Republic of the Philippines

Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF CITY OF SAN FERNANDO
PAMPANGA HIGH SCHOOL
BRGY. LOURDES, CITY OF SAN FERNANDO, PAMPANGA

in

Third Quarter
(Grade 7)
Prepared by:

i
Address: PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga
Telephone No: (045) 961-4261  (045) 961-2239

Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Table of Contents
Week Contents Page
 Geometry: Undefined Terms
- Point, line and plane

 Subsets of a Line
- Segments and Rays

1  Angles
- Kinds of Angles 1
a. Acute Angle
b. Right Angle
c. Obtuse Angle
d. Straight Angle

 Angle Pairs
- Complementary and Supplementary Angles
- Adjacent Angles and Linear Pair
- Congruent and Vertical Angles
2  Perpendicular Lines
16
 Angles formed by parallel lines cut by a transversal

 Geometric Construction
- Constructing Perpendicular Bisector and Angle Bisector
- Constructing Parallel Lines and Perpendicular Lines

3  Polygons
- Kinds of polygons according to convexity, angles and
30
sides

 Interior and Exterior Angles of a Convex Polygon

4 43
 Circle and its parts
- Center, Radius, Diameter, Chord, Tangent, and Secant

5  Arcs and Angles

- Minor and Major Arc
56
- Central and Inscribed Angle.

 Constructing Polygons
- Triangles
- Squares
6 - Rectangles
- Regular Pentagons
66
- Regular Hexagons

 Problem Solving about Sides and Angles of Polygon

7 76

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 SELF – INSTRUCTIONAL PACKETS
MATHEMATICS GRADE 7
Week 1
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of key concepts of
geometry of shapes and sizes, and geometric relationships.
B. Performance Standards: The learner is able to create models of plane figures and
formulate and solve accurately authentic problems involving sides and angles of
a polygon.
C. Learning Competencies:
The learner:
1. Represents point, line and plane using concrete and pictorial model. M7GE–
IIIa-1
2. Illustrates subsets of a line. M7GE–IIIa–2
3. Classifies the different kinds of angles. M7GE–IIIa–3

D. Objectives
At the end of the lesson, the learners should be able to:
1. represent point, line, and plane using concrete and pictorial models.
2. define, identify and name the subsets of a line.
3. define, illustrate, name and identify the different kinds of angles.

II. CONTENT a. Undefined Terms

b. Subsets of a Line
c. Angles

Learning Resources
A. Reference
 Grade 7 Mathematics Patterns and Practicalities, Nivera, G.,C., pp. 314 - 327
 E-MATH Worktext in Mathematics 7, Oronce, O,A., Mendoza, M, O. pp. 447 - 475
 Learner’s Material Mathematics Grade 7 First Edition 2013 pp. 186 - 202
 Phoenix Next Century Mathematics Kto12 The New Grade 7, Orines, F.B, Mercado, J.P,
Suzara, J.L, Manalo, C.B pp. 378 – 404

B. Other Learning Resources

 http://carvergeometrycp.blogspot.com/2012/08/points-lines-and-planes-in-real-world.html

III. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson

Week 1: DAY 1
How are you today? I hope that you were able to relax and rest for a while after
your second periodic exam?
Let us start with our first activity.
WORD HUNT. The array of letters below includes thirteen basic geometric words. These words
are arranged horizontally, vertically and diagonally. Write your answers in your notebooks.

Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
B. Establishing a purpose for the lesson
The word Geometry was derived from two
Greek words, “Geo” and “Metron”, which means
earth measure. Egyptians surveyors used
Geometry at least 5,000 years ago in
reestablishing land boundaries obliterated by the
annual flooding of the Nile River. As early as 2000
B.C., the Babylonians were already familiar with
ways of determining the areas of geometric figures
such as rectangles and triangles.

Geometry was
C. Presenting examples/instances first new
of the developed
lessonby an ancient
Greek philosopher named Euclid around 300
BCE. His book,
Undefined “Elements,”
Terms is used as a Concepts
/ Basic Geometrical basic
textbook in geometry.
Did you know that the smallest unit of a living thing is cell? It is the basic building block
of a living thing.

How about in Geometry? What do you think is the basic building block? Yes! It is point.

Point
- The most basic geometric concept. M
- All other geometric figures are made up of a collection of points.
- It has only location but no size nor shape.
- It can be modeled by a dot.
- A point is named using a CAPITAL LETTER.

S In this illustration, point is In this illustration, point is

modeled as sesame seeds C modeled as the corner of
in a bun. The name of the the box. The name of the
point is S. point is C.

It can be written as point S It can be written as point

or S (only). C or C (only).

Are there other objects that represents a point? Yes! There are a lot of objects that can
represent point like the grain of sand, corner of a table, beads, and many more. Can you give
me two (2) other representation of a point? List them down on your notebook.

Note: In naming a point you may use the symbol ( )

Think of this, if there are two points at a given location, and we connected them, what
geometrical concept can we form? You can draw on your notebook to visualize it better.
Now, what did you get? Is it a line? You got it right!

Line
- A straight, continuous arrangement of infinitely many points.
- Its length is infinite. It extends infinitely in two directions.
- It has no thickness.
- A line is named by a single lower case script letter or by any TWO POINTS on a line. A
line symbol is placed above the letters.
t
A B In here, the line is modeled or
represented as a thread.
The line above can be named as line t or
ശሬሬሬሬԦ or 𝑩𝑨
𝑨𝑩 ശሬሬሬሬԦ.
ശሬሬሬሬԦ is read as line AB.
𝑨𝑩
ശሬሬሬሬԦ
𝑩𝑨 is read as line BA. 2

Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 As mentioned in the description about line, it extends
infinitely. Therefore, thread is just a part of a line.

We have a near example of a line and that is the horizon.

Have you gone to a beach? Have you tried watching the
sunset? If you did, did you see the line that separates the
sea and the sky? That is the horizon. If you have also tried
riding a boat or a ship, you will notice that the horizon
extends. It looks like it never ends.

Give me another two (2) representation of a line and write it on your notebook.

Note: In naming a line you may use the symbol ( ↔ )

123

Example 1: Name all the points on the line. And name the line in different ways in the figure
below.
e
H O P

Answer:
Points: Lines:
H, O, P ശሬሬሬሬԦ or 𝑂𝐻
𝐻𝑂 ശሬሬሬሬԦ or 𝐻𝑃
ശሬሬሬሬԦ or 𝑃𝐻
ശሬሬሬሬԦ or 𝑂𝑃 ശሬሬሬሬԦ or line e
ശሬሬሬሬԦ or 𝑃𝑂

Imagine there are a lot of points all over the place, like the stars in the sky at night. If you
can contain them in a place, what kind of geometrical concept will be the result? Correct! A
plane.

Plane
- A flat surface that extends infinitely along its length and width.
- It is like an “infinite sheet of paper.”
- It has length and width but no thickness.
- A plane is named by a single script capital letter or by any THREE POINTS in the plane
which are not on the same line.

L O
N

E V
The plane is represented
or modeled as a paper.
The plane shown above The plane is represented
can be named plane N or modeled as a door.
or plane LOV.

It is also mentioned above that plane extends infinitely on all sides. Can you think of an
actual example of a plane? You can write it on your notebook.

Give another two (2) representation of a plane. List them on your notebook.

Note: In naming a plane you may use the symbol ( )

Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
Example 2: Name all the points, line, and plane in the figure below.

Points: J, O, F, L

Line: ശሬሬሬԦ 𝑂𝐽 or line y or ↔

𝐽𝑂 ot ശሬሬሬԦ
𝑦

Plane: plane JOF or plane JOL or plane OLJ

or plane FLJ or plane LJO or plane U or U

Collinear points are points on the same line.

Imagine a barbeque. Let’s say We can say that the pork and
that the skewer or stick is the vegetables are collinear. They
line while the pork and are all on the same line.
vegetables are the points.

Y E S Points Y, E, S are collinear.

Coplanar points/ lines are points/ lines on the same plane.

Imagine your classroom We can say that you, your

where you are with your classmates, and teacher
classmates and teacher. are coplanar points
Let’s say that the because you are in the
classroom’s floor is the same classroom.
plane while you, your
classmates and teacher are We can say that the two
points. rows of seats are coplanar
lines because they are
Let’s also say that the two formed in the same
rows of seats are lines. classroom.

r E
Points C, E, A, T, and V are coplanar points.
C A

line r and line i are coplanar lines.

V i
T

Note: Plane is not limited to quadrilaterals. Plane can also be a triangle, circle,
pentagon, or any figure with flat surface.

Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Can you give other representation of collinear points, coplanar points, and coplanar
lines? List at least two (2) of each in your notebook.

Example 3: Refer to the diagram at the right.

1. Name five (5) points.
2. Name four (4) lines.
3. Name three (3) planes.
4. Name three (3) collinear points.
5. Name five (5) coplanar points.
6. Name two (2) coplanar lines.

Answer:
1. Points A, B, C, D, and E. (The other points are G, H, I, J, L)
ശሬሬሬԦ, 𝐼𝐺
2. 𝐼𝐻 ശሬሬԦ, 𝐻𝐺
ശሬሬሬሬԦ, line f. (The other lines are 𝐻𝐼 ശሬሬሬԦ, 𝐺𝐼 ശሬሬሬሬԦ, line n, line m.)
ശሬሬԦ, 𝐺𝐻
3. plane K, plane BCL, plane IJE. (If you have come up with other names of plane, you
may contact your respective Math teachers to verify your answer.)
4. Points B, A, and I or points I, H, and G.
5. Points B, A, I, H, G or points B, A, I, H, L or points A, I H, G, L (or if you have come up
with other five coplanar points, you may contact your respective Math teachers to verify
your answer.)
6. line n and line f. (line n and 𝐼𝐻 ശሬሬሬԦ, or line n and 𝐼𝐺
ശሬሬሬԦ or 𝐻𝐼 ശሬሬԦ, or line n and 𝐻𝐺
ശሬሬԦ or 𝐺𝐼 ശሬሬሬሬԦ or 𝐺𝐻
ശሬሬሬሬԦ)

TRY THIS 1: Write your answers in your MATH NOTEBOOK.

A. Determine if the object represents a point, a line, or a plane.
1. Notebook 2. Dust 3. Grain of salt 4. Pencil 5. Plate

Now, check your work by turning to the key to correction.

D. Discussing new concepts and practicing new skills #1

Week 1: DAY 2 Subsets of a LINE

Previously, you learned about the basic terms in geometry. Today, let us have subsets
of a line. What is a subset? You’re right! Subset is a part of a larger group of related things.
Let us have an example of a line MH.

M H Since line consists of many and infinite points, in between of point

M and point H, let us name two points as point A and point T as follows:

M A T H

The following are subsets of a line.

1. Line Segment.
A line segment is a part of a line consisting of two endpoints and all the points between them.
In the illustration above, the line segment is line segment AT or AT as illustrated A T.
5

Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
Its endpoints are A and T. Suppose the length of this line segment is 4cm. We write AT = 4cm.

