640

B. Test of Understanding
1. Angle Pairs in design
Solve the following problems by applying what you have learned on geometric
relationships involving angle pairs.

. In the railings shown in the . The spokes of a ferris Michaele is building a cold
figure above, 3 wheel (the bars that frame for his plants. He wants
measures 115°. Find the connect to the center pin to cut two wood strips so that
measures of the three of the Ferris wheel) form they’ll fit together to make a
other angles. adjacent congruent right-angled corner. At what
angles. Suppose the angle should he cut end of the
picture at the right is the strips if the angles are to be
design of a ferris wheel to equal?
be built in an amusement
park. Find the
measure of the angle
formed by the spokes.

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Process Questions:
a. What type of angle pairs are used to solve each problem?

b. What will happen to each design if the proper measurement of the angles are
not considered?

c. How are the different angle pairs modelled/mirrored in some real-life

objects/situations?
d.

d. How useful are angle pairs, parallel and perpendicular lines in solving
problems related to design?

22.

2. Parallel and Perpendicular Lines in design

Examine each picture of structures below.

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Process Questions:
a. Can you see parallel and perpendicular lines in the body frame of each
structure?

b. Is each structure perpendicular to the ground?

c. Which of the three structures is stable? Why?

d. How are the parallel lines and perpendicular lines modelled/mirrored

in some real-life objects/situations?
e.

e. How useful are angle pairs, parallel and perpendicular lines in solving
problems related to design?
23.

Process Questions:
a. All types of angle pairs were used to solve all the problems.
b. The design will not be that good and stable as it is if proper angle
measurements were not considered.
c. The different angle pairs are everywhere. It is modelled by the railings,
the Ferris wheel, the frames of the window, etc.
d. The knowledge of angle pairs help us ensure that the exact
measurements of the different parts of the design. Thus, making it look
good and stable.

Process Questions:
a. Parallel and perpendicular lines are all seen in the body frame of each
structure.

b. The first two structures are not perpendicular to the ground. The third
structure is the only structure which is perpendicular to the ground.

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 c. The third structure is stable than the first two structures. Perpendicularity
of the building to the ground help the structure withstand disaster
especially earthquake. When the first two structures will be shaken by
an earthquake, it will easily collapse.

d. Parallel and perpendicular lines are seen in the different structures.

e. Parallel and perpendicular lines help us design stable and well-looking

structural designs.

ACTIVITY 18. Revisiting Activity No. 1: Picture Analysis

Go back to your answers in Activity 1. Review your answers and make revisions
to the items you want to revise. Then click on SUBMIT. Post your answer to
items 6 and 7 question in the Discussion Forum.

ACTIVITY 19. Revisiting Activity No. 2. A/R Guide

Go back to Activity No.2. Read again the statements and write your final
response in the After Lesson column. Then click on SUBMIT.

ACTIVITY 20. Writing a Synthesis Journal

Complete the table below.

Synthesis Journal
Lesson What I did. What I learned. How I can use
it
Angle pairs

Parallel Lines
and
Perpendicular
Lines

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End of DEEPEN:
In this section, the discussion was about how the angle pairs, parallel
lines and perpendicular lines are used in explaining situations and
solving problems in the real world. What new realizations do you have
about the topic? What new connections have you made for yourself?

Your goal in this section is apply your learning to real life situations.
You will be given a practical task which will demonstrate your
understanding.

ACTIVITY 21. Window and Grills Design

Make a sketch of a window and its grills design using the angle pairs,
parallel lines ad perpendicular lines.
Do not forget to apply what you have learned in the constructions
TASK that you have learned in the previous activities.
Below is the Checkbric to guide you in making your bed design.

4 3 2 1
Excellent Satisfactory Developing Beginning
1. The design is unique and
innovative.
2. Sketch contains evidence that
the basic constructions were
done where segments are
congruent, parallel or
perpendicular.

Process Questions:
a. How did you find the activity? Explain briefly what you have done in your
design/sketch of the house.
b. How does your knowledge of geometric relationships involving parallel and
perpendicular lines help you in accomplishing your task?
c. How useful are geometric figures in solving problems related to
design?

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Post your answers to the Process Questions in the Discussion Forum.

End of TRANSFER:
How did you find the performance task? How did the task help you see
the real world use of angles?

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LESSON 3: PARALLEL LINES AND TRANSVERSALS

Let’s start the lesson by answering the problem below.

ACTIVITY 1. Picture Analysis

Roller Coaster Ride

The framework of wooden roller coaster is composed of millions of feet of

intersecting lumber that often form parallel lines and transversals. When parallel
lines are intersected by a transversal, different angles are formed.

Process Questions:
1. What types of angles can be seen in the picture?

2. What angle pairs can you name? Are they all present?

3. How useful are parallel lines and transversal in solving problems

related to design?

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ACTIVITY 2. A/R Guide

Instruction: Respond to each statement twice: once before the lesson and
again after the lesson.
Write A you if you agree with the statement
Write B you if you disagree with the statement
Response Before Statements Response After
the Lesson Lesson
6. A transversal is a line that passes
through one or more lines.
7. Lines that do not intersect are
called parallel lines.
8. Angle pairs and relationships are
formed when parallel lines are cut
by a transversal.
9. Alternate interior angles, alternate
exterior angles, same-side interior
angles and corresponding angles
formed by parallel lines cut by a
transversal are congruent.
10. Parallel lines and transversal play
an important role in the different
engineering, architectural, and
furniture designs.

End of EXPLORE:
You gave your initial answers to the questions and statements given
above.
Let’s find out how others would answer the above and compare their
ideas to our own. As you compare, you will find out if your ideas are in
line with the standard. You will also learn other concepts which will
help you complete a required project found at the end. This project is
about making a sketch of your own dream house.

Your goal in this section is to learn and understand key concepts of the
angle relationships formed by parallel lines cut by a transversal. You
will also find real-world representations and solve problems related to
it.

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 Angle Relationships Formed by Parallel Lines Cut by a
Transversal

Transversal
A line (or segment) that intersects two or more coplanar lines (or segments) at
distinct points.

Examples
c d e

a f

b g

Line c is the transversal of lines a

and b  Lines d and e are the
transversals of lines f and g.
 Lines f and g are the transversals
of lines d and e.

When two parallel lines are given in a figure, there are two main areas: the
interior and the exterior.
Exterior

Interior

Exterior
When two parallel lines are cut by a transversal (t), there are eight angles
formed. There are also previously known pairs formed by this figure.
t

1 2
3 4

5 6
7 8

1. Vertical pairs: Pair of angles which are always congruent.

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  1 and  4  2 and  3  5 and  8  6 and  7

2. Supplementary pairs (linear pair): The sum of the measures of the angles is
1800.
 1 and  2  5 and  6  2 and  4  6 and  8
 3 and  4  7 and  8  1 and  3  5 and  7

ACTIVITY 3. Investigating the Angle Relationships Formed by Parallel

Lines Cut by a Transversal

INVESTIGATION
Figure 1. Original Figure 2. Duplicate of Figure 3. Combining
Intersecting Lines Figure 1 but changing Figue1 and 2.
the names of the angles.

1000 800 1000 800

1 1000 800 1
2 a 2 a
5 6 b
800 4 3 1000 800 4 3 1000
800 8 7 1000

1000 800
5 6 b
800 8 7 1000

Notice that lines a and b are parallel and they are cut by the transversal line (red
colored line)

Complete the table below. The first angle relationship is given as an example to
follow on.

Definition Angle Relationships Name of the Combinat Relationshi

Formed Angle ion of the ps of the
Relationshi Angles Angles in
ps formed (both Terms of
based on acute, Measureme
figure 3 both nt (
obtuse, congruent
acute and or
obtuse) supplement
ary)

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 Alternate interior angles are two
angles in the interior of the parallel 4 and 6 Both They are
lines, and on opposite (alternate) sides acute congruent.
of the transversal.

