Department of Education

Division of Antique
ANTIQUE NATIONAL SCHOOL
San Jose, Antique

Mathematics 7

Module 3
CHAPTER 4: GEOMETRY
Week 1
Lesson 1 Introduction to Geometry
Competencies ● Represent point, line, and plane using concrete and pictorial
models.
● Illustrate subsets of a line.
● Classify the different kinds of angles.

Geometry comes from the Greek words “geo” meaning earth and “metria” meaning
measurement. Initially, geometry was used in problems involving measurements made on
earth. Euclid made a very significant contribution to the study of geometry. He is called the
Father of Modern Geometry.

Undefined Terms:
1. POINT-used to describe a location or it is an indicator of a position.
-it has no length, no width and has no thickness.
A point is named using capital letters.
Examples: ∙A ∙J ∙P
2. LINE- a collection of continuous points that extends indefinitely in both directions.
-it has no width, no thickness but it has length.
Lines are named in different ways.
A B C

⃡ , or line l. The notation implies that aline

The line above can be named as line AB or ⃡𝐴𝐵, 𝐴𝐴𝐶
is determined when two points are given.
Postulate: Given two points, there is one and only one line containing both of them or
two points determine a line.
Consider the example above, and imagine cutting the line at points A and B.
A A B C

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Mathematics 7 Third Quarter
 Department of Education
Division of Antique
ANTIQUE NATIONAL SCHOOL
San Jose, Antique

Each figure is a subset of the given line. The portion from point A to point B is called a
SEGMENT. Segment is a portion of a line with two endpoints. Segments are named using two
capital letters with a bar on top.
A M B
Segment AB or ̅̅̅̅
𝐴𝐵 or ̅̅̅̅
𝐵𝐴
Every segment has exactly one midpoint. Point M on segment AB is said to be a
midpoint if AM=MB (read as line segment AM is equal to line segment MB).
B C

This figure is an example of a RAY. Ray is a subset of a line with only one endpoint. Ray is
named using capital letters with an arrow at the top. The initial point is always written first. The
second letter indicates the direction of the ray. The example above may be called ray BC or
𝐵𝐶 but not 𝐶𝐴.
3. PLANE-is a never-ending flat surface. This means that it has no limits or boundaries.

. A Plane B or plane ABC

. C
. B

A plane is denoted using a single script letter or three points of the plane.
Defined Terms:
1. SPACE-is a set of all points.
2. COLLINEAR POINTS-are points that lie on the same line.
3. NON-COLLINEAR POINTS-are points that do not lie on the same line.
4. COPLANAR POINTS-are points that lie on the same plane.
5. NON-COPLANAR POINTS-are points that do not lie on the same plane.
6. SKEW LINES-are non-coplanar lines. Thus, they do not intersect.
7. PARALLEL LINES-are coplanar lines that do not intersect.
8. INTERSECTING LINES-are two or more lines that meet at a point.
9. PERPENDICULAR LINES-are lines that intersect and form a right angle.

Postulate: Three points determine a plane.

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Mathematics 7 Third Quarter
 Department of Education
Division of Antique
ANTIQUE NATIONAL SCHOOL
San Jose, Antique

Angles and Its Classification

The figure 1
.C is composed of two rays that do not lie on the same line but
.D

have a common endpoint. This figure is called ANGLE. Angle is the union of two non-collinear
rays that have the same endpoint. The rays are the SIDES of the angle and the common
endpoint is the VERTEX of the angle.
Vertex: O
Sides: 𝑂𝐵 and 𝑂𝐴
Point C is in the interior of the angle while point D is in the exterior of the angle.
There are three ways of naming an angle:
1. Using three letters, the middle letter represents the vertex. ∠AOB or ∠BOA
2. Utilizing a single letter that represents the vertex (as long as it is the only angle
having that vertex). ∠O
3. Placing a number on the vertex and in the interior of the angle. ∠1

