WEEK1

Topic: Undefined terms in Geometry

Learning Competency: Represents point, line and plane using concrete and pictorial model.
Do you know that?
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.
Overview
Geometry is the study of shapes and their measurements. The word geometry comes from the two
Greek words, geo that means “earth” and metron that means “measure”.
The most basic geometric concept is the point. It has a location but it has no shape or size. It is
represented by a dot and a capital letter is used to name a point. A point can be modeled by the
following illustrations.

The next geometric concept is a line. It is a collection of points arranged in such a way that they
will extend to opposite directions. The line has no shape but has a length.

The third geometric concept is the plane. A plane is any flat surface that
extends to all directions. Below is an illustration of the plane and you can
identify it as labelled or you can use any 3 letters. This time, a plane has two
dimensions. It has length and width.
The name of the figure at the right is plane 𝑁 or plane PAL. Models for the
plane are the following.

table piece of paper the ceiling and the floor

Learning task Activity:
Directions: Identify whether the following objects represent a point, line or a plane.
__________1. jump rope __________6. pupil of the eye
__________2. mole __________7. picture frame
__________3. coffee beans __________8. box of a pizza
__________4. refrigerator __________9. flag pole
__________5. television screen __________10. edge of a sofa
Topic: Subsets of a line
Learning Competency: Illustrates subsets of a line

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 Do you know that?
Given the points on a line, the line can be divided into parts which we call subsets of a line.

Ray Segment Ray

Overview

figure 1

Activity (PERFORMANCE TASK 1)

Illustrate the statement below and answer the following questions.
Line b consists of the points M, A, T, H respectively. Indicate the line segments and rays.
Illustration of the line.

1. Aside from MH or HM, give at least 2 line segments on line b.

2. Aside from line ray MA, give at least 2 rays on line b.

Learning Competency:
Derive relationships of geometric figures using measurements by inductive reasoning:
Supplementary angles, complementary angles, congruent angles, vertical angles, adjacent
angles, linear pairs, perpendicular lines and parallel lines.
Do You Know That!!!
In Geometry, there are certain pairs of angle that are related with their
measures and their orientation. Using your knowledge in classifications of angle measures and
the concepts of parallel and perpendicular lines, relationships can be derived. Complementary
angles, supplementary angles, congruent angles, vertical angles and linear pair are some angle
pairs that could be formed by combining the two different angles.

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Learning Task Activity
Directions: Find the indicated angle measure using the figure below.

WEEK 2
Learning Competency:
The learner derives relationships among angles formed by parallel lines cut
by a transversal using measurement and by inductive reasoning.
Do you know that:

In the previous module, you have learned the different angle pairs; the vertical angles which are
congruent; and the linear pair which are both adjacent and supplementary since they formed a straight angle and
the sum of their measure is 180⁰. In this module, you will learn how to name and identify angle pairs formed by
parallel lines and transversal and recognize their relationships to find a missing angle. Corresponding angles ,
alternate- interior angles, alternate- exterior angles, same- side interior angles and same– side exterior angles
are the angles formed when a transversal line cut a parallel line.

Overview:

Given the parallel lines, lines m and n in the figure below. The line l is a transversal of the two
lines. A transversal is a line that intersects two or more lines. The following angles are formed when a
transversal intersects the two lines:

110 70
70 110
110 70
70 110
Corresponding angles – are non-adjacent interior and exterior angles on the same side of a transversal.
Corresponding angles are CONGRUENT.
Examples:
1. ∠a and ∠e
m ∠a = 110⁰ and m ∠e = 110⁰, therefore ∠a and ∠e are congruent.