2. RAY
A ray is a part of line with only one endpoint and extending in only one direction.
A ray is named with its endpoint first , followed by another point on the ray. The ray shown
below can be named MA or MX read as “ray MA” or “ray MX”.

M A X
Opposite rays are rays with a common endpoint but extending in opposite directions.

A B C BA and BC are opposite rays.

Example 1: Name all the segments, rays , and opposite rays in the figure below.

B
C

D E A

Solutions:
The line segments are DE, EA, and DA

The rays are EA, EB, EC, ED, DE (or DA), and AE (or AD )

The opposite rays are EA and ED

TRY THIS 2: Name all the segments, rays , and opposite rays in the figure below. Write
your answers in your MATH NOTEBOOK.

Now, check your work by turning to the key to correction.

Note: Two segments having the same measure or length are said to be congruent
segments.

Speaking Mathematically
Use the equals symbol, = , between equal numbers. Use the congruence symbol, ≅ ,
between congruent figure.

A 2.5cm B C 2.5cm D
AB = CD is read as “the measure of line segment AB is equal to the measure of line segment
CD”
AB ≅ CD is read as “the measure of line segment AB is congruent to the measure of line
segment CD”

Congruent segments are indicated by using identical markings.

B E F

D G
A C
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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 The single hash marks means The double hash marks means that DE ≅ GF
AB ≅ BC The single hash marks mean that DG ≅ EF

Intersecting lines are lines on the same plane having a common point.

Point X is called the point of intersection as illustrated below.

Parallel lines are coplanar lines that do not intersect.

m Speaking Mathematically
n, 𝑚 ‖ 𝑛 is read as “line m is parallel to line n”

Perpendicular lines are lines that intersect at right angles.

Speaking Mathematically
𝑙 ⊥ 𝑚 is read as “line l is perpendicular to line m”

Skew lines are noncoplanar lines that do not intersect.

ശሬሬሬሬԦ is skew to ശሬሬሬሬԦ

𝐴𝐵 𝐹𝐺
ശሬሬሬሬԦ
𝐸𝐹 is skew to 𝐻𝐺 ശሬሬሬሬԦ

E. Discussing new concepts and practicing new skills #2

Week 1: DAY 3 CLASSIFICATION OF ANGLES ACCORDING TO MEASURE

Activity: Definition of an angle.

The following are angles:

How would you define an angle?

An angle is a union of two non-collinear rays with common endpoint. The two non-
collinear rays are the sides of the angle while the common endpoint is the vertex.

Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 An angle can be designated by its vertex. Three letters are used to
identify an angle. The middle letter is the vertex, while the other two
letters are points one from each side (other than the vertex) of the angle.
For example:

The angle on the left can be named angle A or angle BAC, or angle CAB.
The mathematical notation is ∠A, or ∠BAC, or ∠CAB.
A protractor is an instrument used to measure angles. The unit of
measure we use is the degree, denoted by °. Angle measures are between
0° and 180°. The measure of ∠A is denoted by m∠A, or simply ∠A.

In measuring an angle using a protractor, place the

center mark of the protractor on the vertex and line up the
0 mark with one side of the angle. Read the measure on
the scale which has the 0 mark you are using.
Therefore, m∠ABC is 72°.

KINDS OF ANGLES
Kind of Angle Definition Example
Acute Angle Measures more than 0° but
less than 90°.

Right Angle Measures exactly 90°

Obtuse Angle Measures more than 90° but

less than 180°.

Straight Angle measures exactly 180°.

Example 1

Let’s check if you got the correct answers.

Very Good!! Your answers are correct.
1. c 2. b 3. a

Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Example 2
Classify the following angles according to their measures.
1. 2. 3.

2. 5. 6.

Good Job!! You answered example 2 correctly.

1. Obtuse Angle 4. Right Angle
2. Acute Angle 5. Acute Angle
3. Right Angle 6. Obtuse Angle

You are now ready for the next activity…

TRY THIS 3: Find the measure and classify each of the following angles. Write your
answers in your MATH NOTEBOOK.

1. ∠DOC 3. ∠BOA 5. ∠BOD 7. ∠DOE 9. ∠EOA

2. ∠COA 4. ∠AOF 6. ∠COF 8. ∠FOD 10. ∠BOE

Now, check your work by turning to the key to correction.

F. Developing mastery

Week 1: DAY 4
Identify if the following objects could be a representation of point, line or plane.
Write your answer on your MATH NOTEBOOK.
1. Blackboard 9. corner of a table
2. broom stick 10. Mole
3. electric wire 11. of the front wall, side wall and ceiling
4. Tip of needle 12. paper
5. Pencil 13. Hair strand
6. tiles 14. chalk dust
7. Edge of the table 15. tv screen
8. door

Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Determine whether each statement is “always true”, “sometimes true” or “never true”.
Write AT if it is always true, ST if it is sometimes true, and NT if it is never true. Write your
answer on your MATH NOTEBOOK.
1. An angle measuring less than 180 degrees is acute.
2. A ray can be extended on both sides.
3. All right angles measure 90 degrees.
4. Four points lie on the same plane.
5. Three lines intersect at one point.
6. Two perpendicular lines intersect at exactly one point.
7. The measure of an obtuse angle is greater than the measure of a right angle.
8. A plane contains three points.
9. A line can be drawn through two points.
10. Two lines that are perpendicular intersect at exactly two points.
11. Two right angles are congruent.
12. Ray have two endpoints
13. Segment have exact measurement
14. An angle measuring greater than 90 degrees is obtuse.
15. A line contains four non - coplanar points.

G. Finding practical applications of concepts and skills in daily living

Some real life examples of Points, Line and Plane.
Point Line Plane
tip of a pencil or pen prime meridian on the map a piece of a paper

push pin railroad Surface of a table

stars on a map Equator Chalkboard

Some real life examples of a Line Segment.

Edges of a ruler Pencil

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
Some real life examples of a Ray.
One way sign flashlight

Some real life examples of Intersecting Lines.

Scissors San Fernando intersection road

Some real life examples of Parallel Lines.

Road lines Football field

Some real life examples of Right Angle

Three o’clock Work-out position

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
Some real life examples of an Acute Angle
Pizza Hand scissors or scissors

Some real life examples of an Obtuse Angle

Fan Wind Wheel

Some real life examples of Straight Angle

Basketball field Pedestrian Lane

H. Making generalizations and abstractions about the lesson

Wrap it up!!!
Geometry - The area of mathematics that deals with points, lines, shapes and space.
Point – has location but no size nor shape.
Line – has length but no thickness.
Plane – has a length and width but no thickness.
Collinear points - are points on the same line.
Coplanar points - are points on the same plane.
Coplanar lines - are lines on the same plane.
Intersecting lines - two lines that have a common point.
Parallel lines - coplanar lines that do not meet.
Perpendicular lines - lines that intersect at right angles.
Skew lines - noncoplanar lines that do not intersect.
Line segment - part of a line that has two endpoints.
Ray - is also a part of a line but has only one endpoint, and extends endlessly in one direction.
Congruent segments - segments that have the same length.
Angle - union of two non-collinear rays with common endpoint. The two non-collinear rays are
the sides of the angle while the common endpoint is the vertex.
Acute Angle – less than 90° but greater than 0°.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Right Angle – measures exactly 90°.
Obtuse Angle – greater than 90° but less than 180°.
Straight Angle – measures exactly 180°. A straight line.

I. Evaluating learning
Week 1: DAY 5
Use a YELLOW PAD PAPER to answer WORKSHEET#1 following the given
instructions and it is to be submitted to your Math teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 7 Quarter 3 Week 1 Parent’s signature:______________

WORKSHEET #1

WRITTEN WORK (ITEMS #1 – 19)

A. Tell whether each of these objects is represented by a point, a line, a plane.
1. a knot in a rope 5. edge of a bulletin board
2. pimple 6. star in the sky
3. a stretched wire 7. a piece of handkerchief
4. surface of mirror 8. TV screen

B. Refer to the figure at the right and identify the following:

9. Name (3) points
10. Name (2) lines
11. Name (2) planes
12. Name (3) collinear points.
13. Name (4) coplanar points.
14. Name (2) coplanar lines

C. Classify the angles as acute, right or obtuse.

15. 16. 17.

18. 19.

PERFORMANCE TASK (ITEMS #20 – 25)

D. Draw and label the following:
20. ശሬሬሬሬԦ
𝐷𝐸 23. Plane K

21. SK 24. Points U, V, W, and X are collinear.

22. LP 25. PE and EN are opposite rays.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Rubric for Performance Tasks
FOR WEEK 1
5 4 3 2 1
ACCURACY 6 correctly 4 – 5 correctly 3 correctly 2 correctly 0 – 1 correctly
drawn and drawn and drawn and drawn and drawn and
labeled labeled labeled labeled labeled
5 4 3 2 1
Drawn and Drawn and Drawn and Drawn and Drawn and
COMPLETION labeled all the labeled 4 – 5 labeled 3 labeled 2 labeled 0 - 1
6 items items items items item
5 4 3 2 1
WORK SHOWN 6 completely 4 - 5 completely 3 completely 2 completely 0–1
(SYSTEMATICNESS) drawn and drawn and drawn and drawn and completely
labeled labeled labeled labeled drawn and
labeled

J. Additional activities for application or remediation

PRACTICE MORE! LEARN MORE!

A. Tell whether each of the following represents a point, a line or a plane.
1) tip of hair 4) paper towel
2) plastic cover 5) intersection of the front wall and the side wall
3) curtain rod

B. Classify each angle as acute, right, obtuse or straight.

C. Write TRUE if the statement expresses a correct idea, if not, write FALSE.

1) A line has length and width.

2) A point has no dimension.
3) A ray has definite length.
4) A line consists of an infinite number of points.
5) A plane has an infinite number of lines.
6) Two rays with a common endpoint are the same ray.
7) The endpoint of ሬሬሬሬሬԦ
𝑅𝑃 is R.
8) A line segment has definite length.
9) If ሬሬሬሬሬԦ
𝑌𝑋 and ሬሬሬሬሬԦ
𝑌𝑍 have a common endpoint, then they are opposite rays.
10) If ሬሬሬሬሬԦ ሬሬሬሬሬԦ are opposite rays, then O lies between S and P.
𝑂𝑆 and 𝑂𝑃

If you got a score of 12, well YOU DID GREAT, CONGRATULATIONS!!!

If not, you have to go back to the sections C, D & E on pp. 2 - 9 and try again.

NEED MORE HELP? You may reach your math teacher with his/her cellphone
number or send him/her a private message thru his/her facebook account.