NOTE: When a point serves as vertex for more than one angle, it is ambiguous to name the
angle only by its vertex.
An angle separates a plane into three parts: the interior of the angle, the exterior of the
angle and the angle itself. The measurement of an angle tells how “far apart” its two rays are. A
PROTRACTOR is used to measure an angle. Angles are measured in units called DEGREES. To
use the protractor, place the center point of the protractor on the vertex of the angle to be
measured. Line up the mark labeled 0 on either scale with one side of the angle. Then read the
scale where it falls on the other side of the angle. An angle measurement in Geometry will only
be between 0° and 180°.
Classifications of Angles
1. ACUTE ANGLE-is an angle whose measure is greater than 0° but less than 90°.
2. RIGHT ANGLE-is an angle whose measure is exactly 90°.
The symbol is used to mark right angles. A right angle can also be defined as an
angle formed by two perpendicular lines (⊥).
3. OBTUSE ANGLE-is an angle whose measure is greater than 90° but less than 180°.

3
Mathematics 7 Third Quarter
 Department of Education
Division of Antique
ANTIQUE NATIONAL SCHOOL
San Jose, Antique

Activity 1
A. Tell whether each of the following represents an idea of a point, a line, or a plane.
1. the tip of a pen
2. edge of the book
3. frontpage of a newspaper
4. the screen of a television
5. a magic wand
B. Tell whether the following statements are TRUE or FALSE. Please refer to the figures.

.A .D
.B I .
.E .C
.F H .
.G
Figure 1
Figure2

1. Points D, B, and E are collinear.

2. Points A, B, and F are coplanar.
3. Points C, D, A and H are coplanar.
4. Lines DE and AC are coplanar.
5. Lines HI and AB are non-coplanar.
6. Points E, F, G and D are non-coplanar.
7. Points G, H and I are coplanar.
8. Lines DE and AC intersect at B.
9. Points A, B and E are non-collinear.
10. Lines DE and AC are parallel lines.

4
Mathematics 7 Third Quarter
 Department of Education
Division of Antique
ANTIQUE NATIONAL SCHOOL
San Jose, Antique

Activity 2
Using the illustration below, identify the classification of the indicated angle.

.D

.E .C
.F . .A
B
1. ∠ABC
2. ∠CBE
3. ∠FBE
4. ∠DBA
5. ∠FBC

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Mathematics 7 Third Quarter
 Department of Education
Division of Antique
ANTIQUE NATIONAL SCHOOL
San Jose, Antique

Week 2
Lesson 2 Angle Pairs
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.

We know that every segment has a unique midpoint. For any angle LOV there is a
ray OE such that m∠LOE = m∠EOV (read as measure of angle LOE is equal to the
measure of angle EOV).
L
E

O V
A ray is a MIDRAY of an angle if and only if it is between the sides of the angle and
forms with them two angles having equal measures. The midray of an angle bisects the
angle.
If m∠LOE = m∠EOV, then the two angles are congruent. In symbols,
∠LOE ≅ ∠EOV (read as angle LOE is congruent to angle EOV). Two angles are congruent if and
only if they have the same measures.

PAIRS of ANGLES
1. COMPLEMENTARY ANGLES
Two angles whose sum of their measures is 90°. Each angle is the complement of
the other.
Illustrative Example 2.1.

If ∠ LKJ and ∠ GHI are complementary angles, what

is the value of x?

2. SUPPLEMENTARY ANGLES
Two angles whose sum of their measures is 180°. Each angle is the supplement
of the other.

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Mathematics 7 Third Quarter
 Department of Education
Division of Antique
ANTIQUE NATIONAL SCHOOL
San Jose, Antique

Illustrative Example 2.2.

m∠ABC + m∠PQR=180°
∠ABC and ∠PQR are supplementary angles

3. ADJACENT ANGLES
Two angles which have a common side and a common vertex but no interior
points in common.

Illustrative Example 2.3.

∠ABD and ∠DBC are adjacent angles.

4. LINEAR PAIR
Two angles which are adjacent and whose non-common sides are opposite
rays.
Illustrative Example 2.4.

∠DBC and ∠CBA form a linear pair.