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 2. ∠b and ∠f
m ∠b = 70⁰ and m ∠f = 70⁰, therefore ∠b and ∠f are congruent.
3. ∠c and ∠g
m ∠c = 70⁰ and m ∠g = 70⁰, therefore ∠c and ∠g are congruent.
4. ∠d and ∠h
m ∠d = 110⁰ and m ∠h = 110⁰, therefore ∠d and ∠h are congruent.
Alternate- interior angles – are non-adjacent interior angles on opposite side of a transversal. Alternate
interior angles are CONGRUENT.
Examples:
1. ∠c and ∠f
m ∠c = 70⁰ and m ∠f = 70⁰, therefore ∠c and ∠f are congruent.
2. ∠d and ∠e
m ∠d = 110⁰ and m ∠e = 110⁰, therefore ∠d and ∠e are congruent.
Alternate- exterior angles – are non-adjacent exterior angles on opposite side of a transversal.
Alternate exterior angles are CONGRUENT.
Examples:
1. ∠a and ∠h
m ∠a = 110⁰ and m ∠h = 110⁰, therefore ∠a and ∠h are congruent.
2. ∠b and ∠g
m ∠b = 70⁰ and m ∠g = 70⁰, therefore ∠b and ∠g are congruent.
Same-side interior angles – are two angles that are on the same side of the transversal and on the
interior of (between) the two lines. Same– side interior angles are SUPPLEMENTARY.
Examples:
1. ∠c and ∠e
m ∠c = 70⁰ and m ∠e = 110⁰, the sum of the measures of ∠c and ∠e is
180, therefore they are supplementary.
2. ∠d and ∠f
m ∠d = 110⁰ and m ∠f = 70⁰, the sum of the measures of ∠d and ∠f is
180, therefore they are supplementary.
Same-side exterior angles – two angles that are exterior to the parallel lines and on the same side
of the transversal line. Same– side exterior angles are SUPPLEMENTARY.
Examples:
1. ∠a and ∠g
m ∠a = 110⁰ and m ∠g= 70⁰, the sum of the measures of ∠a and ∠g is 180, therefore they are
supplementary.
2. ∠b and ∠h
m ∠b = 70⁰ and m ∠h= 110⁰, the sum of the measures of ∠b and ∠h is 180, therefore they are
supplementary.

Learning Task Activity 1

Directions: Name the following angle formed by parallel lines cut by a transversal. Write your answer
on your answer sheet.

1. 4 Interior angles
2. 4 Exterior angles
3. 4 pairs of corresponding angles
4. 2 pairs of alternate interior angle
5. 2 pairs of alternate exterior angle
Learning Task Activity 2
Directions: Find the measure of angles formed by parallel lines cut by a transversal, if the m∠i = 550. Write your
answer on your answer sheet.
1. ∠j =
2. ∠k =
3. ∠l =
4. ∠m =________
5. ∠n =
6. ∠o =
7. ∠p =

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 8. m∠ i + m∠p = ______
9.m∠ j + m∠o = ____
10.m∠ k + m∠n = ____

Topic: GEOMETRICAL CONSTRUCTIONS

Learning Competency:
Uses a compass and straightedge to bisect line segments and angles and construct
perpendicular and parallel lines.

Do You Know that?

Construction" in Geometry means to draw
points, lines, angles and geometric figures accurately.

These constructions involve the use of

compass, straightedge (i.e., ruler) and a pencil. We
use a straightedge to construct a line, ray or line
segment from a given two points. Markings indicated
in the ruler may not be intended for measurement. This
is the "pure" form of geometric construction: no numbers involved!

Overview:
Constructions are step-by-step processes used to create accurate geometric figures.
To create a construction by hand, there are a few tools that you can use:
1. Compass: is an instrument with two arms, 2. Protractor: is an instrument used in
one sharp and one with a pencil that can be measuring angles, typically in the form of a
used to draw circles or arcs. flat semicircle marked with degrees along
the curved edge.

3. Ruler: is a straightedge tool used to

measure length and draw straight lines.

Bisector - The line that divides something into two equal parts. You can bisect line segments,
angles, and more. If the bisector cuts the line segment into two equal parts at 90 °, then it is called
perpendicular bisector.

Line AR is the perpendicular bisector of line

segment MT.

The intersection of Line AR which is Point H is the

midpoint of Line Segment MT

A. How to Bisect a Segment.

Example: Construct the bisector of ̅̅̅
𝐽𝐾 . J K

Step 1. Set-up your compass such that the tips cover slightly
more than half the length of ̅̅̅
𝐽𝐾 . At point J, draw an arc as
shown.

