Republic of the Philippines

Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

MATHEMATICS – GRADE 7
THIRD QUARTER, WEEK 1
Module Number: 1

BASIC CONCEPTS IN GEOMETRY

AND KINDS OF ANGLES

Learning Competency

Represents point, line and plane using concrete and pictorial models.
M7GE – IIIa – 1

Illustrates subsets of a line.

M7GE – IIIa – 2

Classifies the different kinds of angles.

M7GE – IIIa – 3

Address: D. Macapagal Highway, Poblacion, Toledo City

Tel. No.: (032) 322-7770 ; Fax. No.: (032) 467-8629 ;
Email Address: [email protected]

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

Introduction

In any mathematical system, definitions are important. Elements and objects

must be defined precisely. However, there are some terms or objects that are the
primitive building blocks of the system and hence cannot be defined independently of
other objects. In geometry, these are point, line, plane, and space. There are also
relationships like between that are not formally defined but are merely described or
illustrated. In Euclidean Geometry, the geometric terms point, line, and plane are all
undefined terms and are purely mental concepts or ideas. However, we can use
concrete objects around us to represent these ideas. Thus, these undefined terms can
only be described.

What I need to know

This module is divided into three lessons, namely:

Lesson 1: Represents point, line and plane using concrete and pictorial models
Lesson 2: Illustrates subsets of a line
Lesson 3: Classifies the different kinds of angles

After going through this module, you are expected to:

Represent point, line and plane using concrete/pictorial models.

Illustrate intersecting lines, parallel lines, concurrent lines, skew lines, line
segments and rays.
Practice accuracy in classifying the different kinds of angles.
Develop a sense of responsibility on the assigned task.

What I Know

To begin this module, let us first check your prior knowledge, skills and
understanding about point, line and plane, subsets of a line and the different kinds of
angles.

Directions: Read each item carefully and encircle the letter of the correct answer.

1. Which of the following suggests an exact location in space?

A. Point C. Line
B. Plane D. Space
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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

2. Which of the following represents a plane?

A. Tip of a pen C. Surface of a table
B. Edge of a table D. Corner of a table

3. Which of the following represents a line?

A. Rope C. Surface of a table
B. Wall D. Corner of a table

4. Which of the following is NOT and undefined term in geometry?

A. point C. line
B. plane D. set

5. A subset of a line that has two end points.

A. line segment C. ray
B. half line D. point

6. A subset of a line that has one end point and extends infinitely in one direction.
A. line segment C. ray
B. half line D. point

7. Points that DO NOT lie on the same plane.

A. collinear points C. coplanar points
B. non-collinear points D. non-coplanar points

8. Two lines intersect at a ______.

A. point C. line
B. plane D. ray

9. What kind of angle measures less than 180o and larger than 90o?
A. Acute angle C. Right angle
B. Obtuse angle D. Reflex angle

10. Which of the following is an acute angle?

A. 90o C. 10o
B. 180o D. 100o

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

Lesson
Represents Point, Line and Plane
1 Using Concrete and Pictorial Models

What’s In

Identify the illustrations below.

▪ Possible responses:
▪ line segment, rectangle, point, line, caption box (answers vary)

What’s New

Below are objects around us that could represent a point, a line or a plane. Place each
object in its corresponding column.

1.blackboard 5. corner of a table 9. intersection of a side wall and ceiling

2. tip of a needle 6. laser 10. electric wire
3. wall 7. paper 11. surface of a table
4. tip of a ballpen 8. edge of a table 12. intersection of front wall, side wall & ceiling

Objects that could Objects that could Objects that could

represent a point represent a line represent a plane

corner of a table intersection of a side wall blackboard

tip of a needle and ceiling surface of a table
intersection of front wall, laser wall
side wall and ceiling electric wire paper
tip of a ballpen edge of a table

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

What Is It

A. The undefined terms in Geometry.

Term Figure Description Notation

A point suggests an exact location in
Point ▪A space. point A
It has no dimension.
We use a capital letter to name a point.
A line is a set of points arranged in a row.
R V It is extended endlessly in both
▪ ▪ directions. line m or
Line It is a one-dimensional figure.
m Two points determine a line. That is, two RV
distinct points are contained by exactly
one line.
We use a lower case letter or any two
points on the line to name the line.
A plane is a set of points in an endless
▪P
flat surface.
▪R
The following determine a plane: (a) plane PQR
Plane ▪Q three non-collinear points; (b) two or
intersecting lines; (c) two parallel lines; PQR
or (d) a line and a point not on the line.
We use a lower-case letter or three
points on the plane to name the plane.