KEY TO CORRECTION
Section A. Reviewing previous lesson or presenting the new lesson

WORD HUNT: DEGREES ,ANGLE, RAY, PARALLEL, OBTUSE, RIGHT, STRAIGHT, LINE
MEASURE, SHAPES, GEOMETRY, ACUTE, PROTRACTOR
14

Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
Section C. Presenting examples/instances of the new lesson
TRY THIS 1:
A. 1. Plane 2. Point 3. Point 4. Line 5. Plane
B.
1. Name seven points. – points U, X, Q, V, P, Y, and S.
2. Name three lines. – line r , ശሬሬሬሬԦ
𝑷𝑽, ശሬሬሬሬԦ ശሬሬሬሬԦ,
𝑽𝑸 (The other possible names of a line are 𝑷𝑸
ശሬሬሬሬԦ, 𝑽𝑷
𝑸𝑷 ശሬሬሬሬԦ, line t)
ശሬሬሬሬԦ, 𝑸𝑽
3. Name five planes. – plane W, plane UXQ, plane XQV, plane PYS, plane VSQ (If
you have come up with other names of a plane, you may contact your respective
Math teachers to verify your answers.)
4. Name three collinear points. – points P, V, Q.
5. Name five coplanar points. – points U, X, Q, V, P (or points P, V, Q, Y, S)
6. Name 2 coplanar lines. – line r and line t (or line r and ശሬሬሬሬԦ
𝑷𝑽, or line r and ശሬሬሬሬԦ
𝑽𝑷, or
ശሬሬሬሬԦ ശሬሬሬሬԦ ശሬሬሬሬԦ ശሬሬሬሬԦ
line r and 𝑽𝑸, or line r and 𝑸𝑽, or line r and 𝑷𝑸, or line r and 𝑸𝑷)

Section D. Discussing new concepts and practicing new skills #1

TRY THIS 2:
̅̅̅, 𝐺𝐻
The line segments are 𝐽𝐺 ̅̅̅̅, 𝐽𝐻
̅̅̅̅, 𝐾𝐺
̅̅̅̅, 𝐺𝐼
̅̅̅, and 𝐾𝐼
̅̅̅

The rays are GJ, GH, JG (or JH), HG (or HJ), GK, GI, IG (or IK), KG (or KI)

The opposite rays are GJ and GH, GK and GI

Section E. Discussing new concepts and practicing new skills #2

TRY THIS 3:
1. 40° - Acute Angle 6. 90° - Right Angle
2. 50° - Acute Angle 7. 30° - Acute Angle
3. 30° - Acute Angle 8. 110° - Obtuse Angle
4. 140° - Obtuse Angle 9. 90° - Right Angle
5. 60° - Acute Angle 10. 120° - Obtuse Angle

Section F. Developing Mastery

1. Plane 4. Point 7. Line 10. Point 13. Line
2. Line 5. Line 8. Plane 11. Point 14. Point
3. Line 6. Plane 9. Point 12. Plane 15. Plane

1. ST 6. AT 11. AT
2. NT 7. AT` 12. NT
3. AT 8. AT 13. AT
4. ST 9. AT 14. AT
5. ST 10. NT 15. NT

Section J. Additional activities for application or remediation

A. B.
1) point 4) plane 1) acute 4) straight
2) plane 5) line 2) right 5) acute
3) line 3) obtuse

C.
1) FALSE 3) FALSE 5) TRUE 7) TRUE 9) FALSE
2) TRUE 4) TRUE 6) TRUE 8) TRUE 10) TRUE

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 SELF – INSTRUCTIONAL PACKETS
MATHEMATICS GRADE 7

I. OBJECTIVES Week 2
A. Content Standards: The learner demonstrates understanding of key concepts of
geometry of shapes and sizes, and geometric relationships.
B. Performance Standards: The learner is able to create models of plane figures and
formulate and solve accurately authentic problems involving sides and angles of
a polygon.
C. Learning Competencies:
The learner:
1. Derives relationships of geometric figures using measurements and by
inductive reasoning, supplementary angles, complementary angles,
congruent angles, vertical angles, adjacent angles, linear pair,
perpendicular lines and parallel lines. M7GE–IIIb-1

2. Derives relationship among angles formed by parallel lines cut by a transversal

using measurement and inductive reasoning. M7GE–IIIc–1

D. Objectives
At the end of the lesson, the learners should be able to:
1. identify and illustrate the different kinds of angle pairs:
a. complementary angles
b. supplementary angles
c. congruent angles
d. vertical angles
e. adjacent angles
f. linear pair
2. define and illustrate parallel lines and transversals.
3. identify and illustrate the angles formed by parallel lines cut by a transversal.

II. CONTENT 1. Angle Pairs

a. Complementary and Supplementary Angles
b. Adjacent Angles and Linear Pair
c. Congruent and Vertical Angles
2. Parallel Lines and Transversals
a. Kinds of Lines
b. Angles Formed by Parallel Lines Cut by a Transversal

Learning Resources
A. Reference
 Grade 7 Mathematics Patterns and Practicalities, Nivera, G.,C., pp. 328 - 343
 E-MATH Worktext in Mathematics 7, Oronce, O,A., Mendoza, M, O. pp. 465 - 496
 Learner’s Material Mathematics Grade 7 First Edition 2013 pp. 204 - 207
 Phoenix Next Century Mathematics Kto12 The New Grade 7, Orines, F.B, Mercado, J.P,
Suzara, J.L, Manalo, C.B pp. 406 - 448

B. Other Learning Resources

 https://www.google.com/images

III. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
Week 2: DAY 1
How are you today? Did you enjoy your weekend?
Let us recall what we discussed last week.
Let’s start by doing the activity.
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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Identify the measures of the acute or obtuse angles
formed by the hands of the clock at the given time and
give their kinds. Write your answers in your notebooks.
a. 1 o’clock b. 2 o’clock c. 5 o’clock

d. 8 o’clock e. 10 o’clock

Now, check your work by turning to the key to correction.

B. Establishing a purpose for the lesson

From the given activity about angles on a clock you were able to recall your lessons
about the kinds of angles. Let us continue with our lessons for this week.
Now, from the given time above identify two angles whose sum of their measures is
a.) 90⁰ and b.) 180⁰.
The measures of the angles formed by 1 o’clock and 2 o’clock are 30⁰ and 60⁰
respectively. Adding the measures of this pair of angles will give us 90⁰. On the other hand, the
measures of the angles formed by 1 o’clock and 5 o’clock are 30⁰ and 150⁰ respectively. Getting
the sum of their measures will result to 180⁰.

Complementary Angles
Two angles are called complementary angles if their sum is 90⁰.

Examples:

30⁰+60⁰=90⁰ 40⁰+50⁰=90⁰ m∠1+m∠2 = 90⁰ or m∠CBD+m∠DBA = 90⁰

Note: m∠1+ m∠2 = 90⁰ is read as “the measure of angle one plus the measure
of angle two equals 90⁰”.

The angles 30⁰ and 60⁰ are complementary and so are angles 40⁰ and 50⁰. ∠1 is said to
be a complement of m∠2 and vice versa.

Supplementary Angles
Two angles are called supplementary angles if their sum is 180⁰.

50⁰+130⁰=180⁰ 120⁰+60⁰=180⁰ m∠3+m∠4 = 180⁰

Note: Two angles are adjacent when they have a common side and a common
vertex.

The angles 50⁰ and 130⁰ are supplementary and so are angles 120⁰ and 60⁰. ∠3 is said
to be a supplement of m∠4 and vice versa.
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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
Example 1. ∠A measures 56⁰. Find the measure of the angles that are supplementary and
complementary to ∠A.

Solutions: The measure of a supplement of ∠A is 180⁰ - 56⁰ =124⁰.

The measure of a complement of ∠A is 90⁰ - 56⁰ = 34⁰.

Example 2. Find the value of x in the given figure.

x+37=90 Another Solution:
x+37-37=90-37 x+37=90
x=53 x=90-37
x=53

Example 3. Find the value of x and the measures of the two angles in the given figure.
x+3x = 180
4x = 180
x = 45
3x° 3x = 3(45) = 135
x°
The measures of the two angles are 45⁰ and 135⁰.

TRY THIS 1: Write your solutions and answers in your MATH NOTEBOOK.
a. Find the complements of each of the following angles.
1. 26⁰ 2. 39.5⁰ 3. 47⁰ 4. 83.5⁰

b. Find the supplements of each of the following angles.

5. 45⁰ 6. 96.5⁰ 7. 117⁰ 8. 138.5⁰

c. Find the measures of the two angles in the figure.

9. 10.

Now, check your work by turning to the key to correction.

C. Presenting examples/instances of the new lesson

Week 2: DAY 2
Adjacent Angles and Linear Pair

These are examples of adjacent angles These are NOT adjacent

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Adjacent Angles
Two angles with a common vertex, a common side, and no common interior points.

Examples: ∠1 and ∠2 are adjacent. ∠3 and ∠4 are not.

∠1 and ∠𝐴𝐷𝐶 are not adjacent.

Adjacent Angles (a common side) Non-Adjacent Angles

Example 1: Find the value of x. If m∠AOB = 110°, m∠AOC = x and m∠ COB = 70°
Solution:
From figure:
m∠AOB = 110°
m∠AOC = 70°
m∠COB = x

Now, from figure: ∠AOB = ∠AOC + ∠COB

m∠AOB = m∠AOC + m∠COB

110° = 70° + X
x = 110° - 70°
x = 30°

Try solving Example 2…

Example 2: Find the value of x in the figure shown below.

3x

Write your solution and answer in your Math Notebook.

Linear Pair
Examples Non-examples

Linear Pairs
Two adjacent angles that create a line. The two angles are supplementary (add up
to 180°.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
Examples:

Example 3: Find the measure of each numbered angle.

Solution: Solution:
m∠1 + m∠2 = 180° m∠5 + m∠6 + 90° = 180°
180° – 57° = 123° 22° + 90° = 112°
m∠1 = 123° 180° – 112° = 68°
m∠6 = 68°

Note: The small square or box drawn in the vertex means that the angle is a right
angle, therefore it measures 90°.

It’s your turn, try solving Example 4…

Example 4: Find the value of x.

x
x

Write your solutions and answers in your Math Notebook.

TRY THIS 2: Use the figure on the right. Write your solutions and answers in your MATH
NOTEBOOK.

Now, check your work by turning to the key to correction.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
D. Discussing new concepts and practicing new skills #1
Week 2: DAY 3
Congruent Angles and Vertical Angles

Two angles are congruent if their measures are equal.

So, we write ∠𝑨𝑩𝑪 ≅ ∠𝑫𝑬𝑭, and we read this as “Angle

A D
ABC is congruent to Angle DEF.” We may also write
35o 𝒎∠𝑨𝑩𝑪 = 𝒎∠𝑫𝑬𝑭, which is read as “the measure of
35o
C F E Angle ABC is equal to the measure of Angle DEF.”
B
Let’s say ∠𝐶𝑂𝐷 ≅ ∠𝑆𝐻𝑃, if 𝑚∠𝐶𝑂𝐷 = 78°, then what must be the measure of ∠𝑆𝐻𝑃?
𝑚∠𝑆𝐻𝑃 = 78° because two angles are congruent if they have equal measure.

Let’s observe this figure:

Use your protractor to measure each

1
angle. What is the 𝑚∠1, 𝑚∠2, 𝑚∠3, and 𝑚∠4? 4 2
3
Write your answer in your notebook.