3 and 5 Both They are

obtuse congruent.
Alternate exterior angles are two
angles in the exterior of the parallel  ____ and  __
lines, and on opposite (alternate) sides
of the transversal.
 ____ and  __

Corresponding angles are two

angles, one in the interior and one in  ____ and  __
the exterior that are on the same side
of the transversal.
 ____ and  __
Watch this video again from
http://www.youtube.com/watch?v=im8
1vHIhZS8  ____ and  __
to fully understand the corresponding
angles formed by parallel lines cut by a
transversal.  ____ and  __

Same-side interior angles are two

interior angles lying on the same side  ____ and  __
of the transversal

 ____ and  __

Conclusion:
When parallel lines are cut by a transversal, the angle relationships formed which are
the alternate interior angles, alternate exterior angles, and corresponding angles are
________________________; same side interior angles are
___________________________.
Click on SUBMIT if you have answered all the questions.

Verify your answers in the investigation above by studying the concepts

that follow.

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ANGLE RELATIONSHIPS FORMED BY PARALLEL LINES CUT BY A
TRANSVERSAL
Alternate interior angles are two
angles in the interior of the parallel lines,
and on opposite (alternate) sides of the 4
transversal. 3
5 6
Alternate interior angles are non-
adjacent and congruent.

4  5 3  6
Alternate exterior angles are two
angles in the exterior of the parallel lines,
and on opposite (alternate) sides of the 2
1
transversal.

Alternate exterior angles are non- 7 8

adjacent and congruent.
 2  7 1  8

Corresponding angles are two angles,

one in the interior and one in the exterior
that are on the same side of the
transversal. 1 2

Corresponding angles are non-adjacent 5 6

and congruent.

1  5 2  6

3 4

7 8

3  7 4  8

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Same-side interior angles are two
interior angles lying on the same side of
the transversal 4
3 6
Same-side interior angles are always
supplementary. 5  5 = 180
m3 + m m  4 + m  6 = 180

Example

1. Given the diagram below where p//q, determine the values of the angles b,
c, d, e, f, g and h.

600 b
p
c d

e f q
g h
t

Solution:
Step 1: b is a supplement of 60°. Step 5: f and e are supplementary
angles.
Therefore, b + 60° =180°
Therefore, f + 60° =180°
b = 180° – 60°
f = 180° – 60
b = 120°
f = 120°
Step 2: b and c are vertical Step 6: g and f are vertical
angles. Therefore, c = b angles. Therefore, g = f
= 120° = 120°
Step 3: d and 60° are vertical Step 7: h and e are vertical
angles. Therefore, d angles. Therefore, h = e
= 60° = 60°
Step 4: d and e are alternate interior  b =120°, c = 120°, d = 60°, e =
angles.
60°, f = 120°, g = 120° and h = 60°

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 Therefore, e = d = 60°

From the above example, you may notice that either an angle is 60° or it is 120°.
Actually, all the small angles are 60° and all the big angles are 120°. In general,
the diagram will be as shown below. The small and big pair of angles are
supplementary (i.e. small + big = 180°). Therefore, given any one angle you
would be able to work out the values of all the other angles.

small big
p 600 1200 p
big small 1200 600
l

small big 600 1200

q q
big small 1200 600
t t

Click the link below to view more examples.

http://www.edmondschools.net/Portals/3/docs/Math/1%20VINCENT/PP%203.1.ppt

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 Example 2: Solve for x given that Solution:
a//b. Corresponding angles are congruent
(5x)0 5x 120
=
a 5 5
1200 x = 24
b  x = 24.

PARALLEL POSTULATE: Given a line and a point not on the line, there is only one line
that is parallel to the line and passes through the point.
THEOREM 5-9: In a plane, if two lines are parallel to the same line, then they are parallel
to each other.

Example: Solve for x.

550 l

x A
Solution: by parallel postulate, we may 450draw a parallel line n to line l at point A . By
m
theorem 5-9, line m is also parallel to line n

550 l

4500 n
55 A
By drawing line n, we have formed 2 pairs of alternate interior angles :550 and  1 , and 450
and  2 .That is why m  1= 55 and m  2 = 45.45So,
0
m
m  x = m  1+ m  2
m  x = 55 + 45
= 100
 x = 100.

ACTIVITY 4. Skills Practice

A. Identifying Angle Relationship with the use of an Interactive Website

Click the link below to practice identifying the angle relationships formed by
parallel lines cut by a transversal.
http://www.shodor.org/interactivate/activities/Angles/ . If you need a review doing
the activity, click the Learner button. If you need help on how to answer the

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activity, click the Help button. Click Check Answers to determine your answers
are correct or wrong. Click Show Score to view your score.

B. Interactive quiz
Take a 10-item quiz at http://www.thatquiz.org/tq-C/math/angles/ . Check Parallel
on the left side. Determine the value of x. Your score will be given after taking the
test and you will be given a chance to go back and correct your wrongly answered
item.

C. Written Practice
I. Classify the following pairs of angle as corresponding, alternate interior,
alternate exterior ,same-side interior angles or vertical.
1.  1 and  3 ___________________________
2.  4 and  5 ___________________________
t
3.  2 and  3 ___________________________
4.  6 and  3 ___________________________ p 1 5
2 6
5.  7 and  5 ___________________________
6.  1 and  8 ___________________________ 3 7
q
7.  2 and  7 ___________________________ 4 8
8.  2 and  4 ___________________________
9.  6 and  7 ___________________________
10.  1 and  6 ___________________________
II. Given c // d. Find the measure of the indicated angle.
1. m  1 6. m  6 11. m 

=_____ =______ 11=_____

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 2. m  2 7. m  7 12. m 

=_____ =______ 12=_____

3. m  3 8. m  8 13. m 

=_____ =______ 13=_____

4. m  4 9. m  19 14. m 

=_____ =_____ 14=_____

5. m  5 10. m  10

=_____ =____

III. Find x. Answer

  only.  
1. Given : BA // DE 2. Given : GF // IJ
B A
G F
1100 x
C x
1000 H
650
0
130 I J
D E
x = ___________ y=
___________

IV. Solve for x.

1. Given: a //b 2. Given: e//f
e
(4x – 10)0

t (x – 18 )0 (2x + 26)0
f
270
a b t

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Process Questions:
1. How was your scores?
2. Did the activities helped you master the skills in identifying the angle
relationships formed by parallel lines cut by a transversal and solve
algebraic problems related to it?
Post your answers to these questions in the Discussion Forum and discuss with
your classmates.

Skills Readiness Check: Reflect on the level of your performance for this lesson.
Check the first column if you need more practice or the second column if you are
now ready to move on to the next activity.
I Need more practice I am ready to move on to the next
(if most of your answers in test C are activity
incorrect) (if you incur only few errors test C)

Review the concepts and Answer Test You may proceed to the next activity
D. Seek help from any knowledgeable
person.

D.
I. Given c // d. Identify each pair of angles as alternate interior, alternate
exterior, same-side interior, corresponding, or vertical.
1.  1 and  9 __________________________ a b
2.  5 and  10 __________________________ 1 2 3 4 c
5 6 78
3.  2 and  13 __________________________

4.  10 and  13 __________________________ 9 1 11 1 d
1 1 1 1
5.  5 and  7 __________________________

6.  2 and  3 __________________________

7.  4 and  15 __________________________

8.  8 and  11 __________________________

9.  12 and  15 __________________________

10.  7 and  15 __________________________

II. Solve for the values of x and y. Write your answer beside the variable.

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 11. 12. 13. 14. 15.
80
0 1200 x x y 700
x 114 470x
0
x y 115 y
y 0 500 y

III. Solve for the value of x.

16. Given: a //b 17. Given: c //d 18. Given: e //f

t
c
a (5x – 20)0 (14x – 1260
5)0 11x0
d
(3x + 28)0 13x 0 10x0
b
e
f

ACTIVITY 5. Angles Formed by Lines and their Transversal

Trace all lines and their transversal in the picture below. Identify and label all pairs
of alternate-interior angles, alternate-exterior angles, consecutive interior angles,
and corresponding angles formed by these lines. Also, identify the lines and the
transversal considered. Use numbers to name the angles formed and use small
script letter for the name of the lines. Record your answers in the table provided.

