7

Mathematics 7
Quarter 3 – Module 4:
Geometric Construction:
Bisectors, Perpendicular Lines
and Parallel Lines

CO_Q3_Mathematics 7_Module 4
Mathematics – Grade 7
Alternative Delivery Mode
Quarter 3 – Module 4: Geometric Construction: Bisectors, Parallel Lines, and
Perpendicular Lines
First Edition, 2020

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 7

Mathematics
Quarter 3 – Module 4:
Geometric Construction:
Bisectors, Perpendicular Lines
and Parallel Lines
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We trust
that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master basic skills in Geometric Construction. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

This module contains concepts on how to use a compass and straightedge to bisect line
segments and angles and construct perpendicular lines and parallels.
After going through this module, you are expected to:

1. Identify the Euclidean tools.

2. Use a compass and straightedge to bisect line segments and angles and
construct perpendiculars and parallels.

3. Copy segments and angles using Euclidean tools.

1 CO_Q3_Mathematics 7_Module 4
 What I Know

Read each item below. Select your answer from the choices and write the letter of
your choice on a separate sheet of paper.
1) These lines do not intersect each other and they lie on the same plane.
A) Line segments
B) Parallel lines
C) Perpendicular lines
D) Transversal lines
2)These are lines that intersect with each other and form right angles.
A) Line segments
A) Parallel lines
B) Perpendicular lines
C) Transversal lines

3) It is a line segment, or a ray that is perpendicular to the segment at its midpoint,

thereby bisecting the segment into two congruent segments.
A) Angle bisector
B) Parallel lines
C) Perpendicular lines
D) Perpendicular bisector

4) What geometric figure are the sides of a triangle?

A) Line
B) Line Segment
C) Point
D) Ray

5) Which of the following is a Euclidean tool?

A) Clip
B) Compass
C) Pencil
D) Protractor

2 CO_Q3_Mathematics 7_Module 4
6). Which of the following is ALWAYS TRUE?
A) If two lines or segments intersect and form a right angle, then they are
perpendicular.
B) If two lines or segments intersect and form an acute angle, then they are
perpendicular.
C) If two lines or segments intersect and form an obtuse angle, then they are
perpendicular.
D) If two lines or segments intersect, then they are perpendicular.

7) BD is an angle bisector of <ABC, forming <ABD and < DBC. Describe the relationship
of <ABD and < DBC.
A
A) They are always congruent.
B) They are seldom congruent. B D
C) They are never congruent.
D) They are sometimes congruent. C

For items 8-10, use the figure below.

D E

8) If BDA ADC, which of these is the angle bisector of BDC?

A) DA

B) DB

C) DC

D) DE

9) If ADC CDE , which of these is the angle bisector of ADE?

A) DA

B) DB

C) DC

D) DE

10) If DA is an angle bisector of BDC, which of the following is true?

A) DB DA

B) ADC CDE

C) BDA CDE

D) BDA ADC

3 CO_Q3_Mathematics 7_Module 4
Lesson Using a Compass and
1 Straightedge to Bisect Line
Segments and Angles

In this lesson you will learn Euclidean Geometry which is the study of
geometry based on the assumptions of Euclid. In his work Elements, Euclid
established the basic rules for constructions using only a compass and
a straightedge.

What’s In

Before we use a compass and straightedge to bisect a line segment and angle
and construct perpendiculars and parallels, let us first review subsets of a line. This
will help us do Geometric constructions using compass and straightedge.
Recall that:
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 a line with the two
endpoints, a line segment is formed. And if we take one endpoint and all the points to
either side of the given point, a ray is formed.

Line Segment Ray

Model How to name Words/Symbol Definition

Line Segment Using two capital letters It does not extend without end. It
with the segment symbol has endpoints. In this case X and
X Y on top of them
XY or YX Y. The segment contains all the
points on the line between X and
Y.

Ray Using two capital letters It consist of one endpoint and all
with the initial point as the points of the line on either side
X Y the first letter to be
XY of the endpoint.
written

In the model, X is the

initial point.

4 CO_Q3_Mathematics 7_Module 4
Try This!
Name all the segments and rays in the figure below.

A Z

Y X B

What’s New

Explore:
Sketch, Draw, and Construct
Activity 1
Sketch a triangle with 2 equal sides. Do not use any geometry tools. Do a freehand
sketch.

To check the measurement, use a ruler. Did you sketch triangle with 2 equal
sides?
Activity 2
Draw a triangle with 2 equal sides. Use geometry tools such as protractor and ruler
to ensure that the measurements are accurate.
Are you more certain that the triangle you have drawn has 2 equal sides?
Activity 3

Construct a triangle with 2 equal sides using a compass and straightedge. Do not
use a protractor or ruler.
Are you confident that the triangle you have constructed has 2 equal sides?

As you observed in the activities, the words sketch, draw, and construct have specific
meanings in geometry.
When sketching or drawing, remember to use special marks that indicate right angles,
congruent angles, congruent segments, and parallel segments.