B. Other basic geometric terms on points and lines.

Geometric Terms Illustration

Collinear points are points on the same
line. ▪ ▪ ▪ ▪

Coplanar points/lines are points/lines on

the same plane. ▪ ▪

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

Mini-Lesson

▪ Two points determine a line.

A B
▪ ▪

▪ Three points not on the same line determine a plane.

▪ Two intersecting lines determine a plane.

▪ Two parallel lines determine a plane.

▪ A line and a point not on the line determine a plane.

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

What’s More

Let us have more activities.

A. List down 3 other objects that could represent:
1. a point;
2. a line; and
3. a plane

B. Use the figure below, identify what is being asked.

1. Name the point(s) in the interior region of the circle.

2. Name the point(s) in the interior region of the triangle.
3. Give other name(s) for line p.
4. Name the plane formed by line p and point I.
5. Name the points outside the circular region.

C. Let’s do the following.

1. Illustrate point Z and point X.

2. Draw line AB.
3. Draw plane ABCD.
4. Illustrate point T inside plane FACE.
5. Draw a line T that intersect plane TRUE at point T.

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

What I Have Learned

A (1)__________ suggests an exact location in space. It has no (2)_________.

We use a (3)__________letter to name it. A (4)__________ is a set of points arranged
in a row. It is extended endlessly in both (5)_________. It is a one-dimensional figure.
(6)_________ points determine it. We use a (7)_________ or any two points on the
line to name it. A (8)________ is a set of points in an endless flat surface.

What I Can Do

Now, you can apply what you have learned from this module.

A. These are some of the objects around us that could represent a point, a line or a
plane. Place each object in its corresponding column in the table below.

dot on the letter I grain of sand corner of a sheet of paper

point of a knife laser light edge of a knife
washing line edge of a sidewalk queue/line formed by pupils
flagpole window pane floor
stage platform cardboard surface of a tray

Objects that could Objects that could Objects that could

represent a point represent a line represent a plane

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

Lesson

2 Illustrates Subsets of a Line

What’s In

Let’s have a review on point, line, and plane.

These are some of the objects around us that could represent a point, a line or plane.

Objects that could Objects that could Objects that could

represent a point represent a line represent a plane
corner of a table intersection of a side wall blackboard
tip of a needle and ceiling surface of a table
intersection of the front laser wall
wall, side wall and ceiling electric wire paper
tip of a ballpen edge of a table

What’s New

A line is a set of points arranged in a row. It is extended endlessly in both

directions. It is a one-dimensional figure. Two points determine a line. That is, two
distinct points are contained by exactly one line. We use a lower-case letter or any two
points on the line to name the line.

Its subsets are the line segment and the ray. Lines are also classified into
intersecting lines, parallel lines, concurrent lines, and skew lines.

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

What Is It

A. The subsets of a line.

Term Figure Description Notation

Line ▪ ▪ The line segment. A line segment is

segment A B part of a line that has two endpoints. We
define a line segment AB as a subset of
line AB consisting of the points A and B AB
and all the points between them. If the
line to which a line segment belongs is
given a scale so that it turns into the real
line, then the length of the segment can
be determined by getting the distance
between its endpoints.

The ray. A ray is also a part of a line but ray AB

▪ ▪ has only one endpoint, and extends
Ray A B endlessly in one direction. We name a or
ray by its endpoint and one of its points.
We always start on the endpoint. AB

B. Other basic geometric terms on lines.

Geometric Terms Illustration

Intersecting lines are two lines that meet

at a common point.

Parallel lines are lines in the same plane

that DO NOT meet.

Concurrent lines are three or more lines

that intersect at one point.

Skew lines are lines that DO NOT lie on

the same plane.

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

Mini-Lesson

A B C D
▪ ▪ ▪ ▪

AD is a line segment. The points A, B, C, and D are on line segment AD. In

notation, we write AD or simply line segment AD. We can also name it as DA or line
segment DA.

A B C
▪ ▪ ▪

This is ray AB. We can also name it as ray AC. In symbol, we write AC. The
points A, B, C are on ray AC.