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 Alternate- Alternate- Consecutive Corresponding Lines and
Interior Angles Exterior Angles Interior Angles Angles Transversal
considered

Process Questions:
1. Were you able to identify the angles formed by lines and their transversal?
2. If the design of the fence did not make use of parallel and perpendicular
lines, what will happen to the fence in terms of appearance and stability?
3. Were you able to see how these geometric concepts model real-life
objects?

4. How useful are parallel lines and transversal in solving problems

related to design?

Pass your output to your teacher on your next face-to-face meeting. Post your
answers to the Process Questions in the Discussion Forum.

ACTIVITY 6. Application in the Real-World

1. Anthony is building a picnic table for his patio. He cut one of the legs at an
angle of 400. At what angle should he cut the other end to ensure that the
top of the table is parallel to the ground.

40

x=

2. Parallel drainage pipes are laid on each side of the Sinsuat Avenue Street.
A pipe under the street connects the two pipes. The connector pipe makes
750 angle shown. What is the measure of the angle it makes with the pipe
on the other side of the road?

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 3. Brenda’s residence is at the corner of Rizal Avenue and Luna Road.
Bonifacio Street is parallel to Luna Road. Jacinto Street is parallel to Rizal
Avenue. In going to church, she takes Jacinto Street. If she goes to school
and takes Bonifacio Street, at what angle would she turn onto Rizal
Avenue?

Process Questions:
1. Were you able to see how these geometric concepts model real-life
objects/situations?

2. How useful are parallel lines and transversal in solving problems

related to design?

You have just learned about the relationships between vertical angles
and among angles formed by parallel lines cut by a transversal. Were
you able to relate your previous knowledge and skills to the new
lesson?

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 Your goal in this section is to relate geometric figures to real-life
problems or situations. Before proceeding to the next section, consider
the following questions: How can you represent each angle pair,
parallel lines, and perpendicular lines using real-life models? How
important are they in solving problems related to design? Let us
do the next activity to find out how.

ACTIVITY 7. Test of Understanding

Answer the following problems below.

Expressway Design
The figure below shows a sketch of an expressway.

Service Road

EXPRESSWAY

Service Road

a. What part of the design models parallel lines and its transversals?

b. Explain why the expressway is designed the way as shown.

c. What do you think is the effect to the motorists if the service roads
form 90-degree angle with the expressway?

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Stair Design
A stairway is built to connect the first floor and the second floor of a house. Find
m 1 .

60° m 1 =
a. What part of the design models parallel lines and its transversals?

b. Explain why the stair is designed the way as shown.

c. What do you think is the effect to the user of the stair if the angle formed by
the stairs with is 900 instead of 600?

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24. Building Design

Note: Column- an upright support of a structure

Beam- a horizontal structural support
a. What part of the design models parallel lines and its transversals?

b. Explain why the building is designed the way as shown.

c. Could you imagine how this structure is constructed without parallel lines?
What would happen if the parallel lines in these structures are not properly
executed?

Conclusion: How useful are parallel lines and transversal in solving

problems related to design?

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ACTIVITY 8. COMIC STRIP MAKING

Think of situation where you can apply the angle pairs, parallel lines, and
perpendicular lines. Just imagine that your friend, mother, brother, or any person
that can you think of needs your help in a particular situation/ problem and the
solution to their problem is your knowledge on angle pairs, parallel lines, and
perpendicular lines.. Suggested situations and objects can be found at home,
furniture shops, and constructions sites. Make a comic script out of it. Go to
www. toondoo.com. or any site where you can make your comic strips.

Procedure:
1. Go to http://www.toondoo.com.
2. Log in into your account.
3. After you have logged in, press the CREATE button on the upper right
corner.
4. Choose a page layout for your comic.
5. Once chosen a page, choose any type of props, background, people, etc.
on the tool bar on the left side of the screen b dragging it to the box.
6. If you want to change the expression or posture of the character, press the
emotion or position button found on the bottom toolbar.
7. If you want to lay an object over another object, press BACK or FRONT
button found on the bottom toolbar.
8. If you want to rotate your object, people, or background, press to ROTATE
button on the bottom toolbar
9. If you have completed your comics, save it by clicking the Toondo icon on
the left corner of the page and choose SAVE then type the title and
description. Go down to SHARE OPTIONS and click share with friends
then type the email address of your online teacher then click SAVE.
Rubric
CRITERIA EXCELLEN SATISFACT PROGRESS DEVELOPI RATI
T ORY ING NG NG
(4) (3) (2) (1)
Creativity The story The story The story There is no
(x2) contains contains a contains evidence of 8
many few creative copied creativity in
creative details and/or details the story.
and original description and/or Story is
details that descriptions, incoherent.
and/or contribute to and they
description the reader’s distract from
that comprehensi the story
contribute on and making it
to the enjoyment of difficult to
reader’s the story. understand.
comprehen
sion and

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 enjoyment
of the story.
Dialogue/T There is an There is an There is no There is
ext interesting appropriate appropriate not enough
(x2) and amount of dialogue or dialogue or
appropriate dialogue and text but it is text and it
amount of text to bring clear which is not clear 8
dialogue the character is which
and text to characters to speaking. character is
bring the life and it is speaking.
characters always clear
to life and it which
is always character is
clear which speaking.
character is Grammar
speaking. and usage
Grammar are correct.
and usage Choice of
are correct. words is
Choice of simple and
words is correct
correct and
appropriate.
Illustration Illustrations Illustrations Illustrations Illustrations
(x4) are are are limited do not
detailed, presentable, and only relate to
presentable and relate to some relate the text. 16
and relate the text on to the text on
to the text the page the page.
on the
page.
Title Title is Title is Title is Title is not
(x1) catchy. It interesting interesting interesting
engages and tells what but does not and does 4
the reader the topic will relate to the not relate
to read the be. topic. to the topic.
rest of the
comic strip.
It also tells
what the
topic will
be.
Originality Comic Comic shows Comic Comic is a
(3) shows originality in shows an rehash of
originality all parts. The attempt at other
and content and originality people’s

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 inventivene ideas are and ideas
ss in all adequately inventivenes and/or 15
parts. The presented. s in some images and
content and part of the shows no
ideas are presentation. attempt at
presented original
in a unique thought.
and
interesting
way.
Content All content All content The content Content is
and throughout throughout is generally confusing
Accuracy the the accurate but and
(5) presentatio presentation one piece of contains
n is is accurate. information more than
accurate. There are no is inaccurate. one factual 20
There are factual errors. information
no factual .
errors.
Content
shows
connection
of learned
ideas from
previous
lessons.
Total
68

ACTIVITY 9. Revisiting Activity No. 1: Picture Analysis

Go back to your answers in Activity 1. Review your answers and make revisions
to the items you want to revise. Then click on SUBMIT.

ACTIVITY 10. Revisiting Activity No. 2. A/R Guide

Go back to Activity No.2. Read again the statements and write your final
response in the After Lesson column. Then click on SUBMIT.

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ACTIVITY 11. Writing a Synthesis Journal

Complete the table below.

Synthesis Journal
Lesson What I did. What I learned. How I can use
it
Angle
Relationships
Formed by
Parallel Lines Cut
by a Transversal

End of DEEPEN:
In this section, the discussion was about the angle relationships
formed by parallel lines cut by a transversal and how they are used in
the different real world situations specially on design.. What new
realizations do you have about the topic? What new connections have
you made for yourself?

Your goal in this section is apply your learning to real life situations.
You will be given a practical task which will demonstrate your
understanding.

ACTIVITY 12. Design a House

Your newly- wed cousin wants to build a house. As the engineer of

the family, he asked you to design a house for him. The design is only
a simple drawing of the house. The design must be drawn
TASK accurately, creative, and supported with mathematical justification.