>
>

right angle congruent angles congruent segments parallel segments

5 CO_Q3_Mathematics 7_Module 4
 What is It

At this point, you will do geometric construction. Euclid stated explicitly that a
formal construction is to be done using only an unmarked straightedge and a compass.
Thus, the compass and straightedge are known as the Euclidean Tools.

Euclidean Tools
hinge
Straightedge compass
pencil

Hold for a pencil

compass needle

A Construction is a geometric drawing that uses a limited set of tools, usually a

compass and straightedge. A Straightedge is (a ruler without marks) used to guide for
the pencil when drawing straight lines. A Compass is a geometric tool used to draw
circles and parts of a circle called arcs.

Using only a compass and straightedge, how will you accurately copy a segment?
In other words, how will you construct congruent segments? Read, study, and do each
exploration below.
Exploration # 1: Constructing Congruent Segments

Task: Construct a line segment AD that is congruent to XY.

X Y
Recall that a line can be named using a lower case letter. Some parts of the texts
here are not wholly written.
Step 1:
Using a straightedge, draw a line s. s
On the line, choose a point and name it A. A

Step 2:
Adjust the compass such that the tips of its needle and pencil are on points X and Y.
Step 3:
Without changing the setting of the compass, place the tip of the needle on point A
and draw an arc which intersects line s. Name the point of intersection as D. Now,
you have XY AD. s
A
A D

6 CO_Q3_Mathematics 7_Module 4
Exploration # 2: Dividing a Line Segment into Two Congruent Segment
( perpendicular bisector)

Task : Construct the bisector of LN.

L N
Step 1: Construct any line segment LN.

Step 2: Set the compass such that the opening is slightly more than half of the length of
LN. Then, with the tip of the needle on point L, draw an arc that intersects LN. The arc
should be big enough so that when Step 3 is done there will be two intersecting arcs.

L N

Step 3: Without changing the compass setting, place the tip of the needle on point N and
draw another arc intersecting the first arc.

L N

Step 4: Connect the points of intersections of the two arcs using the straightedge. Name
this OP. Note that OP is the perpendicular bisector of LN.
O

L N

Step 4: Name the point of intersection of LN and RS as Q. Point Q now divides LN into
two congruent segments LQ and QN. Point Q is the bisector or midpoint of LN.

L Q N

7 CO_Q3_Mathematics 7_Module 4
Perpendicular Lines are two lines that intersect to form right angles. The symbol ┴ is
read as “is perpendicular to”.

Examples: A A

C O D C 90 0 O D
B B
AB ┴ CD at O, so that <AOB, <AOD, <DOB, and <COB are right angles.

A Perpendicular Bisector of segment is a line, segment, or a ray that is perpendicular

to the given segment at its midpoint, thereby bisecting the segment into two congruent
segments.

Example: O midpoint
Q
L N
P
2 congruent segments
In Exploration 2, OP is a perpendicular bisector of LN at Q. Hence, LQ is congruent
to QN and <OQN, <NQP, <PQL, and <OQL are right angles.

Exploration #3: Constructing an Angle Congruent to a Given Angle

Task: Construct an angle congruent to <D.

D
Step 1: Using a straightedge, draw a ray whose endpoint is A. A
Step 2: With the tip of the needle of the compass at vertex D, draw an arc
intersecting the sides of <D at points B and C. B
D
C
Step 3: Without changing the compass setting, place the tip of its needle at point A
and draw an arc intersecting the ray at point J.
A J
Step 4: Place the tips of the needle and pencil of the compass at point B and C.
Again, without changing the compass setting, place the tip of the needle at point J
and draw an arc intersecting the first arc. Name the intersection of the two arcs
point M. M
A J

8 CO_Q3_Mathematics 7_Module 4
Step 5: Connect A and M using straightedge.
Thus, <BDC <MAJ. M
A J

Exploration #4: Constructing the Bisector of a Given Angle

ask: Construct an angle bisector of <X.

X
Step 1: Using a straightedge, construct <X of any measurement.
Y
Step 2: With the tip of the needle of the compass at
vertex X, draw an arc intersecting the sides of <X at X
points Y and Z. Z

Step 3: Put the tip of the needle of the compass on point Z.

With the same compass setting, draw an arc using point Y. Y
Be sure the arcs intersect. Label the intersection as W.
X
Y
Step 4: Draw XW. W Z

X
Z

Now, XW is the bisector of <YXZ. Thus, <YXW <ZXW.

An Angle Bisector is a ray that divides an angle into two congruent coplanar angles.
Its endpoint is at the vertex of the angle. You may say that the ray or segment bisects
the angle.

Example: D angle bisector

A
B C
BD bisects <ABC so that <ABD is congruent to <DBC.