Two lines are intersecting if they have a common point.

Three or more lines are concurrent if they all intersect at only one point.
Parallel lines are coplanar lines that do not meet.
Skew lines are lines that do not lie on the same plane.

What’s More

Let us have this activity.

The points E, F, G, and J are on line segment EQ or segment QE.

The points C, D, T, and U are not on line segment EQ.

A. Answer the following:

1. Name other points which are on line segment EQ. ________________
2. Name other points which are not on line segment EQ. _____________
3. Name other points which are on line segment AG. ________________

Complete the following statements:

4. A line segment is part of a line that has __________.

5. Line segment EQ consists of the points ____________________.

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

B. This is ray ML.

1. How else can you name this ray? _________
2. What are the points on ray ML? ________________

The points Q, R, S, T, U are on ray QR.

The points N, O, P are not on ray QR.

3. How else can you name ray QR? _______________.

4. What are the points on ray QT?

5. What are the points on ray PQ?
C. Draw/illustrate the subsets and classifications of line being asked.

1. line segment AB
2. ray CD
3. Intersecting lines
4. Parallel lines
5. Concurrent & Skew lines

What I Have Learned

A (1)__________ is part of a line that has two endpoints. A (2)_________ is

also a part of a line but has only one endpoint and extends endlessly in one direction.
Two lines are (3)__________ if they have a common point. Three or more lines are
(4)__________ if they all intersect at only one point. (5)__________ are coplanar lines
that do not meet. (6)__________ are lines that do not lie on the same plane.

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

What I Can Do
Refer to the figure below:
Given: The points A, B, C, D, E, F, G, H are corners of a box as shown:

Intersecting Lines
Lines DH and DC intersect at point D. They are intersecting lines.
Lines CG and GF intersect at point G. They are also intersecting lines.

1. What other lines intersect with line DH? ___________

2. What other lines intersect with line CG? ___________
3. What lines intersect with EF? ___________________
4. Name the lines that intersect at point B. ___________

Parallel Lines
Lines AB and DC are parallel.
Lines DH and CG are parallel.
5. What other lines are parallel to line AB? __________
6. What other lines are parallel to line CG? __________

Concurrent Lines
Lines AD, AB, and AE are concurrent at point A.
Lines GH, GF, and GC are concurrent at point G.
7. Name if possible, other lines that are concurrent at point A. ___________
8. Name if possible, other lines that are concurrent at point G. ___________

Skew Lines DH and EF are two lines which are neither intersecting nor parallel.
These two lines do not lie on a plane and are called skew lines. Lines AE and GF
are also skew lines. The lines DH, CG, HE and GF are skew to AB.

9. What other lines are skew to EF? ______________

10. What lines are skew to BF? ________________

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

Lesson
Classifies the different kinds of
3 angles

What’s In

Billiards or pool is one game where Filipinos excel in international competitions.

Efren ‘’ Bata’’ Reyes, Django Bustamante, Alex Pagulayan and Ronnie Alcano, all
world champions in billiards, have made our country proud.
A billiards player often uses the table’s cushion to create a
desired angle. When a ball bounces off the cushion, its path
creates two angles with the edge of the cushion. These are
the incoming angle and outgoing angle.

Consider the illustration at right. Suppose the incoming angle

of a ball is 50o, what is its outgoing angle? Try it!

As you will eventually discover, the measure of outgoing

angle is equal to the measure of the incoming angle.

Definition

An angle is the union of two noncollinear rays with common endpoint. The two
rays are the sides of the angle. The common endpoint of the two rays is the vertex of
the angle.

Try this!
a. Name all the angles in the figure (a).
b. Name the angle in the figure (b) in four different ways. Identify its vertex and
sides.

A R
D
O 1
1

B C P
(a) (b)

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

What’s New

This module contains the concept of Angles and how to determine whether it is acute
angle, right angle, obtuse angle.

Let’s explore! DEFINING ACUTE, RIGHT AND

OBTUSE ANGLES
Acute Angle

These are acute angles These are NOT acute angles.

An acute angle is an angle with a measure greater than 0o but less than 90o.

Right Angle
These are NOT right angles.
These are right angles.

A right angle is an angle with a measure of 90o.