Rubric
CRITERIA 4 3 2 1
EXCELLEN PROFICIEN PROGRESSIN BEGINNING
T T G
ACCURACY Geometric Geometric Some of the Most of the
OF THE figures used figures used geometric geometric
DRAWING in the in the figures used in figures used
drawing are drawing are the drawing in the
accurately are not drawing are

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 and neatly accurately accurately not
drawn. drawn. drawn. accurately
drawn.
CREATIVITY The design The design The design The design
OF THE shows shows shows does not
DESIGN originality originality originality and show
and and inventiveness originality
inventivenes inventivenes but is not and
s. The s. It is also appealing. inventivenes
design can appealing. s. The
be compared design is
to a work a copied from
of other
professional designs.
designer.
CONTENT OF The drawing The drawing The drawing of The drawing
THE of the model of the model the model of the model
JUSTIFICATIO house house house reveals house barely
N reveals reveals student’s reveals
student’s adequate understanding student’s
exemplary student’s of the different understandin
understandin understandin geometric g of the
g of the g of the concepts of different
different different points, lines, geometric
geometric geometric planes, angle concepts of
concepts of concepts of pairs, points, lines,
points, lines, points, lines, perpendicular planes,
planes, planes, and parallel angle pairs,
angle pairs, angle pairs, lines. perpendicula
perpendicula perpendicula Geometric r and parallel
r and parallel r and parallel relationships lines.
lines. lines. involving these Geometric
Geometric Geometric mathematics relationships
relationships relationships concepts are involving
involving involving illustrated but these
these these with some mathematics
mathematics mathematics errors concepts are
concepts are concepts are fairly
illustrated illustrated illustrated
appropriately appropriately and with
, flawlessly, . considerable
and errors
elegantly.

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Process Question:
1. Were you able to make a drawing of a model house?
2. How did you illustrate the different geometric concepts?

3. How did you apply the different geometric relationships in doing the
drawing of the model house?
4. What important things have you learned with the task done?
5. How useful are the different geometric in solving problems related to
design?

Post your answers to these questions in the discussion forum.

End of TRANSFER:
How did you find the performance task? How did the task help you see
the real world use of parallel lines and transversals, and the previous
geometric terms and relationships you have learned?

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LESSON 4: Polygons and Circles

:
Let’s start the lesson by answering the problem below.

ACTIVITY 1. Picture Analysis

Look at the picture closely.

Process Questions:
1. What geometric figures can you see in the interior design of the living
room?

2. What considerations are needed in order to perfectly draw these figures?

3. How do polygons and circles help designers come up with their own
design?

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ACTIVITY 2. KWHL

Complete the first two columns of the chart below to elicit your prior knowledge
about polygons.
What I know about What I want to How did I What did I
polygons and know about know it learn about
circles polygons and polygons and
circles circles
Polygons

Circles

End of EXPLORE:
You gave your initial answers to the questions and statements given
above.
Let’s find out how others would answer the above and compare their
ideas to your own. As you compare ideas, you will find out if your ideas
are in line with the standard. You will also learn other concepts which
will help you complete a required project found at the end. This project
is about making a sketch of your own dream house.

Your goal in this section is to learn and understand key concepts of the
polygons and circles. You will also find real-world representations of
each and solve problems related to it. Then keep on thinking about this
question: How does the knowledge of polygons and circles help
us solve problems related to design?

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 POLYGONS

POLYGON
A polygon is a closed figure which is the union of segments, such that:
1. These segments called their sides are noncollinear; and
2. Each segment or side intersects two other sides only at their endpoints, called their vertices.

Examples

Non- examples

The figure is not a The figure is not a The figure is not a polygon,
polygon, since it is not polygon, since it is not since not only two sides
a closed figure. made of line segments. intersect in one vertex.

Important Terms to be Remembered

Side of a polygon- connects two consecutive vertices

Vertex – point where two sides meet.
Diagonal – is a segment joining two nonconsecutive vertices of a polygon

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 Sides Vertices Diagonals
A B AB A AC
BC B BD
CD C
AD D
D C

Convex and Concave Polygons

CONVEX and CONCAVE POLYGONS

A figure is convex if every line segment drawn between any two points inside
the figure lies entirely inside the figure.
A figure that is not convex is called a concave figure.

Examples of CONVEX polygons Examples of CONCAVE polygons

All lines drawn between any two points All lines drawn between any two
lie in the interior of the polygon. points do not lie entirely in the interior
of the polygon.

Types of Polygons

Polygons are named according to its number of sides. Click on this link to view
the different names of the polygons
http://www.regentsprep.org/Regents/math/geometry/GG3/Polygon.htm

Regular Polygons

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REGULAR POLYGONS
1. It is convex
2. All angles are congruent (equiangular)
3. All sides are congruent (equilateral)

Examples Non-examples

SQUARE REGULA
R RECTANGLE
HEXAGO
N

The polygons are

 Convex  It is convex  It is convex
 Equilateral  Not  Equiangular
 Equiangular equiangular  Not
 Equilateral equilateral
Since all of the properties of
regular polygons are satisfied, Since one of the properties of regular
then the polygons above are polygons is not satisfied, then the polygons
regular. above are not regular.

ACTIVITY 3. PolygoName It!

I. Tell whether each figure is a polygon or not. If it is a polygon, give its

name, and tell whether it is convex or concave.

1. 2. 3.

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 4. 5. 6.

II. Interactive Quiz

Take a 10-item quiz in naming polygons. Just click on this link

http://www.newbedford.k12.ma.us/elementary/gomes/stjohn/Subjects/Mat
h/Geo/Math%20Quiz/Polygons/Polygons%20-%20Online%20Quiz.html .
Your score will be known every time you click on the correct answer.

Skills Check:
Reflect on the level of your performance for this lesson. Mark x to the column
where you think your level of performance belongs.
Most of my answers were I have incurred 1-3 I answered all the
wrong. mistakes. items correctly.

To do well in this part, Move on to the next

activity.
a. click on this link to for more explanations about
polygons
http://www.youtube.com/watch?v=DHKGYInh-N4
b. Ask your classmates and teacher for help by
posting your questions in the Discussion Forum.
c. Answer again ACTIVITY NO. 3.
d. Click on the third column so you can proceed to the
next activity.
Click on SAVE if you are done in this part.

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ACTIVITY 4. Parquet Tile Design

Look at the tile closely.

Process Questions:
1. What polygons can you see in the in the tile design? Are they convex or
concave?

2. Can you also see regular polygons? If there is, kindly name it.

3. How are the different shapes applied to come up with such design?

You have just learned how to identify polygons from other plane figures,
classify them as convex or concave, how to name them, and identify
whether they are regular or not. In the next topic, we will find out why the
sum of the interior angles of triangles is always 1800. We will relate the
sum of the interior angles of a triangle to the sum of the interior angles of
other convex polygons. We will also find out the sum of the exterior angles
of all convex polygons.

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ACTIVITY 5. Triangle-Angle-Sum Investigation

INVESTIGATION

1. Draw, label, and cut a triangle like the one shown far right below (or any
kind of triangle). Cut the three angles and place them together as shown.
What do you observe? What kind of angle is formed and what is the
measure of the said angle?

A A
1
1

B 2 3 C B 2 3 C
2. Make a conjecture about the sum of the interior angles of triangles.

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ACTIVITY 6. Investigation on the Sum of the Interior Angles of Polygons

INVESTIGATION

Recall: The sum of the measures of the interior angles of a triangle is 180.
1. Draw all diagonals that can be drawn in each polygon in one vertex only ( follow
the chosen vertex). How many triangles are formed?

1800

2. Complete the table below.

Convex Polygon Number of Sides Number of Sum of the

Triangles Measures of the
Interior Angles
Triangle 3 1 1 (180) = 180
Quadrilateral 4 2 2 (180) = 360
Pentagon
Hexagon
Heptagon
Octagon

3. How do we get the number of triangles based on the number of sides? Can you
see a pattern?

4. Make a formula in finding the sum of the measures of the interior angles of convex
polygons.

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 The Sum of the Interior Angles of Polygons

Watch a video on http://www.youtube.com/watch?v=Y0q7IKfoABo. This contains

an explanation on how to get the sum of the interior angles of polygons.
25.
SUM OF THE INTERIOR ANGLES THEOREM
If a convex polygon has n sides and S is the sum of the interior angles, then Sn = (n – 2) 180.