Step 2. Using the same set-up of the compass, at point K,

repeat STEP 1.

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 Step 3. Connect the points of intersection of the two arcs.
Name this segment 𝐿𝑁
̅̅̅̅

Step 4. Name the point of intersection of ̅̅̅

𝐾𝐽 and 𝐿𝑁
̅̅̅̅ as Point
M.

Point M is called the midpoint. The midpoint bisects the segment. Thus, ̅̅̅̅
𝐽𝑀 = ̅̅̅̅̅
𝑀𝐾
An arc is a portion of a circle or curve. It can be classified as Major Arc or Minor Arc. In the
figure at the previous page, AR is an arc, or in symbol:
̂
𝑷𝑻

Ray LV is the angle bisector of ∠𝑂𝐿𝐸.

B. How to Bisect an Angle.

Example: Construct the angle bisector of ∠E E

Step 1. Place one of the tips of the compass at point E. Draw

an arc intersecting the sides of the angle. Name the points of
intersection P and T.

Step 2. At point P, set-up your compass slightly wider than half

the arc 𝑃𝑇
̂ . Draw an arc as shown.

Step 3. Using the same set-up, repeat STEP 2 at point T. Name

one of the 2 points of intersection point W.

Step 4. Draw 𝐸𝑊
̅̅̅̅̅ .

𝐸𝑊 is the ray bisecting ∠𝐸, thus it is called an angle bisector. An angle bisector divides the angle
̅̅̅̅̅
to two congruent angles. Thus, 𝑚∠𝑃𝐸𝑊 = 𝑚∠𝑊𝐸𝑇 or ∠𝑃𝐸𝑊 ≅ ∠𝑊𝐸𝑇.

Perpendicular Lines are two lines intersecting each other at a right angle or at 90°.

Line EO is perpendicular to Line PS.

In symbol:

Line EO ⊥ Line PS

C. How to Construct Perpendiculars.

Using the construction in Activity 1, right angles are formed by
the two segments. This is the same procedure to construct
perpendicular lines!
To show perpendicular lines, extend the two segments to
opposite directions, affixing arrow heads as shown on the right.
In symbols, ̅̅̅
𝐽𝐾 ⊥ 𝐿𝑁 ̅.
Parallel Lines are two lines on the same plane that are at equal distance to each
other and never meet.

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 Line AB and Line CD are parallel lines.

In symbol:

Line AB | | Line CD

D. How to Construct Parallels.

Example: Construct a line parallel to a given line. P T
T

Step 1. Draw line k intersecting line 𝑃𝑇

⃡ at point A.

Step 2. At point A, set-up your compass to draw an arc

intersecting lines k and 𝑃𝑇
⃡ at points B and S, respectively.

Step 3. Using the same set-up, draw an arc at a new point C

on line k. Name the point of intersection point D.

Step 4. Set the compass opening as wide as the distance

between points B and S. At point D, draw an arc. Name the
point of intersection of the two arcs point E.

Step 5. Draw line passing through C and E. This line is 𝐶𝐸

⃡ .

⃡ and 𝑪𝑬
𝑷𝑻 ⃡ are called parallel lines. In symbol, 𝑷𝑻 ⃡ .
⃡ | | 𝑪𝑬

ACTIVITY : LET’S DRAW IT! (Performance task2)

Directions: Construct the following, based on the given situations. Please make sure to maximize
the use of compass and straightedge in this activity.

1. Connect a point from Point X that will reproduce

perpendicular line to Line f. Mark the intersection as
Point Z.

2. A line parallel to line r passing through point U.

3. A piece of cake is left for two siblings to share. Draw

a line segment where the cake be cut equally.

WEEK 3
Learning Competency: Define and identify polygons, convexity, angles and sides.
Do You Know That!!!

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 Overview

Learning Competency: Illustrates polygons convexity, angles, and sides.

