7

Mathematics
Quarter 3 – Module (Week 6 to 9)

Department of Education • Republic of the Philippines

Mathematics – Grade 7
Alternative Delivery Mode

Quarter 3 – Module (Week 6 to 9):

First Edition, 2021

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Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:

Development Team of the Module

Authors: Azucena S. Ardon Edna M. Mercado
Emily B. Bulao Liezl C. Razon
Analyn I. Cirilo Ma. Christie R.Reyes
Darwin P. Calimlim Mark Anthony Tagaycay
Aira Jean B. Corteza Roger P. Turingan
Josie T. Escolan

Editor: Gina L. Aguitez

Reviewers: Bayani P. Marquez, Jr.
Illustrator: Ronald Mendoza
Layout Artist: Darwin P. Calimlim
Management Team: Liezl C. Razon

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Department of Education – Las Piñas

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Padre Diego Cera Avenue, Las Piñas City
Telefax: (02) 8-835-9030 I (02) 8-822-3840
E-mail Address: [email protected]

2
 7

Mathematics
Quarter 3 – Module (Week 6 to 9)

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
[email protected].

We value your feedback and recommendations.

3
Introductory Message
For the facilitator:
(This Gives an instruction to the facilitator to orient the learners and support the parents, elder
siblings etc. of the learners on how to use the module. Furthermore, this also instructs the facilitator to
remind the learners to use separate sheets in answering the pre-test, self-check exercises, and post
test.)

For the learner:

This communicates directly to the learners and hence, must be interactive. This contains
instructions on how to use the module. The structure and the procedure of working through the
module are explained here. This also gives an overview of the content of the module. If standards
symbol are used to represent the some parts of the module such as the objectives, input, practice task
and the like they are defined and explained in this portion.)

4
 Republic of the Philippines
Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

MATHEMATICS 7

Third Quarter

Week 6

Lesson 1.1 Determine the sum of the interior angles of any convex polygon.

MOST ESSENTIAL LEARNING COMPETENCY

Derive inductively the relationship of an exterior and interior angle of a convex polygon.

OBJECTIVES

Determine the sum of interior angles of any convex polygon.

WHAT I KNOW

Directions: Read and answer each item carefully.

1. What is the sum of the measure of the interior angle of a triangle?
2. If the the three interior angle of a quadrilateral measures 48˚,77˚ and 135˚. What is the measure of the
4th angle?

WHAT’S IN

Recall that in previous module you get to know on the different kinds of polygon according to the number of
sides or angles. You have classified convex and concave polygons. In this lesson, the activities given will able you to derive
with the sum of interior angles of any TRIANGLE.

WHAT’S NEW
Activity 1. CUT ME OUT!

The sum of the measures of interior angles of a triangle can

be derived through this activity.

1.Draw any triangle and name it △JOY.

2.Use protractor and measure the three interior angles. Fig. 1b
3.Find the sum of the measure of the 3 angles. Fig. 1a
4. Cut out the triangle.
5.Mark ∠J,∠O,∠Y respectively with an arc. (See Fig.1a)
6. Cut all angles leaving the arc mark visible. (See Fig.1b)
7. Connect the arcs of the three angles. (See Fig.1c)
8. Paste your output in an intermediate pad.
9. Measure the new angle formed using protractor. (See Fig.1d)

Answer the following questions:

Fig. 1c
1.What do the 3 angles of the triangle formed?

2.Out of the 3 angles, notice that you formed a new

angle, what type of angle you have formed? What is
the measurement of that new angle? Fig. 1d

Sources:

https://free.clipartof.com/details/1230-Free-Clipart-Of-A-Pair-Of-Scissors

https://cliparting.com/free-pencil-clipart-3757/

WHAT IS IT https://www.pikpng.com/pngvi/bRJwxb_protractor-png-transparent-protractor-clipart/

As shown in Fig. 1d, the three angles formed a straight line or it formed a new angle called SUPPLEMENTARY angle.
Thus, Activity 1 proves that the sum of the three interior angles of a triangle is always equal to 180º.
Activity 2. HOW MANY TRIANGLES?

1.Copy and Complete Table 1.1 in one whole intermediate pad. Draw a convex polygon with 4 sides, 5 sides, 6 sides, 7sides and 8 sides.
5
2.Draw the diagonals (the red dashed line) from ONE vertex (shown in red dot) to another vertex to form a triangle. (First three illustrations are
given.)
 Challenge Question:

Table 1.1 1) If the sum of interior

angles of one triangle is
equal to 180˚, what will
be the sum of interior
angles of Pentagon?
Hexagon?

Activity 2 shows the pattern that the number of triangles formed by the diagonals from one vertex is given by the number
of sides minus two (n-2). Therefore, the formula for the sum of the interior angles of any convex polygon is given by the
number of triangles multiplied by 180˚; S=(n-2)180˚. Study the Table 1.2 for the sum of interior angles of different
polygon.
Table 1.2.

The sum of the interior angles of a

convex n-gon is given by

S = (n-2)180˚

Therefore, to find the measure of

each interior angle of regular
WHAT’S MORE polygon use formula

ONE interior angle = (n-2)180˚/n

Find the missing measure of the indicated angle:

Solution :
Example 1:
Given : m1 + m2 + m3 = 180
m1 = 65 65 + 57 + m3 = 180
m2 = 57 122 + m3 = 180
m3 = ? 122 − 122 + m3 = 180 − 122
m3 = 58

Example 2:
Step 1: Find the sum of the
interior angles.

Sum = (n − 2)180
Sum = (5 − 2)180
Step =
Sum 2:540  the value of x.
Find

x + 130 + 75 + 118 + 105 = 540

Since the figure has 5
unequal sides it is an x + 428 = 540
IRREGULAR Pentagon. x + 428 − 428 = 540 − 428
x = 112

6
 WHAT I HAVE LEARNED.

Solve for x and find the value of each indicated angle.