Obtuse Angle
These are NOT obtuse angles.
These are obtuse angles.

An obtuse angle is an angle with a measure greater than 90o but less than 180o.

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

Mini-Lesson

Classification of angles on the basis of their degree measures are given below:

Acute Angle:

An angle whose measure is more than 0° but less than 90° is called an acute angle.
Angles having magnitudes 30°, 40°, 60° are all acute angles. In the adjoining figure,
∠X0Y represents an acute angle.

∠X0Y < 90°

Right Angle:

An angle whose measure is equal to 90° is called a right angle. In the adjoining
figure ∠ABC represents a right angle.

∠ABC = 90°

Note that right angles are marked using a small square on the vertex. Thus,
is a right angle.

Obtuse Angle:

An angle whose measure is more than 90° but less than 180° is called an obtuse
angle. In the adjoining figure, ∠XYZ represents an obtuse angle.

∠XYZ > 90°

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

What’s More

Let us have this activity.

Use the figure at the right. Find the measure of each angle with the use of protractor
and state whether the angle is acute, right or obtuse.
a. ∠𝐶𝐴𝐵
b. ∠𝐸𝐴𝐶
c. ∠𝐷𝐴𝐹
d. ∠𝐹𝐴𝐺

What I Have Learned

Write the word or phrase that correctly completes the statement.

The measure of a right angle is (1)__________. The measure of a(n)

(2)__________ angle is less than 180o but greater than 90o. The measure of an acute
angle is (3)__________.

What I Can Do

Observe the given figure with protractor and give the measure of each of the
angles and identify its kind.

1. m ∠POQ

2. m ∠POT

3. m ∠POR

4. m ∠POS

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

Post-Assessment 1

Direction: Choose the correct answer. Write your answers on a separate sheet of
paper.

1. Which is the correct way of writing a point?

A. ▪ P C. {P}
B. line P D. plane P
2. Which shape is used to draw a plane on a paper in geometry?
A. triangles C. quadrilaterals
B. circles D. points
3. Identify this figure.
m
A. line segment m C. plane m
B. line m D. point m
4. What figure is illustrated? ▪P
A. set PQR C. points PQR ▪Q
B. lines PQR D. plane PQR ▪R
5. This point divides the line segment into 2 equal parts.
A. point C. vertex
B. midpoint D. segment
6. Points that lie on the same line.
A. collinear points C. coplanar points
B. non-collinear points D. non-coplanar points
7. Lines on the same plane that DO NOT intersect.
A. Intersecting lines C. Parallel lines
B. Skew lines D. Concurrent lines
8. Two lines that meet at a common point.
A. Intersecting lines C. Parallel lines
B. Skew lines D. Concurrent lines

For numbers 9-10, refer to the figure below.

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

9. Name an obtuse angle.

A. ∠QRT C. ∠TRW
B. ∠WRV D. ∠SRV
10. Name a right angle.
A. ∠QRT C. ∠TRW
B. ∠WRV D. ∠SRV

Post-Assessment 2

Directions: Read and understand the questions carefully. Encircle the letter of the
best answer.

1. A set of all points arranged in a row and extend endlessly in both directions.
A. point C. line
B. plane D. set
2. It is a set of all points, boundless, & three-dimensional.
A. point C. line
B. plane D. set
3. A set of all points arranged in a row and extend endlessly in both directions.
A. point C. line
B. plane D. set
4. It is a set of all points, boundless, & three-dimensional.
A. point C. line
B. plane D. set
5. What are these figures called?
A. Points
B. Lines
C. Angles
D. Planes
6. The common endpoint of 2 rays is _____.
A. Point
B. Midpoint
C. Vertex
D. Bisect of an Angle
7. What do we measure angles in?
A. Degree
B. Feet
C. Meters
D. Liters

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

8. Which of the following is an acute angle?

A. A. B. C. D.

9. Which of the following is a right angle?

A. B. C. D.

10. Which of the following is an obtuse angle?

A. B. C. D.

Additional Activities

As an enrichment activity, you may watch the online video tutorial about the
topics discussed. You may use this link https://www.onlinemathlearning.com/points-
lines-plane.html or https://www.khanacademy.org/math/geometry-home/geometry-
lines/points-lines-planes/e/points_lines_and_planes. You may also watch this video
https://www.youtube.com/watch?v=k5etrWdIY6o on Youtube. You can also read
available Mathematics books at home.