What can you say about the measures of ∠1 and ∠3? How about the measures of ∠2
and ∠4? 𝑚∠1 = 142° while 𝑚∠3 = 142°, 𝑚∠2 = 38° while 𝑚∠4 = 38°.

Note: The measure may vary a little, it may be 1 o lesser or greater.

Can we say that ∠1 ≅ ∠3? Why? Yes! Because they have equal measure.

Can we also say that ∠2 ≅ ∠4? Why? Yes, because they have equal measure.

∠1 and ∠3 are called vertical angles. Let us see the description of vertical angles.

Vertical angles
- They are formed when two straight lines intersect each other.
- Their sides form two pairs of opposite rays.
- Their angles are nonadjacent.

Now, let’s check if ∠1 and ∠3 have these characteristics.

- Are ∠1 and ∠3 formed by two intersecting straight lines?

- Are their sides two pairs of opposite rays?
- Are their angles nonadjacent?

If you have answered yes to all the questions, then we can say that ∠1 and ∠3 are
indeed vertical angles.

Can you determine another pair of vertical angles from the figure above? What are they?
They are ∠2 and ∠4! Good observation!

How about the measure of vertical angles? They are equal! Therefore, vertical angles
are congruent angles.

Example 1: Let us say that ∠𝟓 ≅ ∠𝟔. If 𝒎∠𝟔 = 𝟏𝟐𝟑°, what must be the 𝑚∠5?
6

Answer: 𝑚∠5 = 123° because congruent angles have equal measure. 5

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
Example 2: ∠7 and ∠8 are vertical angles. If 𝒎∠𝟕 = 𝟒𝒙 + 𝟕 and 𝒎∠𝟖 = 𝟓𝒙 − 𝟖, find the
measure of the two angles.

Answer: Since vertical angles are congruent, equate the two expressions.

𝑚∠7 = 𝑚∠8
4𝑥 + 7 = 5𝑥 − 8 Substitute the measure of ∠7 and ∠8.
4𝑥 − 5𝑥 = −8 − 7 Solve for the value of x.
−𝑥 = −15
−1(−𝑥 = −15) Multiply both sides by −1.
𝑥 = 15°
Thus, 𝑚∠7 = 4(15) + 7 = 𝟔𝟕° and 𝑚∠8 = 5(15) − 8 = 𝟔𝟕°.

TRY THIS 3: Write your solutions and answers in your MATH NOTEBOOK.
1. ∠𝑩𝑶𝒀 ≅ ∠𝑮𝑬𝑹. If 𝒎∠𝑩𝑶𝒀 = 𝟗𝟐°, what must be the 𝑚∠𝐺𝐸𝑅?
2. ∠𝑀𝐴𝑁 and ∠𝐵𝐴𝑇 are vertical angles. If 𝒎∠𝑴𝑨𝑵 = 𝟔𝒙 and 𝒎∠𝑩𝑨𝑻 = 𝟒𝒙 + 𝟔, find the
measures of the two angles.

Now, check your work by turning to the key to correction.

E. Discussing new concepts and practicing new skills #2

Week 2: DAY 4 Parallel Lines and Transversals

Let us recall what parallel lines are. They are coplanar lines that do not intersect.

How about transversal? Before we go to its definition, let me ask you this question, have
you ever walked between two people talking? Is that a good manner?

However you look at it that is not a good thing to do. If there is no other way to walk on,
then you have to bow a little and say “Excuse me” as you walk between two people talking.

Why did I ask that? Transversal is kind of like that. It is a line that intersects two or more
coplanar lines at different points.
transversal
t

Angles Formed by Transversals exterior 1 2 r

3 4

interior
A transversal creates different types of angle 5 6
7 8 s
pairs. To illustrate, let line t be the transversal

of line r and line s.

The interior angles are ∠3, ∠4, ∠5, and ∠6.

The exterior angles are ∠1, ∠2, ∠7, and ∠8.
The pairs of corresponding angles are ∠1 and ∠5; ∠2 and ∠6; ∠3 and ∠7; ∠4 and ∠8.
The pairs of alternate interior angles are ∠3 and ∠6; ∠4 and ∠5.
The pairs of alternate exterior angles are ∠1 and ∠8; ∠2 and ∠7.
The pairs of same-side interior angles are ∠3 and ∠5; ∠4 and ∠6.
The pairs of same-side exterior angles are ∠1 and ∠7; ∠2 and ∠8.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 In geometry, a pair of parallel lines is represented by a pair of arrows.
N
B C
P
We say that We say that
M
⃡𝑀𝑁 ∥ ⃡𝑂𝑃 . ̅̅̅̅
𝐵𝐶 ∥ ̅̅̅̅
𝐴𝐷 and
O
̅̅̅̅ ∥ 𝐶𝐷
𝐴𝐵 ̅̅̅̅. A D

Let us explore the relationships among the angle pairs formed when two parallel lines
are cut by a transversal. t
1 2
You need to have a ruler and protractor. Write your answers 3 4 p
in your notebook. 5 6
7 8 q

1. Draw two parallel lines and a transversal through the two lines.
2. Measure the various angles. List the angles that are congruent. Make a separate list of
the angles that are supplementary.
3. Make conjectures about which angle pairs are congruent and which are supplementary.
The relationships you observed among the angle pairs formed when two parallel lines
are cut by a transversal can be stated as follows:

When two parallel lines are cut by a transversal,

1. The corresponding angles are congruent.
2. The alternate-interior angles and alternate-exterior angles are congruent.
3. The same-side interior angles and same-side exterior angles are supplementary.
t
Example 1: Lines p and q are cut by a transversal t and 𝑚∠1 is 124°.
1 2
Assume 𝑝 ∥ 𝑞. Find the measure of all the other angles. 3 4 p
5 6
7 8 q

Answer: There are many angle-pair relationships that you can use to obtain the measures of
the different angles. Here is one way of doing it.

𝑚∠2 = 56° since ∠1 and ∠2 are supplementary angles.

𝑚∠3 = 56° since ∠2 and ∠3 are vertical angles.
𝑚∠4 = 124° since ∠1 and ∠4 are vertical angles.
𝑚∠5 = 124° since ∠1 and ∠5 are corresponding angles.
𝑚∠6 = 56° since ∠2 and ∠6 are corresponding angles.
𝑚∠7 = 56° since ∠3 and ∠7 are corresponding angles.
𝑚∠8 = 124° since ∠4 and ∠8 are corresponding angles.

Example 2: Lines s and m are cut by a transversal t and 𝑚∠1 is (3𝑥 + 2)°
t
while 𝑚∠7 is (𝑥 − 6)°.
1 2
3 4 s
Assume 𝑠 ∥ 𝑚. Find the value of x.
5 6
7 8 m
Answer:
First let’s see the relationship of ∠1 and ∠7.
∠1 and ∠7 and same-side exterior angles. Same-side exterior angles are supplementary
angles. Therefore, if we add the measure of the two angles their sum must be 180°.
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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
𝑚∠1 + 𝑚∠7 = 180° Write the equation which shows the relationship
of the two angles.
(3𝑥 + 2)° + (𝑥 − 6)° = 180° Substitute the measure for each angle.
3𝑥 + 𝑥 + 2 − 6 = 180 Solve for x.
4𝑥 − 4 = 180
4𝑥 = 180 + 4
4𝑥 = 184
4𝑥 184
=
4 4
𝑥 = 46°
Thus, 𝑚∠1 = (3𝑥 + 2)° = [3(46) + 2]° = (138 + 2)° = 140° and ∠7 = (𝑥 − 6)° =
(46 − 6)° = 40°.

TRY THIS 4: Write your answers in your MATH NOTEBOOK.

2. Lines x and y are cut by a transversal t

and 𝑚∠5 = 74°. Assume 𝑥 ∥ 𝑦. Find the measure of all the other angles.

Now, check your work by turning to the key to correction.

F. Developing mastery

Write your solutions and answers in your MATH NOTEBOOK.

Solve for the value of x. Find the correct answer on the right. Put the letter of the
problem under the number in the riddle. Justify your solution by identifying what type of angle
pair are they and their relationship.
If the Pilgrims were alive today, what would they be the most famous for?

1 2 3 4 5 6 7 8

CODE KEY
1. d = 12x – 1, h = 23° E. x = 18
2. f = 23°, c = 12x + 37 R. x = 26
3. a = 2x + 127, g = 157° H. x = 10
4. a = 6x + 7, e = 157° T. x=2
5. b = 2x – 29, g = 157° A. x = 20
6. b = 5x – 77, c = 157° I. x = 25
7. b = x + 12, h = 23° E. x = 15
8. d =2x - 13, e = 157° G. x = 11

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
G. Finding practical applications of concepts and skills in daily living
Angle Pair Real Life Example
Complementary Angles

Supplementary Angles

Adjacent Angles

Linear Pair

Congruent Angles

Vertical Angles

H. Making generalizations and abstractions about the lesson

Wrap it up!!!
Angle Pairs Example
Two angles are complementary if their sum
is 90°.

Two angels are supplementary if their sum

is 180°.

Two angles are adjacent if they have a

common vertex, a common side, and no
common interior points.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Two angles form a linear pair when they are
adjacent and supplementary.

Two angles are congruent if their measures

are equal.

Vertical angles are formed when two straight

lines intersect each other. Their sides form
two pairs of opposite rays. Vertical angles are ∠𝐴 ≅ ∠𝐵
congruent.
A transversal is a line intersecting two or
more coplanar lines at different points.

When two parallel lines are cut by a

transversal
1. the corresponding angles are congruent.
2. the alternate-interior angles are
congruent.
3. the same-side interior angles are
supplementary. 𝑚 ‖𝑛
∠1 ≅ ∠5
∠3 ≅ ∠6
∠4 + ∠6 = 180°

I. Evaluating learning
Week 2: DAY 5
Use a YELLOW PAD PAPER to answer WORKSHEET#2 following the given
instructions and it is to be submitted to your Math teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 7 Quarter 3 Week 2 Parent’s signature:______________

WORKSHEET #2

PERFORMANCE TASK (ITEMS #1 – 25)

A. Give the complement and supplement of the following angles.

Complement Supplement
1-2. 2 ____________ _____________
3-4. 15 ____________ _____________
5-6. 57.5 ____________ _____________

B. Solve for the value of x. Show your solution.

7-8. 9-10.

100
2x
x
25

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 11-12. 13-14.

3x + 9

4x +30 x + 15

45

C. Determine the measure of the angles. Given m∥n.

m n
15-16. m 17-18.
98
n 3
2 4
1 121

D. Refer to the figure at the right. Find the measures of the other angles where m2 = 42 and
g∥h.

19. m1 = ______

20. m3 = ______ 42
1 2 3 4
21. m4 = ______
8 7 6 5
22. m5 = ______
23. m6 = ______
24. m7 = ______ g
h
25. m8 = ______
Rubric for Performance Tasks
FOR WEEK 2
15 12 9 6 3
ACCURACY 25 correct 20 – 24 correct 15 – 19 correct 8 – 14 0 – 7 correct
answers answers answers correct answers
answers
5 4 3 2 1
Answered all Answered 20 - Answered 15 - Answered 8 - Answered 0 -
COMPLETION the 25 items 24 items 19 items 14 items 7 items
5 4 3 2 1
WORK SHOWN 25 complete 20 - 24 15 - 19 8 - 14 0- 7 complete
(SYSTEMATICNESS) solutions complete complete complete solutions
solutions solutions solutions

J. Additional activities for application or remediation

PRACTICE MORE! LEARN MORE!