5. VERTICAL ANGLES
Two non-adjacent angles formed by two intersecting lines. Vertical angles are
congruent (Vertical Angles Theorem).
Illustrative Example 2.5.

∠AOC and ∠DOB are vertical angles.

∠AOC ≅ ∠DOB ; m∠AOC = m∠DOB
∠AOD and ∠COB are vertical angles
∠AOD ≅ ∠COB ; m∠AOD = m∠COB

7
Mathematics 7 Third Quarter
 Department of Education
Division of Antique
ANTIQUE NATIONAL SCHOOL
San Jose, Antique

Activity 1

A. Find the complement and the supplement of each of the following angles.
1. 13°
2. 38°
3. 41.75°
4. 83°
5. 71°

B. Complete the following table.

m∠1 m∠2 m∠3 m∠4

30°
70°
120°
X°

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Mathematics 7 Third Quarter
 Department of Education
Division of Antique
ANTIQUE NATIONAL SCHOOL
San Jose, Antique

Intersecting, Perpendicular and Parallel Lines

Intersecting Lines

- are two lines that intersect at exactly one point.

Parallel Lines

- are lines which are coplanar but do not intersect.

Illustrative Example 2.6.

line AB and line CD are parallel lines. In symbols, AB II CD.

A B

C D

Perpendicular Lines

- lines that intersect and form a right angle. If lines m and n are perpendicular to each other,
then we write m Ʇ n.

m
B C
D

Activity 2
Identify if the pair of edges of a rectangular prism illustrates perpendicular lines or parallel
lines.
1. AE and BF
2. GH and EF
3. BD and DH
4. AB and BF
5. AB and CD

9
Mathematics 7 Third Quarter
 Department of Education
Division of Antique
ANTIQUE NATIONAL SCHOOL
San Jose, Antique

Week 3

Lesson 3 Angles formed by Lines Cut by a Transversal

Competency • Derive relationships among angles formed by parallel lines cut by a
transversal using measurement and by inductive reasoning.
G H
The figure at the right is rectangular solid.
̅̅̅̅
𝐴𝐵 and ̅̅̅̅
𝐶𝐷 are coplanar (they lie on the A B
same plane). These lines are contained in
one plane and will not meet however far they
E F
are extended. ̅̅̅̅
𝐴𝐵 and ̅̅̅̅
𝐶𝐷 are said to be
parallel. ̅̅̅̅
𝐴𝐵 and ̅𝐺𝐻
̅̅̅̅are also coplanar and
C D
parallel. Illustration 1.

In a 3-dimensional plane, it is also possible to have two lines that are not parallel
and do not intersect, i.e. ̅̅̅̅
𝐴𝐶 and ̅̅̅̅
𝐸𝐹 . These kinds of lines are called skew lines.

Definition

Note: Rays and segments are also described as perpendicular, parallel, or skew. The
term parallel and the notation || are used for segments, rays, lines, and planes. The
symbol ∦ means “is not parallel to.”

In the figure at the right are three coplanar lines, ⃡𝐴𝐵 , ⃡𝐶𝐷 , and ⃡𝐸𝐹 . Notice that ⃡𝐸𝐹
intersects ⃡𝐴𝐵 and ⃡𝐶𝐷 in two different points and form angles. ⃡𝐸𝐹 is a transversal of
⃡𝐴𝐵 and ⃡𝐶𝐷 . E
B
A 1 2
4 3

5 6
C 8 7 D
F

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Mathematics 7 Third Quarter
 Department of Education
Division of Antique
ANTIQUE NATIONAL SCHOOL
San Jose, Antique

Definition

The angles formed by two different lines and a transversal have special names:

The angles 3, 4, 5, and 6 are called

1 2 interior angles.
3 4 The angles 1, 2, 7, and 8 are called are
exterior angles.
5 6 The following pairs: 3 and 6, 4 and 5
7 8 are alternate-interior angles.
The following pairs: 1 and 8, and 2 and
7 are alternate-exterior angles.
The following pairs: 3 and 5, and 4 and 6 are interior angles on the same side
of the transversal or Same-Side Interior Angles.