Example 3:

Solution :
Given : mA + mB + mC = 180
mA = x + 74 x + 74 + 55 + 54 = 180
mB = 55 x + 183 = 180
mC = 54 x + 183 − 183 = 180 − 183
x = −3
mA = x + 74
mA = (−3) + 74
mA = 71

Source:

https://cdn.kutasoftware.com/Worksheets/Geo/4-Angles%20in%20a%20Triangle.pdf
WHAT I CAN DO.

Solve for the measure of an indicated angle.

Week 6

Lesson 1.3 Calculate the size of interior and exterior angles for different convex polygons

MOST ESSENTIAL LEARNING COMPETENCY

Derive inductively the relationship of an exterior and interior angle of a convex polygon.

OBJECTIVES

Calculate the size of interior and exterior angles for different convex polygon.

WHAT’S IN

Recall that an interior angle is formed by the two consecutive sides of a polygon. An exterior angle is formed
by extending one side of polygon at each vertex. In Fig. 2a 5, 6, 7, and8 are exterior angles.

WHAT I KNOW

Directions: Read and answer each item carefully.

1. The measure of each exterior angle of a regular polygon is 60˚. What is the sum of the exterior angles
of a polygon?
2. What is the measure of each exterior angle of a regular nonagon?

WHAT’S NEW

To derive the sum of the exterior angles of a polygon, follow the steps in Activity 3.

Activity 3. ONE COMPLETE ROTATION.

1.Draw a convex polygon with 4 sides. (Fig 2a)

2.Extend one side at each vertex to form the exterior angles. (Fig. 2a)
3.Measure each exterior angle and get the sum. m5 + m6 + m7 + m8 . Fig. 2a
4.What is the total measure of 5, 6, 7, and8 ?
5. Draw a convex polygon with 5 sides.
6.Repeat Steps 2-3. Compare the sum of the exterior angles of polygon with 4 sides
and the sum of exterior angles of polygon with 5 sides. Give your conclusion.

7
 WHAT IS IT

Activity 3 shows that one complete turn of the exterior angles of any convex polygon adds up to 360˚. Also in Fig. 2a,
1and5 ) forms a straight angle or a linear pair, thus,
one interior angle plus the adjacent exterior angle (e.g
m1 + m5 = 180 , m2 + m8 = 180 , m4 + m7 = 180 and m3 + m6 = 180 .

The sum of the measures of the exterior angles of a convex n-gon, one
at each vertex, is 360˚

To determine the measure of each exterior angle of a regular polygon, we can divide 360˚ by the number of sides. And
to determine the number of sides of a regular polygon, we divide 360˚ by the measure of each exterior angle.

WHAT’S MORE

To fully understand the relationship of the exterior and interior angles of any convex polygon, finish your Activity 4.

Activity 4. FILL ME UP LIKE A PRO!

1. Copy and complete the information needed in Table 1.3.

(First 2 rows will serve as your examples.)

Table 1.3.

In a regular polygon:

one exterior angle = 360˚/number of sides

number of sides = 360˚/measure of each

exterior angle

WHAT I HAVE LEARNED

Find the missing measure of each angle indicated.

Example: 1:

Step1: Find: mV

Since RandV ,is LINEAR PAIR, thus, mR + mV = 180

Since RandV ,is LINEAR PAIR, thus, mR + mV = 180

Solution:
mV + mR = 180
mV + 120 = 180
mV + 120 − 120 = 180 − 120
mV = 60

8
Step 2: Find mU

Since T , UandV .is a TRIANGLE; thus, mU + mV + mT = 180

Solution:
mU + mV + mT = 180
mU + mV + mT = 180
mU + 60 + 50 = 180
mU + 110 = 180
mU + 110 − 110 = 180 − 110
mU = 70

WHAT I CAN DO

To find mA :
Because linear pair sums up
180˚
mA + mE = 180
mA + 110 = 180
mA + 110 − 110 = 180 − 110 Polygon is a Quadrilateral, thus
sum of interior angle is 360˚
mA = 180 = 70
S= (n-2)180˚
To find mB :

mB + mA + mC + mD = 360

mB + 70 + 100 + 87 = 360
mB + 257 = 360
mB + 257 − 257 = 360 − 257
mB = 103

9
 Week 7

MOST ESSENTIAL LEARNING COMPETENCY

• Illustrate a circle and the terms related to it: radius, diameter, chord, center, arc, central angle
and inscribed angle. (M7GE-IIIh-47.0)

OBJECTIVES

• Define and illustrate circle, radius, diameter and chord

• Define, identify and give examples of the kinds of arcs compose circle
• Identify central angle and inscribed angle
• Find the measures of central angle, inscribed angle as well as its intercepted arcs.

WHAT I KNOW
Directions: Answer the following as indicated. Y
1. Given a circle with center O. Name the following:
a. the circle R
V S
b. a diameter •O
c. two radii
d. two chords which are not diameters P
e. a secant M
f. a tangent

2. If a radius is perpendicular to a chord then it ________ the chord.

3. In the given circle A, 𝑃𝑇 is a diameter, therefore

𝑀𝑇 is a ________ and P
•A
̂ is a _________.
4. 𝑃𝑇𝑀 M• T

5. If m 𝐴𝑇 = 8 cm, then m 𝑀𝐴= ________.

WHAT‘S IN

Directions: Identify the parts of a circle. Write the name on the box.

Center =_________ Tangent =_________

Radius = ________ Secant =_________

Diameter = ________
Chord = ________

WHAT’S NEW

Activity: WORD HUNT! Circle the words that are related with CIRCLE. How many can you find?
Look up, down, across, backward, and diagonally. List your answer on the box at the right.