A. Find the measure of the complement and the supplement of the following angles.
Complement Supplement
1) 21°
2) 39°
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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 3) 83°
4) 45.5°
5) 68.25°

B. Find the value of x.

C. State whether the statement is TRUE or FALSE.

1) The complement of an angle is obtuse.
2) The supplement of an angle is always acute.
3) Supplementary angles always form a linear pair.
4) Two supplementary angles are sometimes congruent.
5) Vertical angles are congruent.

If you got a score of 10, well YOU DID GREAT , KEEP IT UP!!
If not, you have to go back to the sections B, C, D & E on pp. 17 - 24 and try again.

NEED MORE HELP? You may reach your math teacher with his/her cellphone
number or send him/her a private message thru his/her facebook account.

KEY TO CORRECTION
Section A. Reviewing previous lesson or presenting the new lesson
a. 30⁰ b. 60⁰ c. 150⁰ d. 120⁰ e. 60⁰

ANSWER KEY: B. Establishing a purpose for the lesson

TRY THIS 1:
1. 64⁰ 2. 50.5⁰ 3. 43⁰ 4. 6.5⁰
5. 135⁰ 6. 83.5⁰ 7. 63⁰ 8. 41.5⁰

9. 2x+x = 90 10. (2x+3) + (x-6) = 180

3x = 90 3x-3 = 180
3𝑥 90
3
= 3
3x =180 + 3
3𝑥 183
x = 30 3
= 3
2x=2(30)=60 x = 61
The measures of the two 2x+3=2(61)+3=122+3=125
angles are 30⁰ and 60⁰. x-6=61-6=55
The measures of the two angles are 125⁰ and 55⁰.
10. 55⁰ and 125⁰

Section C. Presenting examples/instances of the new lesson

Example 2: Find the value of x Example 4: Find the value of x.
x + 3x = 90° 1. 180° − 50° = 130°
4x = 90° x = 130°
90°
x = 4°
x = 22.5° 2. 180° − 90° = 90°
x = 90°
3x = 3(22.5)
3x = 67.5
22.5° + 67.5° = 90°
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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
TRY THIS 2:
1. ∠𝑨𝑶𝑩 and ∠𝑩𝑶𝑪 2. ∠𝑨𝑶𝑩 and ∠𝑩𝑶𝑬
∠𝑪𝑶𝑬 and ∠𝑬𝑶𝑫 ∠𝑩𝑶𝑪 and ∠𝑪𝑶𝑫
∠𝑬𝑶𝑫 and ∠𝑫𝑶𝑨 ∠𝑬𝑶𝑫 and ∠𝑫𝑶𝑨
∠𝑫𝑶𝑨 and ∠𝑨𝑶𝑩 ∠𝑫𝑶𝑨 and ∠𝑨𝑶𝑩

3. 4.
a. 22° a. 23°
b. 90° b. 80°
c. 68°
d. 22° + 158° = 180°

Section D. Discussing new concepts and practicing new skills #1

TRY THIS 3:
1. 𝑚∠𝐺𝐸𝑅 = 92°, because congruent triangles have equal measures.
2. 𝑚∠𝑀𝐴𝑁 = 𝑚∠𝐵𝐴𝑇 𝑚∠𝑀𝐴𝑁 = 6𝑥 = 6(3) = 𝟏𝟖°
6𝑥 = 4𝑥 + 6 𝑚∠𝐵𝐴𝑇 = 4𝑥 + 6 = 4(3) + 6 = 12 + 6 = 𝟏𝟖°
6𝑥 − 4𝑥 = 6
2𝑥 = 6
2𝑥 6
=
2 2
𝑥 = 3°

Section E. Discussing new concepts and practicing new skills #2

TRY THIS 4:
1. a. line t d. ∠1 and ∠5; ∠2 and ∠6
b. ∠1 and ∠7; ∠8 and ∠6; ∠2 and ∠4; ∠3 and ∠5 e. ∠8 and ∠7; ∠3 and ∠4
c. ∠8 and ∠4; ∠3 and ∠7 f. ∠2 and ∠5; ∠1 and ∠6

2. 𝑚∠1 = 106° 𝑚∠2 = 74° 𝑚∠3 = 106° 𝑚∠4 = 74° 𝑚∠6 = 106°
𝑚∠7 = 74° 𝑚∠8 = 106°

Section F. Developing Mastery

1. T, x =2, ∠d and ∠h are corresponding angles therefore they are congruent.
2. H, x = 10, ∠f and ∠c are same side interior angles therefore they are supplementary.
3. E, x = 15, ∠a and ∠g are alternate exterior angles therefore they are congruent.
4. I, x = 25, ∠a and ∠e are corresponding angles therefor they are congruent.
5. R, x = 26, ∠b and ∠g are same side exterior angles therefore they are supplementary.
6. A, x = 20, ∠b and ∠c are linear pair therefore they are supplementary.
7. G, x = 11, ∠b and ∠h are alternate exterior angles therefore they are congruent
8. E, x = 18, ∠d and ∠e are same side interior angles therefore they are supplementary.
Section J. Additional activities for application or remediation
A. Complement Supplement
1) 69° 159°
2) 51° 141°
3) 7° 97°
4) 44.5° 134.5°
5) 21.75° 111.75°

B.
1) 30° + 5x = 90° 2) 10x + 5 + 8x – 5 = 180° 3) 7x – 3 = 6x + 1
5x = 90° - 30° 18x + 0 = 180° 7x – 6x = 1 + 3
5x = 60° 18x = 180° x = 4°
60° 180°
x= 5
x= 18
x = 12° x = 10°
C. 1) FALSE 2) FALSE 3) FALSE 4) TRUE 5) TRUE

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 SELF – INSTRUCTIONAL PACKETS
MATHEMATICS GRADE 7

I. OBJECTIVES Week 3
A. Content Standards: The learner demonstrates understanding of key concepts of
geometry of shapes and sizes, and geometric relationships.
B. Performance Standards: The learner is able to create models of plane figures and
formulate and solve accurately authentic problems involving sides and angles of
a polygon.
C. Learning Competencies:
The learner:
1. Uses a compass and straight edge to bisect line segments and angle and
construct perpendiculars and parallels. M7GE–IIId-e-1
2. Illustrates polygon; a.) Convexity; b.) Angles; c.) Sides. M7GE–IIIe–2

D. Objectives
At the end of the lesson, the learners should be able to:
1. identify Euclidean tools.
2. use a compass and straightedge to bisect line segments and angles
3. construct perpendiculars and parallels.
4. define, identify and illustrate different kinds of polygons according to the
number of sides.
5. determine the parts of a regular polygon.
6. differentiate convex from non-convex polygon.

II. CONTENT 1. Basic Constructions

a. Constructing Perpendicular Bisector and Angle Bisector
b. Constructing Parallel Lines and Perpendicular Lines
2. Polygons

Learning Resources
A. Reference
 Grade 7 Mathematics Patterns and Practicalities, Nivera, G.,C., pp. 356 - 371
 E-MATH Worktext in Mathematics 7, Oronce, O,A., Mendoza, M, O. pp. 453 - 506
 Learner’s Material Mathematics Grade 7 First Edition 2013 pp. 208 - 219
 Phoenix Next Century Mathematics Kto12 The New Grade 7, Orines, F.B, Mercado, J.P,
Suzara, J.L, Manalo, C.B pp. 449 - 471

B. Other Learning Resources

III. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
Week 3: DAY 1 How are you today? Did you enjoy your weekend?
Let us start our lesson with the activity.
Complete the statements by arranging the given letters correctly
to form the word. Write your answers on your notebooks.

1. A point that bisects a segment, or divides a segment into two congruent segments is called
o t m i i n d p of the segment.

2. A ray, line, or segment in a plane that contains the midpoint is a i c b r o e t s

of the segment.

3. When a bisector of a segment is perpendicular to the segment, this line is its

e d n r p i a r c l e u p e b c i t s r o

4. An g l a e n s c e t r b o i divides an angle into two congruent angles.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
Now, check your work by turning to the key to correction
Were you able to guess the words?

Let us now continue with our discussion.

Look at the given figure on the right.
Segment AB has exactly one midpoint which is point M. It divides the segment into two
congruent segments. Therefore, ̅̅̅̅̅
𝐴𝑀 ≅ ̅̅̅̅̅
𝑀𝐵.
Now, look at the second figure below.

A ray, line, or segment in a plane that contains the midpoint is

a bisector of the segment. If point O is the midpoint of ̅̅̅̅
𝐸𝐹
̅̅̅̅
then lines m, n and p are bisectors of 𝐸𝐹. A segment can have
many bisectors as long as they pass through its midpoint.

Let us continue with the next figure below.

When a bisector of a segment is perpendicular to the segment at
its midpoint, this line, ray or segment is its perpendicular
bisector.

̅̅̅̅ and 𝐸𝐹
In the third figure, if point I is the midpoint of 𝐺𝐻 ̅̅̅̅ is
perpendicular to 𝐺𝐻̅̅̅̅ , then 𝐸𝐹
̅̅̅̅ is the perpendicular bisector of 𝐺𝐻
̅̅̅̅ .
A line has only one perpendicular bisector.

A line segment can be divided into two congruent segments by locating the midpoint or
the bisector of the segment.

Note: Perpendicular lines are lines, segments or rays that intersect to form right
angles. The symbol ⊥ means is perpendicular to. The right angle symbol in the
figure indicates that the lines are perpendicular.

Let us now continue with fourth figure.

A ray is an angle bisector if it contains the vertex and divides

the angle into two congruent angles. In the figure, 𝑂𝐵⃗⃗⃗⃗⃗ bisects
∠AOC so that ∠AOB ≅ ∠BOC.

Thus, ⃗⃗⃗⃗⃗
𝑂𝐵 is the angle bisector of ∠AOC.

B. Establishing a purpose for the lesson

Are you familiar with Euclidean Geometry?

Euclidean Geometry is the study of Geometry based on the

assumptions of Euclid. In his work “Elements”, Euclid established the
basic rules for constructions using only a compass and a straightedge.
He stated explicitly that a formal construction is to be done using only
an unmarked straightedge and a compass. Thus, the compass and
straightedge are known as Euclidean Tools.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Let us now continue with this activity. We will construct the perpendicular bisector of the
segment using only a compass and a straightedge. Do it on your MATH NOTEBOOK.

CONSTRUCTING PERPENDICULAR BISECTOR

̅̅̅̅.
Task: Construct the bisector of 𝑃𝑄 P Q

Procedure:
1. Set the compass such that the opening is slightly more than
̅̅̅̅. Then, with one of its tips on point P,
half of the length of 𝑃𝑄
draw an arc.