Do You Know That!!!

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Activity(PERFROMANCE TASK 3)
Directions: Draw convex polygon DREAMS in the space provided and complete the table below by naming
all its angles, identify the angles, vertex.

WEEK4
Topic: CIRCLE:
Learning Competency:
Illustrates a circle and the terms related to it, radius, diameter chord, center, arc, chord,
central angle and inscribed angle.

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Do You Know that?
Circles are all over us. Wall clock, ceiling fan, wheels, plates,
gears, disk, Ferris wheel, and pies are some examples.
A circle is a set of all points in a plane that are equidistant from
a fixed point in the plane. The fixed point is the center of the circle,
and the fixed distance is the radius.
Circles can be named by their centers. The circle at the right is
called circle A or in symbol, A.

Overview:
There are some terms related to circles, which may be of help to understand circles
more.
Radius is used to name a line segment that joins the center of
the circle to a point on the circle. In A, ̅̅̅̅
𝐴𝐵 is the radius.
A chord is a segment whose endpoints are any two points
on the circle. In A, 𝐶𝐸
̅̅̅̅ is a chord.
A diameter is a chord which passes through the center of a
circle. It is twice the length of a radius and the longest chord of
the circle. In A, 𝐶𝐷 ̅̅̅̅ is the diameter.
Here are other terms and examples related to circles.
CIRCLE PARTS OF THE CIRCLE EXAMPLE
Central angle is an angle formed by 2 radii In O, ∠𝑅𝑂𝐵 and ∠𝐵𝑂𝐴
of a circle with its vertex in the center of are examples of the central
the circle. angles.
Arc is a connected part or portion of a In O, , , , ,
circle. are examples of its arcs.
Minor arc of a circle is a set of points on the
In O, , , and , are
circle which lie on the central angle or in
examples of its minor arcs.
the interior of the central angle.
Major arc of is an arc whose measure is In O, is an example of
greater than half of the circle. a major arc.
Semicircle is the union of the endpoints of
a diameter and the points of the circle in a In O, and are
given half-plane formed by the line examples of semicircles.
containing the diameter.
Inscribed angle is an angle whose sides
contain the endpoints of the arc and In O, ∠𝑅𝐼𝑁 is an inscribed
whose vertex is a point on the arc other angle.
than the endpoints.
Learning Task ACTIVITY 1: Let’s Name It!!!
Directions: Identify the parts of the circle. Write their names on the space provided.

Circle ____________________________________ Central angles ____________________________

Major arc (1) _____________________________ Chord/s __________________________________
Radii _____________________________________ Inscribed angle ___________________________
Minor arc (1) _____________________________ Diameter _________________________________

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Learning Task ACTIVITY 2: LET’S DRAW IT!!!
Directions: Figures below are all real-life examples of circles. Illustrate and draw the identified
parts of the circle for each of the statement described. Use a visible color pen.

Locate the center of the Jen, Tin and Jun went to a A player was given 3
pie. Slice it into 6 parts by carnival and planned to ride a chances to hit the center of the
drawing its diameter. Ferris wheel separately. Jen and dart board. The first and the
Jun position themselves in second darts landed on the very
opposite carriage while Tin at edge of the dart board. Luckily
their middle showing a on his third try he hit the center.
semicircle. Illustrate their Show a possible position of the
position darts to show a central angle.
Topic: CONSTRUCTING POLYGONS
Learning Competency:
Constructs triangles, squares, rectangles, regular pentagon, and regular hexagon.
Do You Know that?
A regular polygon is a polygon that is both equiangular and
equilateral. That is, all its angles are of the same measures, and all its
sides are of the same length.
A basic example of a regular polygon is an equilateral triangle,
a triangle with three congruent sides and three congruent angles.
Squares are also regular polygons, because all their angles are the
same (90°) and all their sides are the same length.
Regular polygons with five or more sides do not have special
names. Instead, the word regular is used to describe them. All regular
polygons have rotation symmetry. This means that a rotation of less than 360⁰ will carry the
regular polygon onto itself. In fact, a regular n-sided polygon has rotation symmetry for any
multiple of 360⁰𝑛.
Overview:
Constructions are step-by-step processes used to create accurate geometric figures. To
create a construction by hand, there are a few tools that you can use:
1. Compass: A device that allows you to create a circle with a
given radius. Not only can compasses help you to create circles, but
also, they can help you to copy distances.
2. Straightedge: Anything that allows you to produce a straight line.
A straightedge should not be able to measure distances. An index card
works well as a straightedge. You can also use a ruler as a straightedge,
as long as you only use it to draw straight lines and not to measure.
3. Paper: When a geometric figure is on a piece of paper, the
paper itself can be folded in order to construct new lines.