The following pairs: 1 and 7, and 2 and 8 are exterior angles on the same side
of the transversal or Same-Side Exterior Angles.
The following pairs: 1 and 5, 2 and 6, 3 and 7, and 4 and 8 are
corresponding angles.

Illustrative Example 1.1.

Use your protractor to determine the measure of the different angles made by
parallel lines 𝑚 and n cut by transversal 𝑡 below.
read as “measure of angle 1”
𝒕

𝒎 1. m1= 1_45° 5. m5=_145°

2. m2= 35° 6. m6= 35°

3. m3= 35° 7. m7= 35°

𝒏
4. m4= 145° 8. m8= 145°

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Mathematics 7 Third Quarter
 Department of Education
Division of Antique
ANTIQUE NATIONAL SCHOOL
San Jose, Antique

Remember! A protractor is a devise used in measuring angles.

Based on example 1.1. above, notice that if parallel lines are cut by a transversal,

✓ corresponding angles are congruent (equal measures),

✓ alternate-interior angles are congruent,
✓ alternate-exterior angles are congruent,
✓ same-side interior angles are supplementary (the sum of their measures is
180°), and
✓ same-side exterior angles are supplementary.

Observe that 1 and 5 are corresponding angles, if 𝑚1 = 145°, then 𝑚5 = 145°.

3 and 6 are alternate-interior angles, if 𝑚3 = 35°, then 𝑚6 = 35°.

2 and 7 are alternate-exterior angles, if 𝑚2 = 35°, then 𝑚7 = 35°.

3 and 5 are same-side interior angles, if 𝑚3 = 35°, then 𝑚5 = 145°.

1 and 7 are same-side exterior angles, if 𝑚3 = 145°, then 𝑚5 = 35°.

Illustrative Examples 1.2.

Complete each statement below and supply the reason that makes your statement true.
read as “is parallel to”

Given: line 𝑟 || line 𝑠, and 𝑡 is a transversal. 𝒔 𝒕

1. If 𝑚1 = 75°, then 𝑚5 = 𝟕𝟓°. 1

2
4
Reason: 1 and 5 are corresponding angles. 𝒓 3
2. If 𝑚3 = 100°, then 𝑚5 =_𝟏𝟎𝟎.°
5 6
Reason: 3 and 5 are alternate-interior angles. 7
8
3. If 𝑚2 = 83°, then 𝑚7 = 𝟖𝟑°.

Reason: 2 and 7 are alternate-exterior angles.

4. If 𝑚4 = 52°, then 𝑚5 =_𝟏𝟐𝟖.°
Reason: 4 and 5 are same-side interior angles.
5. If 𝑚1 = 95°, then 𝑚7 =_𝟖𝟓°.
Reason: 1 and 7 are same-side exterior angles.

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Mathematics 7 Third Quarter
 Department of Education
Division of Antique
ANTIQUE NATIONAL SCHOOL
San Jose, Antique

Based on the example above, it can be concluded therefore that given a measure of
one angle, the measures of the rest of the angles made by parallel lines cut by a
transversal can also be determined.

Illustrative Example 1.3.

Find the measure of the rest of the angles in the illustration below.
Given: 𝑝 || 𝑞 , and 𝑟 is a transversal.

𝑝 𝑞 1. m1= 𝟏𝟑𝟎°_

2. m5= 𝟏𝟑𝟎°_

𝑟 130°
3. m2= 𝟏𝟑𝟎°
8
4. m3= 𝟓𝟎° _

5. m6= 𝟓𝟎° _

6. m4= 𝟓𝟎°_

7. m8= 𝟓𝟎°_

Are corres

Activity 1.
Complete each statement below. 𝑎 𝑏
Given: 𝑎 || 𝑏, and 𝑐 is a transversal
1. If 𝑚1 = 125°, then 𝑚4 = .