Third Quarter Week 7 - Day 2

I N S C R I B E D Z
R U E R I Z O U R S
D O C A E R L I 0 U
O Y A N T T C Q H I
R R N H I G N L C D
E U T P S U I D E A
T A N G E N T D I R
N Y X Q E Q K L A I
E D I A M E T E R B
C E N T R A L A L M

10
 WHAT’S IS IT
A circle is defined as the set of all points that are at the same distance from a given
point in the plane. The fixed given point is called the center. The circle is named after its
center. Hence in the figure, given is a circle O. A B
The set of points on the plane containing the circle is center
divided into 3, (1) the circle, (2) the set of points outside
the circle and (3) the set of points inside the circle. Y
C
Radius / Radii A
OC , OB and OE are segment whose endpoints are the center of
the circle and a point on the circle. The plural of radius is radii. E
These three segments are called radii of the circle. diameter

Diameter
The diameter of a circle is a line segment that passes through the center of the E • P
circle and has its endpoints on the circle. All the diameters of the same circle
have the same length.
J
Chord
A chord is a line segment with both endpoints on the circle. The diameter is a
special chord that passes through the center of the circle. The diameter would K • S
be the longest chord in the circle.
I
Tangent L
A tangent is a line that touches a circle at only one point. A tangent
is perpendicular to the radius at the point of contact. The point of tangency is X
where a tangent line touches the circle. D•
E F
Secant
A line intersects that joins any two points on the circle. V •

Arc
A part of a circle between any two points is an arc. In the
figure, the set of points from B to H is an arc. A circle is in itself O• •B
an arc. Arc of a circle is measured in terms of degrees.
•H
The whole arc making up the circle measures 360°.

Any arc of a circle can belong to any of these three groups.

a. minor arc – an arc whose measure is between 0 and 180°. F
b. semicircle – an arc whose measure is exactly 180°
c. major arc – an arc whose measure is between 180° and 360°
D• •K
̂ represents
In the given figure, 𝐹𝐶 is a diameter, hence 𝐹𝐶
̂ ̂
a semicircle, 𝐹𝐾 is minor arc and 𝐹𝐶𝐾 is a major arc.
Aside from 𝐹𝐾̂ , another minor arc in the figure is 𝐾𝐶
̂. C
̂
𝐹𝐾𝐶 also represents a semicircle.

Central Angle R O
An angle formed by two radii and the vertex is the center of the circle.
In the figure, ∠OLH, ∠OLR and ∠HLA are all examples of central angles.
Each of these angles has its own intercepted arc. ∠OLH intercepts OH, L• H
∠OLR intercepts OR and ∠ HLA intercepts HA.
The measure of a central angle is numerically equal to its intercepted arc. A

Inscribed Angle
An angle whose vertex lies on the circle and the sides contain chords of the circle.
Each of the angle shown above is
an example of an inscribed angle.
Three cases are represented here
relative to the position of the
sides in relation to the center of
the circle.

11
 Third Quarter Week 7 - Day 3

WHAT’S MORE

Activity 1:
A. Using the given figure, name;
1. the circle
2. 2 diameters
3. 2 chords which are not diameters
4. 2 secants
5. a tangent

B. 𝐴𝐵 is a diameter. Find the measure of the following.

1. m 𝐴𝐵 = 18 cm, find m 𝑂𝐵.
2. ̂
m 𝐴𝐵 A •C
3. ̂
m 𝐴𝐶 45°
4. ̂
m 𝐴𝐶𝐷 • O •D
5. ̂
m 𝐵𝐷𝐶 50°
6. ̂
m 𝐴𝐵𝐷
7. ̂
m 𝐶𝐷 B
8 ̂
m 𝐵𝐷
9. m 𝑂𝐵 = 4.5 cm, find 𝑂𝐴
10. ̂
m 𝐶𝐵𝐴

Activity 2: •M
The measure of a central angle is equal to its intercepted arc.
In the figure, ∠MET is a central angle and ∠MET intercepts 𝑀𝑇 ̂ E•
Since m 𝑀𝑇̂ = 75°, then m∠MET = 75°, m 𝑀𝑂𝑇 ̂ = 285° O• •T

Using the same figure, answer the following.

1. If m∠MET = 65°, what is m 𝑀𝑇 ̂ ?
2. ̂
If m 𝑀𝑇 = 53°, what is m∠MET?
3. What is the m∠MET if m 𝑀𝑂𝑇 ̂ = 301°?
4. ̂ ̂
If 𝑂𝑀 = 143°, what is 𝑀𝑇𝑂 ?
5. ̂ = 150°, 𝑂𝑀
If 𝑂𝑀 ̂ ≅ 𝑂𝑇̂ , what is the 𝑚 𝑀𝑇
̂ ?

Activity 3:
The measure of an inscribed angle is equal to one half the measure of its intercepted arc.

In the figure, circle I, ∠BAD is an inscribed angle and ∠BID is a central angle
And their intercepted arc is 𝐵𝐷̂
Find: ̂
a. m 𝐵𝐷
b. m ∠BAD B

Solution: ̂ = 78°
a. Since m ∠BID = 78°, then m 𝐵𝐷 I•
D
Note: The measure of central angle is equal to its intercepted arc.
A
1
b. m ∠BAD = ̂
𝑚 𝐵𝐷
2
1
m ∠BAD = ( 78° )
2
m ∠BAD = 39°

Using circle I, find the measure of the following if ∠BAD = 44°

1. ̂
𝐵𝐷
2. ∠BID
3. ̂
𝐴𝐷
4. ̂
𝐴𝐵𝐷
5. ∠AID

12
 Third Quarter Week 7

WHAT I HAVE LEARNED

Activity: CROSSWORD PUZZLE! Complete the puzzle below using the given clues.

13
 WHAT I CAN DO

Answer the following.