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Post-Assessment 1 What I Have Learned What I Can Do
1. A 1. Exactly 90º 1. AD, BD, ED, DG, DF, EH, GH, FH,
2. C AH, BH
2. Obtuse Angle
3. A 2. AC, BC, CD, CE, CF, CH, AG, BG,
4. D 3. Greater than 0o but less DE, EG, GH
5. B than 90o 3. AE, BE, CE, DE, EG, EH, AF, BF,
6. A CF, DF, FG, FH
7. C 4. AB, FB, CB, DB, EB, GB, HB
LESSON 3
8. A 5. EF, HG
6. BF, AE
9. C What’s More
7. AC, AH, AF, AG
10. D
8. AG, BG, DG, EG
1. m∠𝐶𝐴𝐵 = 67O; acute
9. AC, AD, AG, AH, BC, BD, BG, BH,
angle
CG, CH, DG
10. AC, AD, AG, AH, BD, BG, BH, ,
What I Can Do 2.m∠𝐸𝐴𝐶 = 90O; right
CH, DG, HG
angle
1. 35O – Acute Angle
3.m∠𝐷𝐴𝐹 = 155O; obtuse
2. 160O – Obtuse Angle angle What I Have Learned
3. 95O – Obtuse Angle 4.m∠𝐹𝐴𝐺 = 25O; acute 1. line segment 4. concurrent
angle 2. ray 5. parallel
4. 125O _ Obtuse Angle 3. intersecting 6. skew
LESSON 2 What I Can Do
What’s More
A. Objects that could Objects that could Objects that could
1. F, G, H, I, J, K, L, M, N,
represent a point represent a line represent a plane
O, P
2. A, B, C, D, R, S, T, U
3. B, C, D, E, F Dot on letter i Edge of a knife Window pane
4. end points Grain of sand Washing line Floor
5. E, Q, & and all points bet. Corner of a sheet Edge of a sidewalk Surface of a tray
EQ of paper Flagpole Stage platform
B. Point of a knife Line formed by Cardboard
1. rays MK, MJ, MI, MH Laser light pupils
2. M & L
3. ray NU
4. Q, R, S, T LESSON 1 What I Know
5. P & Q
What’s More (For A-answers may vary) 1. A
What I Have Learned 2. C
A.1. dot on a letter I, grain of a sand, laser 3. A
1. Point light 2. edge of a knife, washing line, flagpole
4. D
2. Dimension 3. window pane, floor, surface of a tray
5. A
3. Capital
4. Line B. 1. B, G, E 6. C
5. Directions 2. F 7. B
6. Two 3. Line HD/Line DH 8. A
7. Lower-case letter 4. Plane M 9. B
8. Plane 5. A, C, D, F, H, I, J 10. C
Answer Key
SCHOOLS DIVISION OF TOLEDO CITY
Region VII – CENTRAL VISAYAS
Department of Education
Republic of the Philippines
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

References

Aseron, Elizabeth R. et. al. Mathematics Grade 07 Learner’s Module. DepEd, Pasig
City: DepEd-IMCS, 2015.

Aseron, Elizabeth R. et. al. Mathematics Grade 07 Teacher’s Module. DepEd, Pasig
City: DepEd-IMCS, 2015.

Nivera, N., ed. (2007) Geometry Patterns and Practicalities: SalessianaBooks by Don
Bosco Press, Inc.

https://quizizz.com/admin/quiz/5dc933f459e7fe001bcd81b1/subset-of-the-line

https://quizizz.com/admin/quiz/5b4f465af91d6f001903b177/undefined-terms

https://www.google.com/search?q=BILLIARDS+SHOWING+ANGLE&source=lnms&t
bm=isch&sa=X&ved=2ahUKEwixlaHq_LDuAhWmGqYKHQ7qC5wQ_AUoAXoECAI
QAw&biw=1280&bih=690#imgrc=qS-7NGzvKZdWYM

https://www.math-only-math.com/worksheet-on-angles.html#gallery[pageGallery]/0/

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 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

Name of the Writer: BONITA C. DELA CONCEPCION

Position: Teacher I

Name of school: Gen. Climaco National High School

Subject/s taught: Grade 7 Mathematics

Educational attainment: BSED – Mathematics

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