COROLARIES
Sn
The number of sides of a convex polygon is n  2
180
The sum (S) of the interior angles of a regular polygon with n sides is S = (n – 2) 180.
The measure of each interior angle (Ia)of regular polygon with n sides is Ia = (n- 2)180 .
n

Examples:
1. Find the sum of the interior angles of a 2. How many sides does a convex polygon
decagon. have if the sum of the measures of its interior
angles is 2,340?
Given: S = 2, 340
Given: n = 10
Find: n
Find: S Solution:
Solution: S = ( n – 2)180 S = ( n - 2)180 s
n n 2
2, 340 = (n - 2)180 180
S = (10 – 2)180
2,340
2, 340 = 180n - 360 or  2
S = (8)180 180
2, 340 + 360 = 180n
S = 1 440  13  2
15 = n
 15
the sum of the interior angles of a 
the polygon has 15 sides.
decagon is 1 440.
3. Find the measure of each interior angle 4. Find the number of sides of a regular
of a regular nonagon. polygon if each of its angles has a
measure of 120.
Given: n = 9 Given: I = 120
Find: measure of each interior angle Find: n
Solution: Solution:
I= (n- 2)180 (n- 2)180
I=
n n
I = (9 - 2)180
9 120 = (n- 2)180
(7)180 n
I=
9 120n = (n – 2)180
120n = 180n – 360

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I= 1 260
=140 120n – 180n = -360
9 -60n - 360
=
 the measure of each interior angles of a -60 -60
regular nonagon is 140. n=6
 the polygon has 6 sides.

ACTIVITY 7. Investigation on the Sum of the Exterior Angles of Polygons

INVESTIGATION

1. Determine the measures of the exterior angles of each convex polygon.

Then, get the sum of the measures of the exterior angles of each.

a0 b0
0 1050
45 12001200

1200 1200
0
30

c0 1200 1200

2. Make a conjecture about the sum of the exterior angles of polygons.

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 The Sum of the Exterior Angles of Polygons

POLYGON EXTERIOR ANGLE-SUM THEOREM

The sum of the measures of the exterior angles of a polygon, one at each vertex is 360.
COROLLARY
360
The measure of each exterior angle of a regular polygon with n sides is .
n

Examples:
1. How many degrees are there in 2. If each exterior angle of a regular
each exterior angle of a regular polygon is 45, how many sides
pentagon? does a polygon have?
Given: n =5 Given: Ea = 45
Find: n
Find: Ea = exterior angle 360
Solution: Ea =
Solution: n
360 360
Ea = 45 =
n n
360 45n 360
Ea = =
5 45 45
n=8
Ea = 72
 the polygon has 8 sides.

3. If each interior angle of a 4. Find the measure of each interior

polygon is 140, how many sides angle of a regular polygon with 10
does a polygon have? sides.

Given: Ia = 140 Given: n= 10

Find: n
Find: Ia
Solution:
Solution:
Recall: 140
0 Determine the the interior and
140 140 Ea measure of the exterior angle
0 0

each exterior of any polygon are

140 + Ea = 180 linear pair of
angle
angles

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 Ea = 180 – 140 always
360
Ea = 40 Ea = supplementary:
n
360 Ia + Ea = 180
Solve for n using Ea =
n Ia + 36= 180
360
40n 360
Ea =
360 = 10 Ia= 180 – 36
40 = 40 40
n Ia = 144
n=9
Ea = 36
the polygon has 9 sides.
 the measure of

each interior
angle is 144.

ACTIVITY 8. Skills Practice

Solve the following. You may use a calculator.

I. Find the sum of the interior angles of the following polygons.

1. 7-sided 2. 14-sided 3. 20 sided 4. 28-sided

II. Solve for the measure of each interior angle of the following regular
polygons.
1. 8-sided 2. 12-sided 3. 27- sided 4. 36-sided

III. Find the number of sides of each convex polygon given the sum of its
interior angles.
1. 1 080 2. 1 260 3. 1 440 4. 2 520

IV. Find the number of sides of each regular polygon given the measure of
each interior angle.

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 1. 135 2. 144 3. 150 4. 162

V. Find the measure of each exterior angle of the following polygons.

1. triangle 2. hexagon 3. heptagon 4. octagon

VI. Find the number of sides in each regular polygon given the measure of
each exterior angle.
1. 20 2. 30 3. 36 4. 40

VII. Find the measure of each interior angle of the regular polygons using
the given number of sides.
1. 12 2. 16 3. 18 4. 24

VIII. Solve the following problems.

1. The measures of the three angles of a
quadrilateral are 85, 98, and 118, respectively.
Find the measure of the fourth angle.
2. The measures of two angles of a quadrilateral
are 100 and 120. If the other two angles are
congruent, find the measure of each.
3. The measures of the four angles of a pentagon
are 95, 110, 85, and 126, respectively. Find the
measure of the fifth angle.

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Skills Check:
Reflect on the level of your performance for this lesson. Mark x to the column
where you think your level of performance belongs.
Most of my answers were I have incurred 1-3 I answered all the
wrong. mistakes. items correctly.

To master the skill in solving problems involving the sum of the interior and
exterior angles of polygons, do the following:

a. Watch again the video given above.

b. Go back to the examples given also.
c. Post questions in the Discussion Forum so that
your teacher and classmates can help you.
d. Move on ACTIVITY 8. A set of review problems
will be given before you take the 10-item quiz.

ACTIVITY 9. Interactive Quiz for the Sum of the Interior and Exterior
Angles of Polygons

a. http://www.thatquiz.org/tq/previewtest?M/W/A/F/28881208992771 . This test is

only for practice. If you are ready to take another quiz click on Take This
Quiz
b. Click on this link http://www.thatquiz.org/tq/practicetest?5wbtohx13m0 to take
a 10-item quiz. The number of items that answered correctly and
incorrectly will be viewed on the left part of the test.

Process Questions:
1. How did you find the activity?
2. Are you now confident in solving problems related to the sum of the
interior and exterior angles of polygons?
3. How would your knowledge in this lesson help you in drawing figures with
polygons?

Post your answers in the Discussion Forum.

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 You have just learned the relationship between the interior and exterior
angles of polygons; how to get the sum of the measures of the interior
angles of polygons using the sum of the measures of the interior angles
of triangles; how the sum of the measures of exterior angles of
polygons is equal to 3600; and solve problems related to the interior
and exterior angles of polygons.
In the next part, you will learn the key concepts of circles and its related terms. You
will be asked to find model/s of each in the real-world.

Circle and the Terms Related to it

Circle
A circle is the set of all coplanar point at a given distance from a given point. The given distance is called
the radius while the given point is called the center of the circle.

The Primary Parts

Radius Diameter Named by its center
The radius is the The diameter is a
distance from the center segment that has two
of a circle to any point on points of the circle as
the circle. endpoints with the center
as the midpoint.

B A C A
A B

AB is the radius BC is the diameter circle A or A

Bicycle. A bicycle wheel is model of a circle, and one spoke is a close physical model of
a radius.

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The Secondary Parts
Chord Secant Tangent
It is a segment that joins It is any line, ray, or It is any line, ray, or
two points on the circle. segment that contains a segment that intersects
The diameter is the chord. the circle at exactly one
longest chord. point. The intersection is
called the point of
tangency.
D
E

DE is a chord

http://www.youtube.com/watch?v=-KC3AhyhefQ tutorial video on the circle and its

parts.

Arcs and Angles of a Circle

A circle has a total measure of 3600.