1. If the diameter of a circle is 17 cm, what is the length of the radius?
2. A line that intersects a circle at one point is called ________________.
3. If a radius bisects a chord which is not a diameter, then it is ______________ to the chord.
̂ is a ________________
4. 𝐸𝑀 is a diameter of circle A. then, 𝐸𝑌𝑀 E
̂ is a __________________
5. 𝑌𝑀
̂ is a _________________
6. 𝑀𝐸𝑌 •A
M •Y
7. 𝐴𝐶 is a diameter of circle R, Using the given figure, find;
a. m ∠T
b. m ∠F T
̂
c. 𝑚 𝑇𝑆 •R
̂
d. 𝑚 𝐹𝑆 F 55°
S
8. 𝑀𝑁 is a diameter of circle P, find. L 3x M
a. m ∠MPL 2x • P
b. m ∠LPN N

9. In circle A, 𝐵𝑅 and 𝐻𝐸 are diameters, and m ∠BGE = 109°, find:

̂
a. 𝑚 𝐵𝐸 H
̂
b. 𝑚 𝐵𝐻
c. m ∠RBE B
d. m ∠H •G
e. m ∠HBR 109° R
f. m ∠RGE
E
10. Using the given figure, m ∠ZNY = 30° find: Z
a. x Y
b. m ∠ZSY
c. m ∠ZSR N• 3x
d. m ∠RNY
e. m ∠Z
f. m ∠ZNS S R

Week 8

MOST ESSENTIAL LEARNING COMPETENCY

Constructs triangles M7GE-IIIi-48
OBJECTIVES

To construct a triangle
WHAT I KNOW
Directions: Read each item carefully. Choose the letter of the correct answer.
1. What is the measure of the missing angle indicated in the figure at the right?
A. 40° B. 45° C. 50° D. 55°
2. What is a polygon that has 3 sides and three angles?
A. Square B. Triangle C. Rectangle D. Pentagon
3. Two angles of a triangle are 30° and 60°. What is the measure of the third angle?
A. 90° B. 80° C. 70° D. 100°
4. In constructing a triangle, which of the following is NOT a material to be used?
A. compass B. ruler C. protractor D. calculator
5. Which of the following refers to a point where two or more curves, lines or edges meet?
A. vertex B. side C. angles D. line

14
 WHAT’S IN

In the previous lesson you already have an understanding of 3-sided and 4-sided polygons. In this lesson
we will deepen our understanding about these polygons by constructing each. These concepts and skills will
help you solve and classify polygons.

WHAT’S NEW

Activity 1: Follow the Dots

Make/Create triangles as many as you can in the given dotted grid.

WHAT IS IT

In the previous activity you created triangles with the help of the dotted grid. As you noticed, how many sides
does a triangle have? How many angles? Without using a grid, how will you construct a triangle? Now, let us
learn how to construct triangle using our ruler and a compass.

CONSTRUCTING A TRIANGLE!

Task: Construct a Triangle, ∆𝑨𝑩𝑪

Materials: compass, ruler
Given: 𝑨𝑩, ̅̅̅̅
̅̅̅̅ ̅̅̅̅
𝑩𝑪 and 𝑨𝑪
Procedure:
𝑨𝑩, ̅̅̅̅
Step 1: Draw ̅̅̅̅ ̅̅̅̅ with different lengths.
𝑩𝑪 and 𝑨𝑪 Step 2: Mark point A on a paper which will be one
of the vertex of the triangle.

Step 3: Set the compass to the desired length of ̅̅̅̅

𝑨𝑩. Step 4: Set the compass to the desired length of

Without changing the compass setting, move the ̅̅̅̅

𝑨𝑪. Without changing the compass setting, move x
compass to point A and draw an arc to where you the compass to point A and draw an arc to where
want to locate point B. the third vertex C will be located.

Step 5: Set the compass to the desired length of Step 6: Using a straightedge or ruler, connect the
̅̅̅̅
𝑩𝑪. Without changing the compass setting, move three points A, B and C.
the compass to B and draw an arc crossing the
arc made in step 4. Mark the intersection point C.

15
CONSTRUCTING A TRIANGLE!

Task: Construct a Triangle, ∆𝑨𝑩𝑪

Materials: compass, ruler, protractor
Given: ∠A = 60ᵒ, ∠C = 40ᵒ and side b =8 cm

Step 1. Draw a construction line and select point A on Step 2. With the compass point at A, construct
the line. side b on the line and name the other endpoint as C.

Step 3. Using the protractor construct ∠𝐴 and ∠𝐶. Step 4. Name the intersection of rays as points B.

WHAT’S MORE
Activity 2: Let’s Construct!
Construct a triangle with the following given sides:

1. If the length of the three sides of the triangle are 9 cm, 5 cm, and 7 cm.
2. If ̅̅̅̅
𝐿𝑀 = 6 cm, ̅̅̅̅̅
𝑀𝑁 = 5 cm, and ̅̅̅̅
𝐿𝑁 = 4 cm,
Activity 3: Let’s Draw!
Construct a triangle when two of its sides and the included angles are given

1. Draw a triangle ABC in which AB = 5 cm, BC= 7 cm, and ∠B = 75°

2. Draw a triangle ABC in which AB = 4.5 cm, BC = 6 cm, and ∠B = 80°
WHAT I HAVE LEARNED
Arrange the following steps in constructing a triangle by using a counting number based on the order.
• _____ Make point A on a paper which will be one of the vertex of the triangle.
• _____ Set the compass to the desired length of 𝐵𝐶 ̅̅̅̅ . Without changing the compass setting, move the
compass to B and draw an arc crossing the arc made in step 4. Mark the intersection point C.
• _____ Draw 𝐴𝐵̅̅̅̅, 𝐵𝐶
̅̅̅̅ , 𝐴𝐶
̅̅̅̅ with different lengths.
• _____ Using a straightedge or ruler, connect the three points A, B, and C.
• _____ Set the compass to the desired length of ̅̅̅̅ 𝐴𝐶 . Without changing the compass setting, move the
compass to A and draw an arc where the third vertex C will be located.
• _____ Set the compass to the desired length of ̅̅̅̅ 𝐴𝐵. Without changing the compass setting, move the
compass to point A and draw an arc to where you want to locate point B.