9 CO_Q3_Mathematics 7_Module 4
Lesson
Constructing Parallel Lines
2 and Perpendicular Lines

Exploration #5: Constructing Parallel Line

Task: Construct a line parallel to a given line

Step 1: Using a straightedge, draw line AB.
Step 2: Draw a line m intercepting line AB at any point C,
that is between A & B. A C B
m
Step 3: With the tip of the needle of the compass at C,
draw an arc intersecting AB and line m E
at points D and E, respectively.
A C D B
m G
Step 3: Using the same compass opening, from F F
draw another arc intercepting line m at G. E
A C D B
Step 4: Open compass to the distance between E and D. m
With this opening, place the tip of the needle of the compass at G.
Then, draw an arc intersecting the arc at point H. G
F H
E
A C D B
Step 5: Draw a line passing through F and H. m
G

F H
E

A C D E
m
Step 6: Check with protractor if the pairs of corresponding angles are congruent to
prove that the line drawn is parallel to the given line.

10 CO_Q3_Mathematics 7_Module 4
Exploration #6: Additional figures in constructing parallel lines.

Step by step guide

Step 1: Using a straight edge.
On this line put two points A and B. A B

Step 2: Draw a diagonal line that goes C

through point A (approximately a 45 degree angle).
Along this new line, add a point C.
A B
Step 3: With the tip of the needle of the
compass, draw an arc, from point A, C
that is approximately half way to point C.
Where the arc crosses AC and PQ,label a point D. D
Do not move the compass after making this arc!
A B
Step 4: Put the tip of the needle of the compass F
at point C. Repeat the arc that goes through AC C
And an imaginary line parallel to AB. Label the D
Point where the arc crosses AC as point F.
A B
Step 5: Put the tip of the needle of the compass F
at point D. Draw an arc that has radius DE and C
Marks the intersection between arc DE and AB.
Do not move the compass after making this mark. D

A E B

Step 6: with the same compass at the same

as you mark you used in step 5, put the
tip of the needle of the compass at point F. Draw F
Another arc that goes below line AF and label
this intersection point R. C R
D

A E B

Step 7: Draw straight line that goes through points C

and R. You have now constructed parallel lines. F
CR and AB are parallel.
C R

A E B

11 CO_Q3_Mathematics 7_Module 4
 What’s More

Let us complete the given construction in a separate sheet of paper.

A. Copy each segment below using your compass and straightedge.
1) A B 2) X Y

B. Bisect each segment you have constructed in task A using your compass and
straightedge.

C. Copy each angle below using your compass and straightedge.

3) 4)
X
A
D. Bisect each angle you have constructed in task C using your compass and
straightedge.

E. Draw any line and construct a line parallel to it using your compass and
straightedge.

Excellent work! You’re now ready for the next set of activities!

12 CO_Q3_Mathematics 7_Module 4
 Assessment

Read each item below. Select your answer from the choices and write the
letter of your choice on a separate sheet of paper.

1) What is a geometric drawing that uses a limited set of tools, usually a compass
and straightedge?

A) Compass
B) Construction
C) Ruler
D) Straightedge

2) What are the two Euclidean Tools are;?

A) compass and ruler

B) compass and straightedge

C) ruler and protractor

D) protractor and straightedge

3) This is a ray that divides an angle into two congruent coplanar angles.
A) parallels
B) angle bisector
C) perpendicular lines
D) perpendicular bisector
4) It is a geometric drawing that uses a limited set of tools, usually a compass
and straightedge.
A) Construction
B) Draw

C) Euclidean Tools
D) Sketch
5) Which of the following is the Euclidean Tools?
A) Compass
B) pencil

C) protractor
D) ruler

13 CO_Q3_Mathematics 7_Module 4
For items 6-10

Use the figure below.

l A
B C
X
E m

6) If BXA AXC , which of these is the angle bisector of BXC?

A) XA

B) XB
C) XC
D) XE

7) If AXC CXE , which of these is the angle bisector of AXE?

A) XA
B) XB
C) XC
D) XE
8) If XA is an angle bisector of BXC, which of the following is true?
A) XB XA
B) <AXC <CXE
C) <BXA <CXE
D) <BXA < AXC

9) If point X is the midpoint of BE, which of the following is true?

A) XB XA
B) XB XE
C) XA XE
D) XA XC
10) If ray AX is a perpendicular bisector of segment BE, which of the following is
true?
A) AX ┴ BE
B) AC ┴ AX
C) AX ┴ XC
D) BE ┴ AC

14 CO_Q3_Mathematics 7_Module 4
 Additional Activities

A. Using the basic skills in Geometric construction you have just learned, show the
step by step procedure in constructing the following. Do this in a separate clean
sheet of paper.

1. Construct a line segment that is twice the measure of the given line
segment.

2. Accurately copy the angle below. Then, divide it into four congruent
parts.

15 CO_Q3_Mathematics 7_Module 4
Answer Key

16 CO_Q3_Mathematics 7_Module 4
References
1. Gladys C. Nivera,Ph.D. Updated Edition Grade 7 Mathematics Pattern
and Practicalities ( K to 120).
2. GETE0308(1).pdf and GETE0107.pdf
3. Construction Packet 1011
4. Lesson guide grade 3. Chapter III- Geometry v1.0

17 CO_Q3_Mathematics 7_Module 4
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