Arc
An arc of the circle is two points on the circle and continuous part of the circle between
the two points.
A B
Semicircle
 Is an arc of a circle whose endpoints
are the endpoints of a diameter
 Its measure is equal to 180.
B

A C
D

ABC and ADC are the sem icircles.

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 Minor Arc
 Is an arc of a circle that is smaller
than a semicircle
 It measure is less than 180.

A B ,B C, C D , and A D are the m inor arcs.

Major Arc
 Is an arc of a circle that is larger than
a semicircle
 It measure is greater than 180.

ACD and CAB are the major arcs.

The major arc is used in the design of the

bridge.

Central Angle Example: Find the value of x

A central angle is an angle with its vertex

at the center of the circle.
O
The formula is Central angle = intercepted
arc x
B
A
120

x = 120 since the measure of the central

angle is equal to the measure of its
intercepted arc.

Inscribed Angle Example: Find the value of x

An inscribed angle is an angle with its x

vertex on the circle.
O
B
The formula is A
1 120
InscribedAngle  xInterceptedArc
2 1
Solution: x  x120  60
2

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ACTIVITY 10. Skills Practice

I. Refer to the figure to the right to answer the following questions.

1. Which is a chord, but not a

diameter?

2. What are the radii of the circle?

3. What is the name of the circle?

4. How do you call segment PR?

5. What are the secants of the

circle?

6. What is the tangent line?

7. What is the point of tangency of

line l and line PR?

II. Determine whether each arc named is a minor arc, major arc, or a
semicircle.
. 1. ABC .
. A
. 2. FBC B
.
. 3. AED . G
F C
.
. 4. CFD .
. 5. EDB . E
. D
. 6. arc intercepted by  BGC .
7. arc(s) determined by the .
endpoints of FC .
8. arc(s) determined by the
endpoints of BE
. 9. arc intercepted by  CGE
. 10. arc intercepted by  FGB

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 III. Find the value of x.

1. 2. 3.

x x
x
0 1600 2700
135

x= x= x=

ACTIVITY 11. Interactive quiz for the Arcs and Angles of a Circle

a. Take the review problems

athttp://www.thatquiz.org/tq/previewtest?B/X/W/U/64931335349802.
c. Take the 22-item quiz at http://www.thatquiz.org/tq/practicetest?hx3ai2ow55hf.
The number of items that answered correctly and incorrectly will be
viewed on the left part of the test.

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Skills Check:
Reflect on the level of your performance for this lesson. Mark x to the column
where you think your level of performance belongs.
Most of my answers were I have incurred 1-5 I answered all the
wrong. mistakes. items correctly.

To master the skill in solving problems involving circles and the terms related to
it

a. Go back to the examples and video given above.

b. Post questions in the Discussion Forum so that
your teacher and classmates can help you.
c. Do ACTIVITY 9 and 10 again.
d. Proceed to the next activity if you think you are
already equipped with the skill expected from
you in this part.

Previously, you have learned many things about circles and the terms related to it.
In the next lesson, you will learn how to construct regular polygons using a compass
and a straightedge (ruler).

Constructing Polygons
Watch a video on http://www.youtube.com/watch?v=8ElsKQi3Ffs . This will show
you how to construct regular polygons: equilateral triangle, square, pentagon,
hexagon, heptagon, and octagon using compass and straight edge.

ACTIVITY 12. Construct Your Own Polygon!

In a short bond paper, draw the following polygons:

a. equilateral triangle
b. square
c. regular pentagon
d. regular hexagon
e. regular heptagon
f. regular octagon
using straightedge, compass, and pencil. You may ask assistance from anybody
who is knowledgeable of the activity.

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Process Questions:
1. How did you find the activity? Were you able to construct the polygons
correctly?
2. What difficulty have you encountered?
3. What do you think is the reason why you need to know how to construct
polygons correctly?
4. What kind of tasks would require the correct knowledge of constructing
polygons? Explain and give examples.
Pass your output to your teacher on your next face-to-face meeting. Post your
answers to the Process Questions in the Discussion Forum.

END of FIRM-UP:
You have just learned about polygons, circles, and the terms related to
them and use them in solving problems. You have learned also how to
construct polygons correctly.

Your goal in this section is to relate polygons and circles to real-life

problems or situations. Before proceeding to the next section, consider
the question:How do polygons and circles help designers come up
with their own design?
Let us do the next activity to find out how.

ACTIVITY 13. Quiz

Choose the letter that corresponds to thecorrect answer.

1. Which of the following does not describe a polygon?
1.
A. It is a closed figure.
B. It can be convex or concave
C. It has at least three collinear sides.
D. Every two noncollinear sides intersect at one vertex.
2. The following are the properties of a regular polygon except
A. It is convex. 2.
B. It is concave.
C. It is equilateral.
D. It is equiangular.

3. Which of the following figures is not a polygon? 3.

A. C.

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 B. D.

4. Which of the following figures is a concave octagon?

4.
A. C.

B. D.

5. What is the sum of the interior angles of a triangle? 5.

A.60 C.180
B.90 D. 360

6. Which of the following equations is used to determine the sum 6.

of the interior angles of polygons?
A. S= ( n – 2 ) 180 C.
n
S 2
180
B. S= ( n – 3 ) 180 D. S 
180
2
n

7. Which of the following equations is used to determine number 7.

of sides of every convex polygon given the sum of the
measures of its interior angles?
S S
A. n  1 C. n  3
180 180
S S
B. n  2 D. n  4
180 180

8. What is the sum of the interior angles of a pentagon?

8.
A. 180 C. 540
B. 360 D. 720

9. What is the sum of the interior angles of a 17- gon?

9.
A. 2 520 C. 3 060
B. 2 700 D. 3 600

10. How many sides does a convex polygon have if the sum of 10.
its interior angles is 2, 340?
A. 12 C.14
B. 13 D.15

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 11. What is the measure of each interior angle of a convex
11.
heptagon?
A. 51.42 C. 180
B. 128.57 D. 900

12. The measures of the three angles of a quadrilateral are 12.

75,103, and 85. What is the measure of the fourth angle?
A. 97 C. 263
B. 107 D. 273

13. A heptagon has three pairs of congruent angles. The first 13.
pair measures 125 each, the second pair measures 150
each, and the third pair measures 130 each. What is the
measure of the 7th angle?
A. 30 C. 55
B. 50 D. 90

14. The interior and exterior angles of any polygon are

A. complementary C. supplementary 14.
B. congruent D. unequal

15. How many degrees are there in each exterior angle of a

15.
regular hexagon?
A. 30 C. 60
B. 45 D. 90

16. If the measure of the interior angle of a polygon is 67, what is 16.
the measure of its exterior angle?
A. 67 C. 113
B. 103 D. 123

17. How many sides does a regular polygon have if the measure 17.
of each interior angle is 120?
A. 4 C. 9
B. 6 D. 12

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 Refer to the figure to answer items 21-25.

18.5. What is AB ? 18.

6. A. chord 7. B. diameter
8. C. radius 9. D. secant
0.
19. . Which is a chord that is also a diameter? 19.
2. 3. A. AC 4. C. CD
5. C. AG D. EF

20.6. Which is not a chord? 20.

7. A. AB 8. B. AC
9. C. CD 0. D. EF
.
21. If the mAD = 120, what is the m  ACD ? 21.
A. 30 C. 120
B. 60 D. 150
22.
22. If the mGC = 80, what is the m  GBC ?
A. 40 C. 120
B. 80 D. 160

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ACTIVITY 14. Real- World Representations of Polygons and Circles:
Checking for Understanding

Given are the different room designs. Analyse how the designers come up with
each.
Process Questions:

1. What kind of plane

figures are used in the
design of the library?
the living room? and the
dining room?

2. What can you say about

the aesthetic
appearance of the ach
design?

Conclusion: How do
polygons and circles help
designers come up with their
own design?

Pass your output to your teacher on your next face-to-face meeting. Post your
answer to the process question in the Discussion Forum.