2. If 𝑚3 = 100°, then 𝑚2 = . 𝑐

3. If 𝑚6 = 78°, then 𝑚7 = .

4. If 𝑚8 = 42°, then 𝑚2 = .

5. If 𝑚5 = 136°, then 𝑚8 = .

13
Mathematics 7 Third Quarter
 Department of Education
Division of Antique
ANTIQUE NATIONAL SCHOOL
San Jose, Antique

Lesson 4 Bisectors and Perpendicular Lines

Competency • Use a compass and straightedge to bisect line segments and angles
and construct perpendiculars.
Definition

Given ⃡𝐷𝐸 intersects ̅̅̅̅

𝐴𝐵 at midpoint C
A B and creates a right angle with respect to
C ̅̅̅̅
𝐴𝐵 , ⃡𝐷𝐸 becomes the perpendicular
E bisector of ̅̅̅̅
𝐴𝐵 . (Read as given line DE
intersects segment AB at midpoint C…)

Remember! The midpoint of a segment bisects that segment. The bisector could
be the midpoint of a segment, or any line, ray, or a line segment which contains the
midpoint.

How to construct a perpendicular bisector using a compass and a straight edge?

Remember! The compass (or more accurately, pair of compasses) that we are using in geometry is
a drawing instrument used for constructing circles and arcs. It has two legs, one with a point and
the other with a pencil or lead. It is different from a navigating tool that determines the cardinal
direction (North, East, West, South) used for navigation or geographic orientation.

1. Draw a line segment of any length on a sheet of paper.

2. Using only your eye (no need to measure!), set your compass to a radius that
seems a bit larger than half the line segment's length.
3. Set the compass needle point on an endpoint of the line segment.

4. Strike an arc of the compass to go from above

the line segment to below it (you do not need

to go all the way around).

5. Without changing the compass legs,

repeat on the other endpoint.

14
Mathematics 7 Third Quarter
 Department of Education
Division of Antique
ANTIQUE NATIONAL SCHOOL
San Jose, Antique

Definition

s t

D E
A B
C F

Illustration 8 shows line s intersects ̅̅̅̅

𝐴𝐵 at C making ̅̅̅̅
𝐴𝐶 congruent to ̅𝐶𝐵̅̅̅̅ (see
markings). Both s and ̅̅̅̅
𝐴𝐵 meet at right angles, therefore they are perpendicular to each
other. Illustration 9 shows line t intersects ⃡𝐷𝐸 at F and both meet at right angles too,
therefore, they are also perpendicular to each other.
Both illustrations 8 and 9 show perpendicular lines, but remember that only
line s is a perpendicular bisector since it intersects ̅̅̅̅
𝐴𝐵 at its midpoint.
G
Illustration 10 shows that
f ̅𝐺𝐻
̅̅̅̅, 𝐼𝐽, and line k are all
k perpendicular to line f. Lines that
are perpendicular to the same
I line are parallel to each other.
The same is true for segments
H and rays.
J
Therefore, ̅𝐺𝐻
̅̅̅̅ and 𝐼𝐽 are
Illustration 10. parallel to each other, and line k
is also parallel to both of them.

15
Mathematics 7 Third Quarter
 Department of Education
Division of Antique
ANTIQUE NATIONAL SCHOOL
San Jose, Antique

Definition

A
D
Given ABC as shown on the left. If
𝐵𝐷 divides ABC such that ABD ≅ CBD,
then 𝐵𝐷 is the angle bisector of ABC.
B
C

How to construct an angle bisector using a compass and a straight edge?

1. Place compass point on the vertex, and draw an arc across each ray.

2. Place the compass on each arc intersection and draw a further pair of arcs
which intersect each other.

3. Use a straight edge to connect the intersection point to the vertex.

16
Mathematics 7 Third Quarter
 Department of Education
Division of Antique
ANTIQUE NATIONAL SCHOOL
San Jose, Antique
Illustrative Example 2.1.

Using your compass and straightedge, bisect the given figures below.

1. 3.

2.

Activity 2
Using your compass and straightedge, bisect the given figures below.

1. 2.

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Mathematics 7 Third Quarter