2. Without changing the compass setting, place the tip on

point Q and draw another arc intersecting the first arc.

3. Connect the points of intersection of the two arcs using

the Straightedge. Name this ̅̅̅̅
𝑅𝑆. Note that ̅̅̅̅
𝑅𝑆 is the
̅̅̅̅
perpendicular bisector of 𝑃𝑄.

4. Name the point of intersection of ̅̅̅̅

𝑃𝑄 and ̅̅̅̅
𝑅𝑆 and T.
Point T now divides 𝑃𝑄 into two congruent segment ̅̅̅̅
̅̅̅̅ 𝑃𝑇
̅̅̅̅. Point T is the bisector or midpoint of 𝑃𝑄
and 𝑇𝑄 ̅̅̅̅.

CONSTRUCTING THE BISECTOR OF THE GIVEN ANGLE

Task: Construct an angle bisector of ∠𝑋.

Procedure:
1. Draw an arc intersecting the sides of angle X
at points Y and Z, with one of the compass tips at X.

2. With the opening of the compass slightly larger

than half the distance between points Y and Z,
place one tip at point Y and draw an arc.

3. Without changing the compass setting, place

one tip at point Z and draw another arc using the
same compass setting. Name one of the two
intersections of the arcs as point W.

⃗⃗⃗⃗⃗⃗⃗ . Now, 𝑋𝑊
4. Draw 𝑋𝑊 ⃗⃗⃗⃗⃗⃗⃗ is the angle bisector of
∠YXZ. Thus, ∠YXW is congruent to ∠ZXW.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
C. Presenting examples/instances of the new lesson
Week 3: DAY 2
Great work! Now, let us construct a perpendicular lines. Do it in your
notebook by following the steps below.
Activity 1. Constructing a line perpendicular to a given line passes through a given point.
Step 1. Construct a line ⊥ to Step 2. With the compass Step 3. Draw an arc on each
line ℓ that passes at point P. point at P, set it to a medium side of P using the compass
compass opening. intersecting to create points A
and B.

Step 4. With the compass Step 5. Without changing the Step 6. Draw the line from P
point on A and with an compass opening repeat the to Q.
opening more than AP, draw process from point B,
an arc on one side of the creating point Q.
line.

Activity 2. Constructing a line perpendicular to a given line at a point on the line.

Step 1. Construct a line ⊥ to Step 2. Place the compass Step 3. Draw two arcs
line ℓ that passes P. point at P and adjust compass intersecting across the line
opening. creating points A and B.

Step 4. From each point A Step 5.Draw the line from P to Step 6. PQ is the line
and B, draw arcs above Q. perpendicular to ℓ passing
intersecting at Q. through P.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
Activity 3. Constructing line through a given point parallel to a given line.

Step 1. Draw a line through P Step 2. With the compass Step 3. Using the same
and across AB at Q creating opening about half PQ and compass opening, repeat the
∠1. the point on Q, draw an arc procedure at point P and the
intersecting both sides of the arcs intersect ↔ at R.
𝑃𝑄
angle.

Step 4. Set the compass Step 5. Using the same Step 6. Draw a straight line
opening to the lower arc. compass opening with the through P and S. PS is
compass point at R, mark off parallel to AB.
an arc to make point S.

D. Discussing new concepts and practicing new skills #1

Week 3: DAY 3
Definition and Classification of a Polygon

Examples of a Polygon Non-Examples of a Polygon

Which of these figures are polygons?

a. b. c. d. e. f.

Let’s check if your answers are correct.

Yes, you got it right!! The answers are a, d and e.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
What is then a polygon?

The word “polygon” comes from the Greek word “poly”, which means “many’’, and
“gon’’, which means “angles”.

A polygon is a closed plane figure formed by fitting together segments end to end with
each segment intersecting exactly two others.

Why figures b, c and f are NOT classified as polygons?

Based on the characteristics of a polygon, letter b, c and f are closed figure but they do
not contain a segment that intersect to one another.

Example. Identify whether it is a polygon or not polygon. Write your answer in your MATH
NOTEBBOK.

1. 2. 3. 4. 5.

Now, check your work by turning to the key to correction.

A polygon is classified by the number of sides it has. The table below shows the names
of polygons. A polygon with 13 sides is called a 13-sided polygon or a 13-gon.
Classification of Polygons
Number of Sides Name
3 Triangle (tri = three)
4 Quadrilateral (quadri = four)
5 Pentagon (penta = five)
6 Hexagon (hexa = six)
7 Heptagon (hepta = seven)
8 Octagon (octa = eight)
9 Nonagon (nona = nine)
10 Decagon (deca = ten)
11 Undecagon (un+deca = eleven)
12 Dodecagon (duo+deca = twelve)
n n-gon

TRY THIS 1: Classify the polygon. Write your answers in your MATH NOTEBOOK.
1. 2. 3. 4. 5.

Now, check your work by turning to the key to correction.

E. Discussing new concepts and practicing new skills #2

Illustrate Polygon: Convexity

A while ago, you were able to define and classify polygons.

Now, I will be showing you some polygons and try to identify which are convex polygon.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Which of these polygons are convex polygon? To know, let us see the definition of a
convex polygon.

A polygon is convex if no diagonal is in the exterior of the polygon.

Let us have the first polygon, let us draw a diagonal and see if it falls in its interior or exterior.

We have drawn two diagonals and all of them are in the interior,
therefore, this polygon is a convex polygon.

Let us try the second one.

We also drew all the diagonals in this polygon, and there is one
diagonal on the exterior. Therefore, this is not a convex polygon,
hence this is a concave polygon.

Concave polygons are polygons with at least one diagonal on its exterior.

Now, let us classify the given polygons above whether they are convex or concave
polygons.

These are convex polygons. These are concave polygons.

A polygon is equilateral if all the sides have equal length.

A polygon is equiangular if all the angles have equal measures.

A regular polygon is both equilateral and equiangular.

Note: The hash mark indicate that the sides or angles are equal.
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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 angle diagonal
Illustrate Polygon: Angles and Sides

We have the interior points, exterior points, and

interior
the points on the polygon itself. exterior
We also have the vertex (vertices – plural), side,
angle, and diagonal.
vertex
Example 1: side
B

Let us name the polygon and its part.

A C In naming a polygon, we name it according to its
classification and by its vertices. The vertices must be
written consecutively.

E D

Name: pentagon ABCDE or pentagon BCDEA or pentagon CDEAB or pentagon DEABC or

EABCD

As you can see, we can name the polygon in different ways. Just make sure that the
vertices are written consecutively either in clockwise or counter clockwise direction.

Next, let us name the parts.

Vertices: A, B, C, D, and E (In naming the vertices, we name them like how we name points.
We use CAPITAL LETTERS.)

Sides: ̅̅̅̅
𝐴𝐵, ̅̅̅̅
𝐵𝐶 , ̅̅̅̅
𝐶𝐷, ̅̅̅̅
𝐷𝐸, ̅̅̅̅
𝐸𝐴 (In naming the sides, we name them like how we name line
segments.)

Angles: ∠𝐴, ∠𝐵, ∠𝐶, ∠𝐷, ∠𝐸 or ∠𝐸𝐴𝐵, ∠𝐴𝐵𝐶, ∠𝐵𝐶𝐷, ∠𝐶𝐷𝐸, ∠𝐷𝐸𝐴 or ∠𝐵𝐸𝐴, ∠𝐶𝐵𝐴, ∠𝐷𝐶𝐵,
∠𝐸𝐷𝐶, ∠𝐴𝐸𝐷
B
̅̅̅̅, 𝐴𝐷
Diagonals: 𝐴𝐶 ̅̅̅̅, 𝐵𝐷
̅̅̅̅, 𝐵𝐸
̅̅̅̅, 𝐶𝐸
̅̅̅̅ (In naming diagonals, we name ̅̅̅̅
𝑨𝑪 ̅̅̅̅̅
𝑩𝑫
them like how we name line segments.)
A C
Now let us identify a pair of consecutive vertices, ̅̅̅̅
𝑨𝑫
consecutive sides, and consecutive angles. ̅̅̅̅
𝑪𝑬
Consecutive vertices: B and C
Consecutive sides: 𝐴𝐵 ̅̅̅̅ and ̅̅̅̅
𝐵𝐶 E D
̅̅̅̅
𝑩𝑬
Consecutive angles: ∠𝐶 and ∠𝐷

Note: There are other possible answers, as long as they are consecutive. You may
contact your Math teacher to verify if your answers are correct.

Example 2: Name the polygon. Identify its vertices, sides, angles, and diagonals. Identify a pair
of consecutive vertices, consecutive sides, and consecutive angles.
A
Answer:
Name: heptagon CUPSEKA C K
Vertices: C, A, K, E, S, P, U
̅̅̅̅, 𝐴𝐾
Sides: 𝐶𝐴 ̅̅̅̅, 𝐾𝐸
̅̅̅̅, 𝐸𝑆
̅̅̅̅, 𝑆𝑃
̅̅̅̅, 𝑃𝑈
̅̅̅̅, 𝑈𝐶
̅̅̅̅
Angles: ∠𝐶, ∠𝐴, ∠𝐾, ∠𝐸, ∠𝑆, ∠𝑃, ∠𝑈 U E
̅̅̅̅ ̅̅̅̅ ̅̅̅̅ ̅̅̅̅ ̅̅̅̅ ̅̅̅̅ ̅̅̅̅ ̅̅̅̅ ̅̅̅̅ ̅̅̅̅ ̅̅̅̅ ̅̅̅̅
Diagonals: 𝐶𝐾 , 𝐶𝐸 , 𝐶𝑆 , 𝐶𝑃 , 𝐴𝐸, 𝐴𝑆, 𝐴𝑃 , 𝐴𝑈, 𝐾𝑆, 𝐾𝑃 , 𝐾𝑈, 𝐸𝑃, 𝐸𝑈, 𝑆𝑈̅̅̅̅ ̅̅̅̅
Consecutive vertices: E and S
Consecutive sides: ̅̅̅̅
𝐸𝑆 and ̅̅̅̅
𝑆𝑃 Consecutive angles: ∠𝐾 and ∠𝐸 P S
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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 TRY THIS 2: Write your answers in your MATH NOTEBOOK.

Now, check your work by turning to the key to correction.

F. Developing mastery
Week 3: DAY 4
Determine if the following polygon is a convex or concave and name it
according to the number of sides. Write your answer in your MATH NOTEBOOK.
a. b. c. d.

e. f. g. h.

Read each statement below carefully and identify the word/term being described. Write
your answer in your MATH NOTEBOOK.
1. It divides an angle into two congruent angles.
2. It is a segment joining any two nonconsecutive vertices.
3. It is a closed plane figure, having three or more, usually straight, sides.
4. A point that divides a segment into two congruent segments.
5. A line which cuts a line segment into two equal parts and form a right angle.
6. It is a polygon with at least one diagonal on its exterior.
7. It is a polygon where all sides are congruent.
8. A point where two sides of polygon meet.
9. A polygon that have congruent sides and congruent angles.
10. A polygon where all angles are congruent.