WHAT I CAN DO
Architects and engineers use triangles when they build structures. Why do you think so? Why are triangles often
used as frameworks, supports, or braces for many construction works? For instance, in construction of roofs and
bridges, explain why the trusses are triangular in sha

16
 Week 8

MOST ESSENTIAL LEARNING COMPETENCY

Constructs squares and rectangles
OBJECTIVES

• Constructs squares and rectangles

WHAT I KNOW
Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. Which of the following refers to a parallelogram with four right angles?

A. square B. circle C. rectangle D. triangle
2. Which of the following refers to a parallelogram with four congruent sides and angles?
A. square B. circle C. rectangle D. triangle
3. What is the measure of each angle in a square?
A. 45° B. 90° C. 80° D. 60°
4. Which of the following refers to two lines that intersect and form a right angle?
A. perpendicular lines C. parallel line
B. intersecting lines D. concurrent lines
5. What kind of angle formed in a square or rectangle?
A. obtuse angle B. acute angle C. right angle D. straight angle

WHAT’S IN

In the previous lesson you already have an understanding of 4-sided polygons. In this lesson we will
deepen our understanding about these polygons by constructing 4-sided polygons. These concepts and skills
will help you solve and classify polygons.

WHAT’S NEW

Activity 1:

WHAT IS IT

In the activity you already illustrated and differentiated square and rectangle. What are their similarities and
differences? Can you construct your own square and rectangle? Let us learn how to construct these polygons.

CONSTRUCTING A SQUARE

Method 1: Task: Construct a square inscribed in a circle Given: The length of one side of the square

Materials: compass, ruler

Procedure:

Step 1: Using your straightedge, draw a reference line, Step 2: Copy the side of the square onto the if one
is not provided. reference line, starting at a point labeled A.
Step 3: Construct a perpendicular line at point B to the Step 4: Place your compass at point B, and copy
line through ̅̅̅̅
𝐴𝐵. the side of the square onto the perpendicular ̅̅̅̅
𝐵𝐺 .
Step 5: With your compass still set at a span Label the end of the segment copied as point C.

representing AB, place the compass point at C and Step 6: Holding this same span, place the compass
swing an arc to the left. point at A and swing an arc intersecting with the

Step 7: Connect points A to D, D to C, and C to B to previous arc. Label the point of intersection as D.
form a square.

17
Method 1 Figure Method 2 Figure

Method 2: Task: Construct a square inscribed in a circle Given: the length of one side of the square
Procedure:

Step 1: Using your compass, draw a circle and label the center O.
Step 2: Using your straightedge, draw a diameter of the circle, labeling the endpoints A and B.

Step 3: Construct the perpendicular bisector of the diameter, ̅̅̅̅

𝐴𝐵.
Step 4: Label the points where the bisector intersects the circle as C and D.
Step 5: Connect points A to B to C to D to form the square.

CONSTRUCTING a RECTANGLE

Task: To construct a Rectangle Given: The length of one side of the rectangle

Materials: compass, ruler

Procedure:
Step 1: Construct two perpendicular segments.
Step 2: Mark off congruent sides.
Step 3: Check for 4 right angles.
Step 4: Check that the diagonals are equal in lengths.

WHAT’S MORE
Activity 2: Let’s construct!
A. Construct a square with the following given length of one side. Use any method.
1. 𝐴𝐵̅̅̅̅ = 7cm ̅̅̅̅ = 5cm
3. 𝐸𝐹
2. 𝐿𝑀̅̅̅̅ = 4cm ̅̅̅̅ = 12cm
4. 𝑋𝑌
B. Construct a rectangle given the two sides.
1. 𝐴𝐵̅̅̅̅ = 10cm , 𝐵𝐷̅̅̅̅ = 4cm
2. 𝑀𝑁̅̅̅̅̅ = 8cm , 𝑀𝑃
̅̅̅̅̅ = 15cm
3. 𝐴𝐵̅̅̅̅ = 3cm , 𝐴𝐶
̅̅̅̅ = 5cm
Activity 3: True or False
_______ 1. All rectangles are parallelograms, but all parallelograms are not rectangles

_______ 2. The diagonals of a rectangle divide the rectangle into four triangles

_______ 3. All squares are rectangles

_______ 4. Every square is a rectangle, but every rectangle is not a square

_______ 5. All rectangles are squares

WHAT I HAVE LEARNED

Arrange the following steps in constructing a square by using a counting number based on the order.
_____ A. With your compass still set at a span representing AB, place the compass point at C and swing an
arc to the left.
_____ B. Construct a perpendicular at point B' to the line through ̅̅̅̅
𝐴𝐵.
_____ C. Using your straightedge, draw a reference line, if one is not provided.
_____ D. Holding this same span, place the compass point at A' and swing an arc intersecting with the
previous arc. Label the point of intersection as D.
_____ E. Place your compass point at B', and copy the side of the square onto the perpendicular ̅̅̅̅̅
𝐵′𝐺 . Label
the end of the segment copy as point C.
_____ F. Connect points A' to D, D to C, and C to B' to form a square.
_____ G. Copy the side of the square onto the reference line, starting at a point labeled A'.

18
 WHAT I CAN DO
̅̅̅̅= 25 unit and 𝐵𝐶
Construct a rectangle with the measure 𝐴𝐵 ̅̅̅̅ = 15 units. How many squares can be made
inside the rectangle?