You can construct some regular polygons by hand if you remember the definitions and properties of
these regular polygons. With the additional help of geometry software or a protractor, you can
construct any regular polygon. Let us find out how to construct an equilateral triangle.
Constructing an Equilateral triangle.
Step 1. Adjust the opening of the compass based from the distance
of points X and Y.

Step 2. Make an arc that is of the same length as segment XY away

from point X.

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 Step 3. Make another arc that are the length of XY away from point
Y. Name the intersection of the arc as point Z.

Step 4. Connect points X and Z and points Y and Z.

Example:
̅̅̅̅ is one side of what will become equilateral triangle ΔXYZ. You need to put point Z in the
𝑋𝑌
correct place in order to make the equilateral triangle. Where should point Z be placed with respect
to points X and Y?

X Y

Step 1. Use a straight edge to draw line segment XY.

Step 2. Use a compass to measure the length of XY.

Step 3. Let the distance between X and Y be small letter a. Mark

point Z with the same distance of XY away from point X and Y.

Step 4. Using a straightedge, draw a segment by connecting two

points to form an equilateral triangle XYZ.

When points X, Y and Z were connected, an equilateral triangle is

formed.

B. Constructing a square by paper folding.

Step 1. Fold the circle so that the two halves overlap to create a
line or crease which will be the diameter of the circle.

Step 2. Fold the circle in half again to create the line that bisects
the diameter. To do this, fold the circle so that the two endpoints of
the diameter meet. The second crease will also be a diameter.
Step 3. There are two diameters formed that are perpendicular to
each other. Using a straightedge, connect the four points of
intersection on the circle to construct the square.

A square is formed by connecting points B, C, D and E. It is

equiangular and equilateral.
Example:
Points A, B, C, and D are on a circle centered at point O.

̅̅̅̅
𝐴0 ≅ ̅̅̅̅
𝐵𝑂 ≅ ̅̅̅̅ 𝐷𝑂 because they are all radii on the same circle. Since ∠𝐵𝑂𝐶 is a
𝐶𝑂 ≅ ̅̅̅̅
right angle, ∠𝐵𝑂𝐴, ∠𝐴𝑂𝐷 and ∠𝐶𝑂𝐷 must also be right angles.

Show that ABCD is a square. All four triangles are isosceles because they have congruent sides. This
means that their base angles are congruent. Because the vertex angle of each triangle is 90⁰, the
base angles of each triangle must be 45⁰ (90⁰+45⁰+45⁰ =180⁰).

Since the quadrilateral has four congruent sides and four 90⁰ angles, then it is a square.

Step 1. Use a straight edge to draw line segment XY.

Step 2. Use a compass to measure the length of XY.

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 Step 3. Let the distance between X and Y be small letter a. Mark
point Z with the same distance of XY away from point X and Y.

Step 4. Using a straightedge, draw a segment by connecting two

points to form an equilateral triangle XYZ.

When points X, Y and Z were connected, an equilateral triangle is

formed.

C. Constructing a Pentagon inscribed in a circle.

Step 1. Draw a circumference and its perpendicular diameters

to obtain points A and B, draw a segment bisector of segment
BO obtaining point “x”.

Step 2. Open the compass from “x” to point A and draw an arc
that will intersect in “y” the distance A to y is one side of the
pentagon.

Step 3. Open the compass from A to y, take that distance to

the perimeter, and you obtain point F.