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ACTIVITY 15. Data Analysis

Data Analysis. To learn how people really spend their time, a research firm
studied the hour-by-hour activities of 3600 people. The participants were between
18 and 90 years old. Each participant was sent a 24-hour recording sheet every
march for 3 years. The study found that people spend most of their time sleeping,
working, and watching television. Some information of the study is shown below:

Recall: The measure of the whole circle is equal to 3600.

Sleep – 31% Work – 20% Entertainment – 18%
Food – 9% Other – 15% Must Do – 7%

Direction: Using the data above, construct a circle (pie) graph and find the
measure of each central angle and arc in the circle graph. Use short bond paper.

Process Questions:
1. How did you find the measure of the central angle in relation to the
percentage given?
2. How do you determine the measure of the arc and central angle?
3. How are circles applied in the real-life?
Pass your output to your teacher on your next face-to-face meeting. Post your
answers to the Process Questions in the Discussion Forum.

ACTIVITY 16. Organize Your Thoughts!

Make a graphic organizer of the things you have learned in polygons and circles.
Create your own graphic organizer at www.gliffy.com

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ACTIVITY 17. Revisiting Activity No. 1

Go back to Activity No.1 and revise your answers to the items you think you have
incorrectly answered.
Click on SUBMIT.

ACTIVITY 18. Revisiting Activity No. 2

Answer the last two columns of the KWHL Chart.

What I know about What I want to How did I What did I
polygons and know about know it learn about
circles polygons and polygons and
circles circles
Polygons

Circles

End of DEEPEN:
In this section, the discussion was about polygons and circles and how
they are used in the different real world situations especially on design.
What new realizations do you have about the topic? What new
connections have you made for yourself?

Your goal in this section is apply your learning to real life situations.
You will be given a practical task which will demonstrate your
understanding.

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ACTIVITY 19. Living Room Design

You are newly architect of construction company thatbuilds

condominium. You are tasked to make a design of the living room of
each unit. The design must be creative, accurately drawn, and
TASK supported with mathematical justification.

Rubric
CRITERIA 4 3 2 1
EXEMPLAR PROFICIEN PROGRESSIN BEGINNING
Y T G
ACCURACY Polygons Polygons Some of the Most of the
OF THE and circles and circles polygons and polygons
DRAWING used in the used in the circles used in and circles
drawing are drawing are the drawing are used in the
accurately accurately not accurately drawing are
and neatly drawn. drawn. not
drawn. accurately
drawn.
CREATIVITY The design The design The design The design
OF THE shows shows shows does not
DESIGN originality originality. It originality but is show
and is also not appealing. originality
inventivenes appealing. and
s. The inventivenes
design can s. The
be compared design is
to a work a copied from
of other
professional designs.
designer.
CONTENT OF The The The The
THE justification justification justification justification
JUSTIFICATIO is clear and is clear and shows partial is erroneous.
N supported in supported in understanding The
detail by the by the of polygons concepts of
various knowledge and circles. polygons
geometric on polygons and circles
relationships. and circles. were not
used to
justify the
project.

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Process Question:
1. Were you able to make a drawing of a model house?
2. How did you illustrate the different geometric concepts?
3. How did you apply the different geometric relationships in doing the
drawing of the model house?
4. What important things have you learned with the task done?
5. How do polygons and circles help designers come up with their own
design?

Present you output to your teacher on your next face-to-face meeting. Post your
answers to these questionsin the discussion forum.

End of TRANSFER:
How did you find the performance task? How did the task help you see
the real world use of polygons and circles, and the previous geometric
terms and relationships you have learned?

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POST-ASSESSMENT:
It’s now time to evaluate your learning. Click on the letter of the answer that you
think best answers the question. Your score will only appear after you answer all
items. If you do well, you may move on to the next module. If your score is not at
the expected level, you have to go back and take the module again.
1. The following are the acceptable names for the plane shown below EXCEPT

A. plane ABC
B. plane BCD
C. plane ABCD
D. plane K

2. The following pictures models a plane EXCEPT

A.

B.

C.

D.

3.Which of the following angles has a measure greater than 00 but less than 900?
A. acute
B. right
C. obtuse
D. straight

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4. The following are the other names for DB EXCEPT

A. DC
B. DB
C. DA
D. DF

5. What angle pair is illustrated in the picture below?

A. complementary angles
B. linear pair of angles
C. supplementary angles
D. vertical angles

6. In the figure, p and q are parallel lines and t is a transversal. Which of the following
statements about 1 and 2 is true?

A. 1 and 2 are congruent.

B. 1 and 2 are supplementary.
C. 1 and 2 are adjacent angles.
D. 1 and 2 form a linear pair.

7. Which of the following figures is a concave octagon?

A.

B.

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C.

D.

8. If the measure of the interior angle of a polygon is 670, what is the measure of its
exterior angle?
A. 67
B. 103
C. 113
D. 123

9. In the figure below, which is a diameter of the circle?

A. ES
B. ET
C. ST
D. RD

10. If you are asked to choose an object that would represent both a segment and a ray,
which of the following will you choose?
A. stick
B. Bottle of the wine
C. A growing baby
D. wire

11. All of the following illustrate a right angle EXCEPT

A. A man reaching his hands to his toes.
B. A man standing straight to the ground
C. Arms in lateral position

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 D. A building which is perpendicular to the ground.

12. Which of the figures below shows that line r is a transversal?

A. B. E

p r
q
C. D.
m n r

t
13. A tree on a 300 sloper grows straight up. What are the measures of the X greatest
and smallest angles the tree makes with the hill?

A. x = 50, and y= 40
B. x = 60, and y= 30
C. x = 60, and y= 120
D. x = 70, and y= 110

14. How many sides does a regular polygon have if the measure of each interior angle
is 140?
A. 6
B. 7
C. 9
D. 12

15. Below is a picture of a building whose design is composed of parallel and

perpendicular lines. What is the reason why posts need to be parallel to each other and
need to be perpendicular to the ground?

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 A. So that the building will stand straight and stable.
B. So that the building will easily be completed.
C. So that the building will look aesthetically good.
D. Both A and C.

16. If you are a design engineer tasked to design a high-rise building, what kind of lines
will you draw to male sure that the building will stand straight and strong?
A. Parallel lines only
B. Perpendicular lines only
C. Both paralle and perpendicular lines
D. Skewlines only

17. If you are asked to create any design, which of the following considerations will you
prioritize?
A. Accurate construction/drawing of the geometric figures usedin the design.*
B. Use of appropriate colors.
C. Wise use of geometric figures.
D. Wise use of angles.

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18. You are tasked to recommend a design of balcony railings based on the following
standards/criteria: simplicity, durability/stability, and appropriate use of angle pairs.
Which of the following designs are you going to recommend?
A.

B.

C.

D.

.
19. If you are a carpenter and you are asked to make the window of a house, what is
the most important thing that you have ensure so that it will be very stable.
A. All sides of the window must all be congruent and parallel to each other.
B. All sides of the window must be congruent and perpendicular to each other.
C. Each pair of opposite sides of the window must be congruent and parallel to
each other.
D. Each pair of opposite sides of the window must not be congruent and must be
perpendicular to each other.

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20. If you are a designer and asked to design a living room, which of the following
standards will you consider first in order to ensure that it is perfectly done?
A. Accuracy of measurements
B. Innovativeness
C. Appropriateness
D. Authenticity
.

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GLOSSARY OF TERMS USED:
Angle – is the union of two noncollinear rays that have a common endpoint called
the vertex
Acute angle – an angle whose measure is less than 900
Adjacent angles – two angles sharing a common side

Alternate exterior angles – these are two angles in the exterior of the parallel lines,
and on opposite (alternate) sides of the transversal.

Alternate interior angles – these are two angles in the interior of the parallel lines,
and on opposite (alternate) sides of the transversal.
Central angle – an angle of a circle whose vertex is the center of the circle

Circle - a set of all points in a plane at a given distance from a given point

Chord – segment whose endpoints lie on the circle

Concave Polygon –occurs on ly when the lines pass through the interior of the
polygon

Convex Polygon –occurs only when the lines containing the sides do not contain
points in the polygon’s interior

Complementary angles – these are two angles whose sum of their measures is
90.
Congruent angles – these are angles with equal measures.
Corresponding angles – these are two angles, one in the interior and one in the
exterior that are on the same side of the transversal.