Third Quarter
Week 9

MOST ESSENTIAL LEARNING COMPETENCY

Constructs regular pentagon M7GE-IIIi-48

OBJECTIVES

To construct regular pentagon

WHAT I KNOW

Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. What is the first step in constructing regular pentagon?

A. Draw a circle B. Draw a line C. Draw a square D. Line up the dot

2. How many sides does a pentagon have?

A. 3 B. 4 C. 5 D. 6

3. What is the measure of each interior angle of regular pentagon?

A. 60° B. 70° C. 72° D. 108°

4. It is a device used to measure an angle?

A. ruler B. weighing scale C. meter stick D. protractor

5. What is the measure of each interior angle of regular hexagon?

A. 120° B. 60° C. 90° D. 80°

WHAT’S IN

In the previous module you have learned about constructing triangles, square and rectangle. What is the best device
used to construct triangle? How do we draw a square?

WHAT’S NEW

Activity 1: Make It With You!

Steps in constructing a PENTAGON:

Step 1. Draw a circle using compass with radius of 10 cm.

Step 2. Draw horizontal line

from the center of the circle.

19
Step 3. Measure each central angle equal to 72°and line up the dot and line using protractor.

Step 4. Make a dot on the circle as your mark.

Step 5. Connect to consecutive dots to be the side of your polygon.

WHAT’S IS IT

Regular Pentagon – is a five sided-polygon with five congruent sides and angles.
Regular Pentagon Properties:

• The interior angle is equal 108ᵒ

• The sum of all interior angles is 540ᵒ
• The exterior angle is equal 72ᵒ
• The sum of all exterior angles is 360ᵒ
• The total number of diagonals is 5.

WHAT’S MORE

Activity 2: Pentagon Making

Construct a pentagon using ruler and compass.
Steps:
1. Draw horizontal and vertical lines.
2. Draw a circle with radius of 2 inches using the intersection of two lines as your center. Do not fold the
compass after drawing a circle.
3. Without adjusting the compass, place the point of the compass on the circle where it crosses the horizontal
line. Now draw arcs on the previous circle above and below and connect those points.
4. Now center the compass on the intersection made from the bisector and draw an arc from the top of the
circle down to the horizontal line.
5. At the end of this step, do not close the compass. You will need that distance to make four more arcs.
Putting the point of the compass at the top of the circle draw an arc from where the last arc intersected the
horizontal line out to the circle.
6. Now move around the circle using each arc as the center of the next arc.
7. And finally, draw lines from each intersection to form a pentagon.

20
 WHAT I HAVE LEARNED

How do we construct regular pentagon using protractor and compass?

WHAT I CAN DO

Task: Using different colors of paper, construct and cut regular pentagons with lengths of 5cm, 10cm and
15cm. Paste the 3 regular pentagons in an oslo paper in an overlapping manner from the largest piece to the
smallest piece.

Materials: Colored Paper, Ruler, Scissors, Compass and Pen

Week 9

MOST ESSENTIAL LEARNING COMPETENCY

Constructs regular hexagon M7GE-IIIi-48

OBJECTIVES

To construct regular hexagon

WHAT I KNOW

Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. What is the first step in constructing regular hexagon?

A. Draw a circle B. Draw a line C. Draw a square D. Line up the dot

2. How many sides does a hexagon have?

A. 3 B. 4 C. 5 D. 6

3. What is the measure of each exterior angle of regular hexagon?

A. 60° B. 70° C. 72° D. 120°

4. What is the measure of the central angle of regular hexagon?

A. 40° B. 50° C. 60° D. 70°

5. What is the measure of each interior angle of regular hexagon?

A. 120° B. 60° C. 90° D. 80°

21
 WHAT’S IN

In the previous module you have learned about constructing triangles, square and rectangle. What is the best device
used to construct triangle? How do we draw a square?

WHAT’S NEW

Hexagon – a six sided-polygon with six congruent sides and angles.

Properties of Hexagon:

• The interior angle is equal 120ᵒ

• The sum of all interior angles is 720ᵒ
• The exterior angle is equal 60ᵒ
• The sum of all exterior angles is 360ᵒ
• The total number of diagonals is 9.

Steps in constructing a HEXAGON:

Step 1. Mark a dot. Place your compass on the dot and draw a circle with radius of 1.5”. The bigger the circle
the bigger the hexagon.

Step 2. Using the central dot and protractor, divide the circle into six points. There 360° in a circle and 360°
÷ 6 = 60°. So you should mark a dot every 60°. To get the right measurement, use a protractor.

Step 3. Connect every adjacent or two consecutive points to form a hexagon.

WHAT’S MORE

Activity 2:
Hexagon Making!
1. Construct a regular hexagon with side equal to 9 cm.

2. Construct a regular hexagon with side equal to 4 inches.

Construct Me!

Construct your own regular hexagon

22
 WHAT I HAVE LEARNED

Answer the following questions:

How do we construct regular hexagon using ruler, protractor and compass?

WHAT I CAN DO

MY COOL HIVE RAG

To create your own cool hive rag, you will need the following materials:

Old pieces of cloth (different colors, but same in texture and thickness), Sewing Thread (desired color), Needle, Scissors,
Ruler, Taylor’s Chalk or any Marking Tools (Washable Fabric Markers, Washable Fabric Pens, etc.)