Step 4. Place the compass at F and repeat that distance four

more times to find the vertices of the pentagon: F, E, D, C and
A.

Step 5. Using a straightedge, connect the points along with A

to obtain the pentagon.

D. Constructing a hexagon inscribed in a circle.

The regular hexagon in the figure has been divided into six congruent triangles.
The triangles formed in the regular hexagon is called equilateral triangles.

A full circular rotation is 360⁰, so each angle at the center of the

hexagon must be 60⁰ (360⁰/6). This is also why regular hexagons demonstrate rotation symmetry
at multiples of 60⁰. The six triangles are congruent and the six segments connecting the center
of the hexagon to the vertices must be congruent. This means the six triangles are all isosceles.
The base angles of each of the isosceles triangles must be 180⁰−120⁰ = 60⁰. The measure of each
angle of all the triangles is 60⁰, so all triangles are equilateral.
Since the six points are evenly spaced, each of the segments
connecting the six points must be the same length. Therefore,
the polygon must be regular. It has six sides, so it is a regular
hexagon.
Here are the steps in constructing a regular hexagon inscribed in circle.

Step 1. Start by constructing a circle and a point on the circle.

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 Step 2. You know that the radius of the circle is the same as the
length of each side of the hexagon. Therefore, your goal is to
place six points around the circle that are the same distance
apart from one another as the radius of the circle. Keep your
compass open to the same width as the radius of the circle and
make one new mark on the circle.

Step 3. Continue to make new marks around the circle that are
the same distance apart from one another.

Step 4. The circle should look like this after marking all the six
points around the circle.

Step 5. Using a straightedge, connect the intersection points to

form the regular hexagon.

By connecting the six points inscribed in a circle having same

distance from one another, we were able to form an equilateral
hexagon.

Learning Task ACTIVITY : LET’S DRAW IT!!!

Directions: Using a compass and straightedge, complete the table by constructing the given
regular polygons below. (Leave all construction marks). The first one is done for you.
Write your answer on your answer sheet.
POLYGON GIVEN FIGURE

Triangle
X Y

POLYGON GIVEN FIGURE

1. Pentagon E F

2. Hexagon G H

Topic: SOLVING PROBLEMS INVOLVING SIDES AND ANGLES OF A POLYGON

Learning Competency:
Solves problem involving sides and angles of a polygon.
Do You Know that?

In mathematics, a polygon is a closed two-dimensional figure made up of line segments

but not curves. Well, polygons are everywhere!
Solving problems is part of our daily lives. It helps us to develop our critical thinking and
higher-order thinking skills and to think for possible solutions.
Solving problems is inseparable in Mathematics, and polygon is not an exemption to this.
On this lesson, you are about to learn on how to solve problems involving sides and angles
of polygons.
Overview:
Let’s assume that all the polygons in this lesson is a convex polygon, in which all
possible diagonals drawn from two non-adjacent vertices. In this case, the polygon is separated
into a triangle. Recall, that the sum of the interior angles of a triangle is 180°. The sum of the
measures of the interior angles of each polygon can be found by multiplying 180° to the total
number of triangles formed by the diagonals drawn from two non-adjacent vertices.

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 The sum of the interior angles of a quadrilateral
is 360°

But, for polygons with greater number of sides, you need to use the formula below in finding
the sum of the interior angles and measure of each interior angle:

For the Sum of the Interior Angles of For a regular polygon, the formula in finding
an n-sided polygon the measure of each interior angle:
(n - 2) x 180° (𝒏 − 𝟐) × 𝟏𝟖𝟎°
𝒏
wherein n stands for the number of sides wherein n stands for the number of sides

The Sum of the Exterior angles of all polygon is To find the measurement of each Exterior
𝟑𝟔𝟎°
equal to 360° angle of any polygon the formula is 𝒏 ;
wherein n is the number of sides

In solving problems involving sides and angles of a polygon, it is important that you
are familiar with the different classifications of polygon.