G. Finding practical applications of concepts and skills in daily living

Classification of Polygon Real life Example
Triangle

Quadrilateral

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Pentagon

Hexagon

Heptagon

Octagon

Nonagon

Decagon

H. Making generalizations and abstractions about the lesson

Wrap it up!!!
Midpoint - A point that bisects a segment, or divides a segment into two congruent segments.
Segment Bisector – is a ray, line, or segment in a plane that intersects a segment at its
midpoint.
Perpendicular Bisector - when a bisector of a segment is perpendicular to the segment
Angle Bisector - divides an angle into two congruent angles.
Polygon – is a closed figure formed by fitting together segments end to end with each segment
intersecting exactly two others.

Classification of Polygons

Triangle Quadrilateral Pentagon Hexagon

3 sides 4 sides 5 sides 6 sides

Heptagon Octagon Nonagon Decagon

7 sides 8 sides 9 sides 10 sides

Diagonal of a polygon is a segment joining any two nonconsecutive vertices.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Polygons may be convex or concave. A polygon is convex if no diagonal is in the
exterior of the polygon. A polygon is concave if at least one diagonal is in the exterior of the
polygon.

Concave Polygons Convex Polygons

A polygon is equilateral if all the sides have equal length. A polygon is equiangular if all
the angles have equal measure. A regular polygon is both equilateral and equiangular.

I. Evaluating learning

Week 3: DAY 5 Use a YELLOW PAD PAPER to answer WORKSHEET#3 following the given
instructions and it is to be submitted to your Math teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 7 Quarter 3 Week 3 Parent’s signature:______________

WORKSHEET #3

WRITTEN WORK (ITEMS #1 – 20)

A. State whether each of the following is a polygon or not.
1. 2. 3. 4.

B. Classify each polygon according to its number of sides. Also, tell if the polygon is convex or
concave.

5-6. 7-8. 9-10. 11-12.

C. Refer on the figure below. Name the polygon and identify its parts. Give a pair of consecutive
vertices, a pair of consecutive angles and a pair of consecutive sides.
13. Name: 17. Diagonal:
14. Vertices: 18. Consecutive Vertices:
15. Angles: 19. Consecutive Angles:
16. Sides: 20. Consecutive Sides:

PERFORMANCE TASK (ITEMS #21 – 28)

D. Do the following:
21. -22. Draw a segment that bisects of ST. ⃡⃗⃗⃗⃗ .
23-24. Draw a line parallel to 𝑋𝑌

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 25-26. Draw a ray that bisects DBP. ̅̅̅.
27-28. Draw a line segment perpendicular to 𝐽𝐾

J K

Rubric for Performance Tasks

FOR WEEK 3
5 4 3 2 1
ACCURACY 4 correctly 3 correctly 2 correctly 1 correctly No correctly
drawn drawn drawn drawn drawn
5 4 3 2 1
4 figures drawn 3 figures drawn 2 figures 1 figures No figures
COMPLETION drawn drawn drawn
5 4 3 2 1
WORK SHOWN 4 appropriately 3 appropriately 2 appropriately 1 No
(SYSTEMATICNESS) drawn drawn drawn appropriately appropriately
drawn drawn

J. Additional activities for application or remediation

PRACTICE MORE! LEARN MORE!

A. Write P if the figure is a polygon and NP if not.

B. Classify each figure as convex or concave.

C. Given the figure on the right, name all the:

D. State whether the statement is TRUE or FALSE.

1) LG ≅ ⃡⃗⃗⃗
𝐿𝐺
2) ̅̅̅̅
𝐿𝐺 ≅ ̅̅̅̅
𝐺𝐿
3) ⃡⃗⃗⃗
𝐿𝐺 ≅ ⃡⃗⃗⃗
𝐺𝐿
4)⃗⃗⃗⃗⃗⃗
𝐿𝐺 ≅ ⃗⃗⃗⃗⃗
𝐺𝐿
5) The midpoint of a segment is a point that divides a segment into two congruent segments.
6) A ray, line, or segment in a plane that contains the midpoint is a bisector of the segment.
7) A line has more than one perpendicular bisectors.
8) The compass and straightedge are known as Euclidean tools.

E. Draw two examples of a regular polygon.

If you got a score of 13, well YOU DID A , CONGRATULATIONS!!!

If not, you have to go back to the sections B, C, D & E on pp. 31 - 38 and try again.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 NEED MORE HELP? You may reach your math teacher with his/her cellphone
number or send him/her a private message thru his/her facebook account.

KEY TO CORRECTION
Section A. Reviewing previous lesson or presenting the new lesson
1. Midpoint 2. Bisector 3. Perpendicular Bisector 4. Angle Bisector

Section D. Discussing new concepts and practicing new skills #1

Example: 1. Not Polygon 2. Not Polygon 3. Polygon 4. Not Polygon 5. Polygon

TRY THIS 1:
1. Quadrilateral 2. Decagon 3. Hexagon 4. Dodecagon 5. Triangle

Section E. Discussing new concepts and practicing new skills #2

TRY THIS 2:
1. Hexagon CONVEX
2. a. C, O, N, V, E, X
̅̅̅̅, 𝑂𝑁
b. 𝐶𝑂 ̅̅̅̅, 𝑁𝑉
̅̅̅̅ , 𝑉𝐸
̅̅̅̅, 𝐸𝑋
̅̅̅̅, 𝑋𝐶
̅̅̅̅
c. ∠𝐶, ∠𝑂, ∠𝑁, ∠𝑉, ∠𝐸, ∠𝑋
d. ̅̅̅̅
𝐶𝑁, ̅̅̅̅
𝐶𝑉, ̅̅̅̅
𝐶𝐸 , ̅̅̅̅
𝑂𝑉, ̅̅̅̅
𝑂𝐸, ̅̅̅̅
𝑂𝑋 , ̅̅̅̅ ̅̅̅̅, ̅̅̅̅
𝑁𝐸, 𝑁𝑋 𝑉𝑋
e. N and E
̅̅̅̅ and 𝑁𝑉
f. 𝑂𝑁 ̅̅̅̅
g. ∠𝑉 and ∠𝐸

Section F. Developing Mastery

a. Concave, heptagon e. convex, triangle
b. Convex, quadrilateral f. concave, dodecagon
c. Convex, pentagon g. convex, hexagon
d. Concave, hexagon h. concave, hexagon

1. Angle bisector 6. concave

2. Diagonal 7. equilateral
3. Polygon 8. vertex
4. Midpoint 9. Regular polygon
5. Perpendicular bisector 10. equiangular

Section J. Additional activities for application or remediation

A. 1) P 2) NP 3) NP 4) P 5) P

B. 1) convex 2) convex 3) concave 4) convex 5) concave

C. 1) ∠𝐶, ∠O, ∠V, ∠I, ∠D 2) C, O, V, I, D 3) ̅̅̅̅

𝐶𝐷, ̅̅̅̅
𝑉𝐷, ̅̅̅̅
𝑂𝐼 , ̅̅̅̅
𝐶𝐼 , ̅̅̅̅̅
𝑉𝑂

4) ∠𝐶 & ∠𝑂, ∠𝑂 & ∠𝐷, ∠𝐷 & ∠𝐼, ∠𝐼 & ∠𝑉, ∠𝑉 & ∠𝐶 5) C & O, O & D, D & I, I & V, V & C

5) ̅̅̅̅̅
𝐶𝑂 & ̅̅̅̅
𝑂𝐷, ̅̅̅̅
𝑂𝐷 & ̅̅̅̅̅
𝐷𝐼 , ̅̅̅̅
𝐷𝐼 & ̅̅̅
𝐼𝑉, ̅̅̅̅
𝐼𝑉 & ̅̅̅̅̅
𝑉𝐶 , ̅̅̅̅̅
𝑉𝐶 & ̅̅̅̅
𝐶𝑂

D. 1) FALSE 2) TRUE 3) TRUE 4) FALSE 5) TRUE 6) TRUE 7) FALSE 8) TRUE

E. Your drawings can be any two of the polygons below. You may ask your Math teacher for
other examples of regular polygons.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 SELF – INSTRUCTIONAL PACKETS
MATHEMATICS GRADE 7
Week 4
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of key concepts of
geometry of shapes and sizes, and geometric relationships.
B. Performance Standards: The learner is able to create models of plane figures and
formulate and solve accurately authentic problems involving sides and angles of
a polygon.
C. Learning Competencies: The learner derives inductively the relationship of exterior
and interior angles of a convex polygon. M7GE–IIIf–1

D. Objectives
At the end of the lesson, the learners should be able to:
1. determine the sum of the measures of the interior angles of a polygon.
2. determine the sum of the measures of the exterior angles of a polygon.
3. find the measure of each interior and exterior angle of a polygon.
4. find the number of diagonals of a convex polygon.

II. CONTENT Interior and Exterior Angles of a Convex Polygon

Learning Resources
A. Reference
 Grade 7 Mathematics Patterns and Practicalities, Nivera, G.,C., pp. 401 - 405
 E-MATH Worktext in Mathematics 7, Oronce, O,A., Mendoza, M, O. pp. 529 -538
 Learner’s Material Mathematics Grade 7 First Edition 2013 pp. 219 - 221
 Phoenix Next Century Mathematics Kto12 The New Grade 7, Orines, F.B, Mercado, J.P,
Suzara, J.L, Manalo, C.B pp. 467 - 500

B. Other Learning Resources

III. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
Week 4: DAY 1 How are you today? Did you enjoy your weekend?
Let us start our lesson with the exploration activity.

The Sum of the Measures of the Interior Angles of a Triangle

1. Draw a large triangle on a 2. Carefully cut the three 3. Arrange the angles’
sheet of paper. Label the angles from the triangle. vertices at a common point as
angles as a, b, and c inside shown below.
each of the angle as shown.

What can you conclude about m∟a + m∟b + m∟c ?

Yes, you are correct. From the illustration in # 3, the three angles formed a straight angle and
it measures 180⁰. Therefore, m∠a + m∠b + m∠c = 180⁰ .

Note: The sum of the degree measures of the interior angles of any triangle is 180⁰.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
B. Establishing a purpose for the lesson

Now, let us continue with our second activity. Consider each convex polygon with all
possible diagonals drawn from one vertex. In each case, the polygon is separated into triangles.
The sum of the measures of the angles of each polygon can be solved by adding the
measures of the angles of the triangles. Complete the table below. Write your answers in
your MATH NOTEBOOK.
Name of Polygons Number of Sum of the Interior
Number of
Polygons Dissected Angles
Sides
Triangles
triangle
3 1 ( 1 ) ( 180 ) = 180

quadrilateral
4 2 ( 2 ) ( 180 ) = 360

pentagon

hexagon

heptagon

octagon

Now, check your work by turning to the key to correction.

Were you able to get the correct answers?

Is there a connection between the number of sides and the number of dissected
triangles in a polygon? What is it?

Yes, you are correct. To get the number of dissected triangles all you have to do is to
subtract 2 from the number of sides of a polygon. For example, a heptagon has 7 sides. So 7 –
2 = 5. Therefore, there are 5 dissected triangles in a heptagon.