Follow the instructions below so that you could create your own Hive Rag:

1. Gather all of your recycled fabrics. Make sure they are of same thickness and texture. Draw hexagons on
each of the fabrics using your ruler and your Taylors’s Chalk or any marking tool. Each side of the hexagon
must measure 3 cm. Make 19 pieces of these fabric hexagons.
2. Using a pair of scissors, cut the hexagons created.
3. Then, after cutting all the fabric hexagons, sew these together using a needle and thread of your desired
color. Make sure you will sew these hexagons neatly and make sure they look pleasing.
4. After this process, you may now use your Cool Hive Rag to clean different surfaces!
Inspired by this concept:

MOST ESSENTIAL LEARNING COMPETENCY

Solve problems involving sides and angles of a polygon. (M7GE-III-49.0)

OBJECTIVES

• Solve routine problems involving sides and angles of a polygon. (M7GE-IIIj49.1)

WHAT I KNOW
Directions: Read each item carefully. Choose the letter of the correct answer.
1. What is the sum of the exterior angles of an octagon?
A. 360o B. 180o C. 90o D. 45o
2. What is the measurement of an interior angle of a regular nonagon?
A. 90o B. 140o C. 580o D. 1260o
3. An exterior angle of a regular polygon measures 36°. How many sides does the polygon have?
A. 6 B. 8 C. 10 D. 15
4. What is the measure of each lettered angle in the figure at the right?
A. y = 180o and z = 360o
B. y = 140o and z = 90o
C. y = 60o and z = 120o
D. y = 120o and z = 60o
5. The sum of the measures of the interior angles of a convex polygon is 1980𝑜 , how many sides does the
polygon have?
A. 12 B. 14 C. 16 D. 18

23
 WHAT’S IN

In our previous lessons we learned about polygons and the important concepts related to it. In this
lesson, you are going to apply the concepts you’ve learned in solving routine problems involving sides and
angles of a polygon.

WHAT’S NEW

Activity 1: La Tribuna
In the Uffizi gallery in Florence, Italy, there is a room built by Buotalenti called the
Tribune (La Tribuna in Italian). This room is shaped like a regular hendecagon. What angle do
consecutive walls of the Tribune make with each other?

WHAT IS IT

Let us solve the following problems involving sides and angles of polygons.

Problem 1: The measure of each interior angle of a regular polygon is 140°. How many sides does the polygon
have?

Solution:
(𝑛 − 2)180o
= 140o By Polygon Interior Angles Theorem
𝑛
(𝑛 − 2)180o = 140𝑛 Multiply each side by n.
180𝑛 − 360 = 140𝑛 Simplify.
40𝑛 − 360 = 0 Subtract 140n from each side.
40𝑛 = 360 Add 360 to each side.
40𝑛 360
= Divide each side by 40.
40 40
𝒏=𝟗
Hence, the polygon has 9 sides and it is a regular nonagon.

Problem 2: Find the value of x in the diagram shown below.

Solution:

The polygon shown in the diagram above has 5 sides. So it is pentagon.

The sum of the measures of the exterior angles of a convex polygon, one angle at each vertex is 360°.

We can add the measures of all exterior angles of the above pentagon and the sum can be equated to 360°.

So, we have

2𝑥° + 𝑥° + 3𝑥° + 4𝑥° + 2𝑥° = 360°

Simplify.

12𝑥 = 360

Divide each side by 12.

12𝑥 360
=
12 12
𝒙 = 𝟑𝟎

Problem 3: Four angles of a hexagon measure 130o, 140o, 150o, and 140o. Find the measure of the other two
angles if they are in the ratio 2:3.

Solution:

A hexagon has six sides.

(6 − 2)180 = 720o

The sum of the measures of the four angles is:

130o + 140o + 150o + 140o = 560o

24
 Thus, the sum of the measures of the other two angles is:

720o − 560o = 160o

If 𝑥 represents the measure of an angle, then:

2𝑥 + 3𝑥 = 160

5𝑥 = 160

𝑥 = 32

2𝑥 = 2(32) = 64

3𝑥 = 3(32) = 96

The measures of the other two angles are 𝟔𝟒𝐨 and 𝟗𝟔𝐨 , respectively.

WHAT’S MORE
Activity 2: It’s Your Turn!

Solve the following problems. Show your solution.

1) Three angles of a pentagon measure 120o, 130o, and 150o. Find the measure of the other two angles if
they are in the ratio 2:3.
2) The measure of an interior angle of a regular polygon is 156o. Find the number of sides of the polygon.
3) Mr. Marvin Garcia is planning to build a gazebo whose base is a regular octagon. At what angle should
he cut the lumber to frame the base?
4) What is the sum of the measures of the exterior angles, one at each vertex of a convex 54-gon?
5) A convex hexagon has exterior angles that measure 48, 52, 55, 62, and 68. What is the measure of the
exterior angle of the sixth vertex?

WHAT I HAVE LEARNED

On the space provided, write a paragraph about what you have learned in today’s lesson.

WHAT I CAN DO
Archeologists unearthed parts of two adjacent walls of an ancient castle. Before it was unearthed, they
knew from ancient texts that the castle was shaped like a regular polygon,
but nobody knew how many sides it had. Some said 6, others 8, and some
even said 100. From the information in the figure, how many sides did the 22.5o
castle really have?

MOST ESSENTIAL LEARNING COMPETENCY

Solve problems involving sides and angles of a polygon. (M7GE-III-49.0)

OBJECTIVES

• Solve non-routine problems involving sides and angles of a polygon. (M7GE-IIIj49.2)

WHAT I KNOW
Directions: Analyze and solve the following problems.
1. Three exterior angles of a pentagon measure 60, 80, and 90. Find the measures of the other two exterior angles
assuming them equal.
2. The length of a rectangle is 7 cm more than 4 times its width. Its perimeter is 124 cm. What are the dimensions of
the rectangle?

25
 WHAT’S IN

Routine problem solving involves using atleast one of the four arithmetic operations and/or ratio to solve problems
that are practical in nature. On the other hand, a non-routine problem is any complex problem that requires some degree
of creativity or originality to solve. Non-routine problems typically do not have an immediately apparent strategy for solving
them. Often times, these problems can be solved in multiple ways.