Diagonal – segment that joins two nonconsecutive vertices of the polygon

Diameter – chord that contains center of the circle

Inscribed Angle –an angle whose sides are chords of a circle and the vertex is a
point on the circle.
Linear Pair - two adjacent angles supplementary angles
Obtuse angle – an angle whose measure is greater than 900 but less than 1800
Parallel lines – these are two or more lines that do not intersect.
Perpendicular lines – these are two intersecting lines that form 900 angles.
Polygon – a plane figure formed by three or more segments such that each
segment intersects exactly two others, one at each endpoint, and no two
segments with common endpoint are collinear.

Protractor- is a tool that is used to measure angles

Ray - a part of the line that has one endpoint and is extended on one side of the
line only

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Right angle- an angle whose measure is exactly 900
Regular Polygon – both equilateral and equiangular polygon

Same-side interior angles – these are two interior angles lying on the same side of
the transversal.

Secant – any line, ray, or segment that contains chord

Segment- a part of the line that has two endpoints

Supplementary angles – these are two angles whose sum of their measure is
180.
Triangle – polygon with three sides

Transversal – is line that passes through two or more coplanar lines at different
points.
Undefined terms – these are the points, lines, and planes that serve as the basis
in defining other terms in Geometry
Vertex – the common endpoint of two rays (sides) of an angle.
Vertical angles – these are two angles formed by the intersection of two lines and
they are always congruent.

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WEBSITE RESOURCES AND LINKS IN THIS LESSON
I. Books
1. Romero, Karl Friedrich. 2003. Geometry in the Real World. Salesiana
Publishers Inc. Makati City, Philippines.
2. De Leon, N., Galangue, G., and Pascual, F. 2007. Worktext in Mathematics
(Geometry). Innovative Educational Materials. Sta. Ana. Manila,
Philippines.
3. Oronce, O., and Mendoza, M. 2007. E-math (Geometry). Rex Bookstore.
Quezon City, Philippines.
4. Next Generation Math III: Geometry. 2011. Diwa Learning Systems. Makati
City, Philippines.
5. Bass, L., Hall, R., et. al. 2001. Geometry: Tools for a Changing World.
Prentice Hall. United States of America.
6. Serra, Michael. 2008. Discoverig Geometry: An Investigative Approach.
United States of America.

II. Websites

Reference:
http://www.regentsprep.org/Regents/math/geometry/GG3/Polygon.htmRetrieved
March 2, 2014. This link provides the different names of polygons.

YouTube
http://www.youtube.com/watch?v=cxATuGITA4IRetrieved January 20, 2014. This
site provides the song entitled “Tuldok”.

http://www.youtube.com/watch?v=8PcE_pzA9eU. Retrieved January 20, 2014.

This video shows how to construct the midpoint of a segment.

http://www.youtube.com/watch?v=RKk7EuLunQ8. Retrieved January 20, 2014.

This video shows how to construct the perpendicular bisector of a segment.
http://www.youtube.com/watch?v=im81vHIhZS8 . Retrieved January 20, 2014.
This video shows how to construct parallel lines.
http://www.youtube.com/watch?v=I4dh2R6b1N0 . Retrieved January 20, 2014.
This video shows how to construct perpendicular lines.
http://www.youtube.com/watch?v=DHKGYInh-N4Retrieved March 2, 2014. This is
video about polygons.
http://www.youtube.com/watch?v=Y0q7IKfoABo. Retrieved March 2, 2014. This
video contains an explanation on how to get the sum of the interior angles of
polygons.
http://www.youtube.com/watch?v=-KC3AhyhefQ Retrieved March 2, 2014. This is
a tutorial video on the circle and its parts.

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http://www.youtube.com/watch?v=8ElsKQi3Ffs . Retrieved March 2, 2014. This
video shows how to construct regular polygons: equilateral triangle, square,
pentagon, hexagon, heptagon, and octagon using compass and straight edge.

PowerPoint presentation
http://www.primaryresources.co.uk/maths/powerpoint/using_a_protractor.pptRetri
eved January 20, 2014. This link provides an input on how to measure an angle
using a protractor.

http://daviseric.files.wordpress.com/2011/08/glencoe-geo-1-4-angle-measure.ppt
Retrieved January 20, 2014.
This link provides a PowerPoint presentation which contains an input and
examples about angles.

http://www.bluffton.noacsc.org/powpak/data/edmistonm/files/M1,_M7,_G3,_G7_
Angles.pptRetrieved January 20, 2014.This link provides a PowerPoint
presentation which contains an input on how to classify an angle.

http://dolfanescobar.files.wordpress.com/2012/12/11math_g8_fl_06-01-c.ppt
Retrieved January 20, 2014. This link provides a PowerPoint presentation which
contains an input about complementary and supplementary angles.
http://star.spsk12.net/math/8/AdjacentAngles.pptRetrieved January 20, 2014. This
link provides a PowerPoint presentation which contains an input about angle pairs.

Click the link below to view more examples.

http://www.edmondschools.net/Portals/3/docs/Math/1%20VINCENT/PP%203.1.p
ptRetrieved January 21, 2014. This contains more examples for the angle
relationships formed by parallel lines cut by transversal.

INTERACTIVE SITES
http://www.ezschool.com/Games/Math/Angles/Angles.html Retrieved January
20, 2014. This link allows the students to measure an angle using an protractor.
The students will just drag and drop the protractor to the given angle then read
the measure of each given angle.

http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/triangles_s
hoot.htm Retrieved January 20, 2014. This is an interactive website where
students shoot the illustration of the type of angle being specified.

http://www.glencoe.com/sec/math/studytools/cgi-bin/msgQuiz.php4?isbn=1-
57039-850-X&chapter=8&lesson=1Retrieved January 20, 2014. This is a five-
item quiz about angles.
http://www.thatquiz.org/tq/previewtest?J/N/F/Y/95161326825018. Retrieved
January 20, 2014. This a 22-item preview or practice test about angle pairs in
which its answer key will be viewed at the bottom of the page.

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http://www.thatquiz.org/tq/practicetest?2y10d72y2av Retrieved January 20,
2014. This a 22-item preview or practice test about angle pairs in which its
answer key will be viewed after the test.

http://www.thatquiz.org/tq-C/math/angles/ . Retrieved January 21, 2014. This site

provides a test where students solves problems involving angle relationship
formed by parallel lines cut by a transversal.

http://www.shodor.org/interactivate/activities/Angles/ Retrieved January 21, 2014.

This site provides an activity where students can practice identifying the angle
relationship formed by parallel lines cut by a transversal

http://www.newbedford.k12.ma.us/elementary/gomes/stjohn/Subjects/Math/Geo/
Math%20Quiz/Polygons/Polygons%20-%20Online%20Quiz.html . Retrieved
March 2, 2014. This is a 10-item interactive quiz in naming polygons.

http://www.thatquiz.org/tq/previewtest?M/W/A/F/28881208992771 . Retrieved
March 2, 2014. This is an interactive test only for practice on the sum of the
interior and exterior angles of polygons.

http://www.thatquiz.org/tq/practicetest?5wbtohx13m0 . Retrieved March 2, 2014.

This is a 10-item interactive quiz. The number of items that answered correctly
and incorrectly will be viewed on the left part of the test.

http://www.thatquiz.org/tq/previewtest?B/X/W/U/64931335349802 . Retrieved
March 2, 2014. This is a 22-item interactive review problems on the arcs and
angles of a circle.
http://www.thatquiz.org/tq/practicetest?hx3ai2ow55hf . Retrieved March 2, 2014.
This is a 22-item interactive quiz for the arcs and angles of a circle. The number
of items that answered correctly and incorrectly will be viewed on the left part of
the test.

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