Here are the steps in solving problem:

Step 1: Identify what is being asked.
Step 2: Identify what are the given.
Step 3: Determine which formula you should use.
Step 4: Write down the solution.
Step 5: Write the final answer.

Example 1: Kenji was assigned to measure all the interior angles of hexagon. What is the sum of
the measures of its all-interior angles?
Step 1: Identify what is being asked. Sum of the measures of interior angles of a
hexagon

Step 2: Identify what are the given. Hexagon - 6 sides

Step 3: Determine which formula you (n - 2) x 180°

should use.
Step 4: Write down the solution. Sum of the Interior angles:
(𝑛 − 2) 𝑥 180°
(6 − 2) 𝑥 180°
4 𝑥 180° = 720°
Step 5: Write the final answer. Thus, the sum of the measures of the interior
angles of a hexagon is 720°.

Example 2: Architect Dumlao is designing a gazebo whose base is a regular octagon. At what
angle should he cut the lumber to frame the base?

Step 1: Identify what is being asked.

Measure of each interior angle of an octagon

Step 2: Identify what are the given.

Octagon - 8 sides

Step 3: Determine which formula you (𝒏 − 𝟐) × 𝟏𝟖𝟎°

should use. 𝒏

Step 4: Write down the solution. Measure of each interior angle:

(𝒏 − 𝟐) × 𝟏𝟖𝟎°
𝒏

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 (𝟖 − 𝟐) × 𝟏𝟖𝟎°
𝟖
(𝟔) × 𝟏𝟖𝟎°
𝟖
𝟏𝟎𝟖𝟎°
𝟖
= 𝟏𝟑𝟓°
Step 5: Write the final answer. The lumber will be cut at 135° angle.

Example 3: The surface of a stop sign is in the shape of a regular octagon. If the measures of the
exterior angles were as follow: 45°, 55°, 50°, 30°, 45°, 43°, and 32°. Find the measure of the 8th
exterior angle.

Step 1: Identify what is being asked.

Measure of 8th exterior angle of an octagon
Step 2: Identify what are the given. Octagon - 8 sides
Exterior angles: 45°, 55°, 50°, 30°, 45°, 43°, and
32° The Sum of the Exterior angles of all
polygon is 360
Step 3: Determine which formula you
360° - The sum of 7 given angles
should use.
Step 4: Write down the solution. 360° - The sum of 7 given angles
360° − (45° + 55° + 50° + 30° + 45° + 43° + 32°)
=
360° − 300° = 𝟔𝟎°
Step 5: Write the final answer. The 8th exterior angle is 60°.
Match Me!!!
Learning Task ACTIVITY:
Directions: Read and analyze each situation carefully. Choose your answer on the word pool
below. Write your answer on the line provided before each number.

(𝒏−𝟐)×𝟏𝟖𝟎°
1260° (n - 2) x 180° 360° 30m
𝒏

______________1. You are asked to find the sum of the measures of the exterior angles of a
decagon, what do you think is the total measurement of the exterior angles of a decagon?
_____________ 2. Nina is confused on what formula she will use to find the measures of each
interior angle of an octagon, can you give her the appropriate formula to use?
_____________ 3. Vince wants to build a regular hexagonal playground in his garden. How much
fencing he will need to buy if each side measures 5m?
_____________ 4. Lou is trying to find out what is the sum of all the interior angles of a pentagon,
what is the appropriate formula to use?
_____________ 5. Arra was assigned to measure all the interior angles of nonagon. What is the sum
of the measures of all its interior angles?
ACTIVITY 2: LET’S DO THIS!!! (Performance task4)
Directions: Solve the following problems. Write your solutions on separate sheet of paper.
1.Teacher Yannie assigned Margaux to draw a polygon whose sum of the measure of the interior
angles is 2,160°. How many sides does the polygon she need to draw?
2. Engineer Tuyac is constructing the outline of her octagon house as shown at the right.
Find the measure of each interior angle of the outline.

3. Mang Naldo is planning to make a giant pentagon lantern. At what angle should he form the
lantern to have a regular pentagon lantern?

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