WHAT’S NEW

Activity 1: Investigate!
In Ms. Aira’s Math class, students made a “polygon path” that consists of regular
polygons of 3, 4, 5, and 6 sides joined together as shown.
Find the measures of the following angles: ∠1, ∠2, ∠3, ∠4 and ∠5.

WHAT IS IT

Let us solve the following problems involving sides and angles of polygons.

Problem 1: A home plate maker for a soft ball field is a pentagon. Three of the interior angles of the pentagon are right
angles. The remaining two interior angles are congruent. What is the measure of each angle?

Solution:

Draw a Sketch:
Sketch and label a diagram for the above plate maker. It is a non regular pentagon.
Let ∠A, ∠B and ∠D be the right angles. Let ∠C and ∠E be the remaining two congruent angles. So,
we have ∠C ≅ ∠E.
The sum of the measures of the interior angles of a pentagon is 540°.
Verbal Model :

Labels :
Sum of measures of interior angles = 540°; measure of each right angle = 90°; measure of ∠C and ∠E = x°
Reasoning :
540o = 3 ∙ 90o + 2𝑥 o Write the equation.
540 = 270 + 2𝑥 Simplify.
270 = 2𝑥 Subtract 270 from each side.
270 2𝑥
= Divide each side by 2.
2 2
𝟏𝟑𝟓 = 𝒙 Add 360 to each side.
Hence, the measure of each of the two congruent angles is 135°.

Problem 2: If we were designing the home plate marker for some new type of ball game, would it be possible to make a
home plate marker that is a regular polygon with each interior angle having a measure of (a) 135°? (b)
145°?

Solution:

(a) Let n be the number of sides of the regular polygon.

(𝑛 − 2)180o
= 135o By Polygon Interior Angles Theorem
𝑛
(𝑛 − 2)180o = 135𝑛 Multiply each side by n.
180𝑛 − 360 = 135𝑛 Simplify.
45𝑛 − 360 = 0 Subtract 135n from each side.
45𝑛 = 360 Add 360 to each side.
45𝑛 360
= Divide each side by 45.
45 45
𝒏=𝟖
Yes, it would be possible. Because a polygon can have 8 sides.
(b) Let n be the number of sides of the regular polygon.
(𝑛 − 2)180o
= 145o By Polygon Interior Angles Theorem
𝑛
o
(𝑛 − 2)180 = 145𝑛 Multiply each side by n.
180𝑛 − 360 = 145𝑛 Simplify.
35𝑛 − 360 = 0 Subtract 145n from each side.
35𝑛 = 360 Add 360 to each side.
35𝑛 360
= Divide each side by 35.
35 35
𝒏 ≈ 𝟏𝟎. 𝟑
No, it would not be possible. Because a polygon cannot have 10.3 sides.

26
Problem 3: In the figure at the right, three regular polygons meet a point A. How many sides does the largest polygon
have?
180(𝑛−2)
Solution: All regular polygons have interior angles that measure .
𝑛

A regular (equilateral) triangle has interior angle of 60o.

(10−2)180
A regular decagon has interior angle of = 144o.
10

That leaves 360 − (60 + 144) = 156o for interior angle of the third polygon.

(𝑛 − 2)180o
= 156o By Polygon Interior Angles Theorem
𝑛
(𝑛 − 2)180o = 156𝑛 Multiply each side by n.
180𝑛 − 360 = 156𝑛 Simplify.
24𝑛 − 360 = 0 Subtract 160n from each side.
24𝑛 = 360 Add 360 to each side.
24𝑛 360
= Divide each side by 20.
24 24
𝒏 = 𝟏𝟓
The third polygon is a fifteen-sided polygon or pentadecagon.

WHAT’S MORE

Activity 2: Think Deeper!

Here’s a set of word problems involving sides and angles of polygons. Analyze each problem carefully and show your
solution.

1) The measures of the exterior angles of a convex quadrilateral, one at each vertex, are 6𝑥,
4𝑥 − 10, 4𝑥 + 10, and 2𝑥 + 40. Find the measure of each exterior angle.
2) If the exterior angle of a regular polygon measures 20o, find the sum of the measures of the
interior angles.
3) In the figure at the right, 𝑚∠𝑎 = 105o, 𝑚∠𝑐 = 110o, 𝑚∠𝑑 = 80o and 𝑚∠𝑗 = 70o. Find the
measures of the other angles.
4) The outline of the frontage of a house is in the shape of pentagon as shown at
the right. Find the measure of each angle.
5) A theater floor plan is shown in the figure. The upper five sides are part
of a regular dodecagon. Find 𝑚∠1.

WHAT I HAVE LEARNED

On a separate paper, write a paragraph about what you have learned in today’s lesson.

Reflect:

When solving problems, it is not unusual to work on a problem for some time only to find out in the
end that your analysis is wrong and you have to start all over. Do you give up or do you persevere and start
again? Henry Ford describes failure an opportunity to begin again intelligently. Do you agree? Explain.

WHAT I CAN DO
Jasmine is designing boxes she will use to ship her jewelry. She wants to shape the box like a regular polygon. In
order for the boxes to pack tightly, she decides to use a regular polygon that has the property that the measure of its interior
angles is half the measure of its exterior angles. What regular polygon should she use? Show your solution.

ADDITIONAL ACTIVITIES
A. Explore More!
Formulate your own problem involving sides and angles of polygons. Show your solution and final answer for the
created problem. Your work shall be evaluated according to the rubric.
B. Give Me A Reason
1) Cristina said she drew a regular polygon and measured one of its interior angle. She got 130o. Explain to her why
this is impossible.
2) Let a, b, and c represent the measures of an exterior angle of a regular pentadecagon, a regular octagon, and
regular dodecagon, respectively. Order a, b, and c from least to greatest without calculating. Explain your answer.

27