How many dissected triangles are there in an n-sided polygon? How do we solve for the
sum of the interior angles of any polygon?

The sum of the interior angles of a convex polygon with n sides is given by
s = ( n – 2 ) 180⁰
where s is the sum of the interior angles and n is the number of sides of any
polygon.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
Examples. Find the sum of the interior angles of a convex
1.) decagon 2.) dodecagon

Solutions: 1. ) s = ( n – 2 ) 180⁰ 2. ) s = ( n – 2 ) 180⁰

= ( 10 – 2 ) 180⁰ = ( 12 – 2 ) 180⁰
= ( 8 ) 180⁰ = ( 10 ) 180⁰
s = 1440⁰ s = 1800⁰

TRY THIS 1. Find the sum of the interior angles of the following convex polygons.
Write your solutions and answers in your MATH NOTEBOOK.
1.) 15- gon 2.) 20-gon

Now, check your work by turning to the key to correction.

C. Presenting examples/instances of the new lesson

Week 4: DAY 2
Sum of the Interior Angles of a Polygon

Let us recall on how to find the sum of the interior angles of a convex polygon. We find
the sum of the interior angles of a convex polygon by using this formula 𝒔 = (𝒏 − 𝟐)𝟏𝟖𝟎°.

Let us apply it now!

Example 1: Calculate the measure of the lettered angle.

𝑥 Solution:

𝑠 = (𝑛 − 2)180° First, calculate the sum of the

112° interior angles.
85°
𝑠 = (4 − 2)180°

𝑠 = (2)180° = 𝟑𝟔𝟎°

360° = 85° + 112° + 90° + 𝑥 We add all the given

measure of the interior
angles.

Did you notice that we have a 90° angle? Why do you think
so?

Have you notice the small square on one of the exterior angles? That small square
means that the angle formed is a right angle. What relationship do we have with the
corresponding interior angle of the given exterior angle?

They are linear pairs, therefore 180° − 90° = 90°.

360° = 287° + 𝑥
360° − 287° = 𝑥 Add −287° to both sides.
73° = 𝑥 or 𝑥 = 73°
73°
Let us check!
360° = 85° + 112° + 90° + 73°
112°
360° = 360° 85°

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
Example 2: Calculate the measure of the lettered angle.

What can you observe in our figure? Can you see the hash marks?
What do we mean by putting hash marks on the parts of the figure?
𝑦 It means that the parts are congruent.

Solution:

𝑠 = (6 − 2)180° First, we compute for the sum of the interior angles of the hexagon.

𝑠 = (4)180° = 𝟕𝟐𝟎° If the angles are congruent, then every angle is equal to the measure of y.
what do we do to get the value of y? Yes! We divide the sum by the
number of angles in hexagon.
720°
𝑦= = 𝟏𝟐𝟎°.
6

Example 3: Calculate the measure of the lettered angle.

Let us look at the relationship of the interior angle and 100°

its adjacent exterior angle. They are linear pair, therefore,
143°
𝑤
180° − 143° = 37°.

𝑠 = (3 − 2)180° = (1)180° = 𝟏𝟖𝟎°. Next, we compute for the sum of the interior angles.

180° = 100° + 37° + 𝑤 Add the given measure of the interior angles.

180° = 137° + 𝑤 Add −137° to both sides.

180° − 137° = 𝑤

𝟒𝟑° = 𝒘 or 𝒘 = 𝟒𝟑°

TRY THIS 2. Calculate the measure of the lettered angle. Write your solutions and
answers in your MATH NOTEBOOK.

Now, check your work by turning to the key to correction.

D. Discussing new concepts and practicing new skills #1

Week 4: DAY 3
Great job! You had learned on how to find the sum of the interior of the
regular polygon wherein it has same measures of interior angles. Using the regular polygon let
us find the sum of their exterior angles.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
Example 1. Find the sum of the measures of the exterior angles of each of the given regular
polygons. 2
1 1 1
1. a 2. a 2 3. a
5 3
3 4 4
2 3

Solution:
1. The measure of each angle in an equilateral triangle is 60.
𝑚∠1 + 𝑚∠𝑎 = 180
𝑚∠1 + 60 = 180
𝑚∠1 + 60 − 60 = 180 − 60
𝑚∠1 = 120
Similarly, 𝑚∠2 = 120 𝑎𝑛𝑑 𝑚∠3 = 120.
Thus, 𝑚∠1 + 𝑚∠2 + 𝑚∠3 = 120 + 120 + 120 = 360

2. The measure of each angle in a square is 90.

𝑚∠1 + 𝑚∠𝑎 = 180
𝑚∠1 + 90 = 180
𝑚∠1 + 90 − 90 = 180 − 90
𝑚∠1 = 90
Similarly, 𝑚∠2 = 90, 𝑚∠3 = 90 𝑎𝑛𝑑 𝑚∠4 = 90
Thus, 𝑚∠1 + 𝑚∠2 + 𝑚∠3 + 𝑚∠4 = 90 + 90 + 90 + 90 = 360

3. The measure of each angle in a pentagon is 108.

𝑚∠1 + 𝑚∠𝑎 = 180
𝑚∠1 + 108 = 180
𝑚∠1 + 108 − 108 = 180 − 108
𝑚∠1 = 72
Similarly, 𝑚∠2 = 72, 𝑚∠3 = 72, 𝑚∠4 = 72 𝑎𝑛𝑑 𝑚∠5 = 72
Thus, 𝑚∠1 + 𝑚∠2 + 𝑚∠3 + 𝑚∠4 + 𝑚∠5 = 72 + 72 + 72 + 72 + 72 = 360

Based on the example above, the sum of the measures of the exterior angles of the
polygon is always 360. It does not depend on the number of sides of the polygon.

Example 2. What is the sum of the measures of the exterior angles, one at each vertex of a
convex 54-gon?

Solution: The sum is 360. (because the sum of the measures of the exterior angle, one at each
vertex, of any convex polygon is 360.)

Example 3. Find the value of x.

86° 2x° x° 65°

1. 2.) x° 3.) 50°
100°
x° 106° x°
82°

Solution:
1. Set the sum of the measures of the exterior angles equal to 360.
x + 2x + 86 + 100 = 360
3x + 186 = 360 Combining like terms
3x = 174 Subtract 186 from each side.
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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 x = 58 Divide each side by 3.
The value of x = 58°.

2. Set the sum of the measures of the exterior angles equal to 360.
x + x + 106 = 360
2x + 106 = 360 Combining like terms
2x = 254 Subtract 106 from each side
x = 127 Divide each side by 2.
The value of x = 127°.

3. Set the sum of the measures of the exterior angles equal to 360.
x + 65 + 90 + 50 + 82 = 360
x + 287 = 360 Combining like terms
x = 73 Subtract 287 from each side.
The value of x = 73°.

TRY THIS 3. Find the value of m. Write your solutions and answers in your MATH
NOTEBOOK.

Now, check your work by turning to the key to correction.

E. Discussing new concepts and practicing new skills #2

Week 4: DAY 4
NUMBER OF DIAGONALS IN CONVEX POLYGONS
Before we start the activity, let us recall what a diagonal is. A diagonal of a polygon is a
segment joining any two nonconsecutive vertices.

Activity
1. Draw a quadrilateral. Then fix a vertex and draw diagonals from this vertex.
a. How many diagonals are drawn from the fixed vertex?
Yes, one diagonal only.

b. How many diagonals can be drawn from all vertices?

Correct, there are 2 diagonals.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 2. Draw a pentagon. Then fix a vertex and draw diagonals from this vertex.
a. How many diagonals are drawn from the fixed vertex?
Yes, there are two diagonals.

b. How many diagonals can be drawn from all vertices?

You’re right! There are 5 diagonals.

3. Continue with a hexagon and heptagon.

How many diagonals can be drawn?
Very good! In a hexagon, there are 3 diagonals from a fixed vertex and 9 diagonals
from all vertices.
3 diagonals 9 diagonals

How about in a heptagon?

Yes exactly! There are 4 diagonals from a fixed vertex and 14 diagonals from all
vertices.
4 diagonals 14 diagonals

TABLE FROM THE ACTIVITY

NUMBER OF NUMBER OF
POLYGON NUMBER OF DIAGONALS FROM DIAGONALS FROM
SIDES(n) A FIXED VERTEX ALL VERTICES
Triangle 3 0 0
Quadrilateral 4 1 2
Pentagon 5 2 5
Hexagon 6 3 9
Heptagon 7 4 14

Observe the pattern from the above table.

Can you guess the formula in finding the number of diagonals from a fixed vertex?

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 You got it right! The formula is the number of sides minus 3 (n – 3). (Note: n = number of
sides)

How about the formula in finding the total number of diagonals in a convex polygon?
It’s perfect! The number of diagonals n(d) that can be drawn in a convex polygon of n sides is
given by the formula:
𝒏(𝒏−𝟑)
n(d) =
𝟐

Example 1
How many diagonals can be drawn in a polygon of 13 sides?
Solution:
𝒏(𝒏−𝟑)
n(d) =
𝟐
𝟏𝟑(𝟏𝟑−𝟑)
=
𝟐
𝟏𝟑(𝟏𝟎)
=
𝟐
n(d) = 65

Try solving Example 2…

Example 2
How many diagonals can be drawn in a convex polygon with 25 sides or 25-gon?

You should get 275 diagonals.

If you answered correctly, then you may proceed to the next activity.

TRY THIS 4. Complete the table. Copy and answer in your MATH NOTEBOOK.
Show your solutions.

Number of Diagonals from Total Number of Diagonals

Number of one vertex (n – 3) 𝒏(𝒏 − 𝟑)
𝒏(𝒅) =
Sides (n) 𝟐
3 0 0
4 1 2
5 2 5
6 3 9
7 4 14
8
9
10
11
12

Now, check your work by turning to the key to correction.

F. Developing mastery

Write your solutions and answers in your MATH NOTEBOOK.

1. Find the number of sides and diagonals of the polygon if the sum of the measures of its
interior angles is 1 980°.
2. The sum of the measures of the interior angles of a convex polygon is 3 240°. Find the
number of sides and diagonals of the polygon.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 3. Find the measure of each interior angle, each exterior angle and the sum of the interior
angles of a regular dodecagon.
4. The sum of the measures of a regular polygon is 4 140. Find the number of sides and
measure of each interior angle and each exterior angle.
5. Each interior angle of a regular polygon measures 135°. Find the sum of the interior
angles, each exterior angle, and the number of sides.

G. Finding practical applications of concepts and skills in daily living

Some real life examples of interior and exterior angles of a polygon.

Steel Ladder Electricity Post

Exterior Angle
Interior Angle

Interior Angle

Exterior Angle

Floor Tiles

Exterior Angle

Interior Angle

H. Making generalizations and abstractions about the lesson

Wrap it up!!!
The angles formed by the sides of a polygon are called interior angles of a polygon.
The angles formed in the exterior of the polygon when its sides are extended are called exterior
angles of a polygon.

In the figure at the right, the interior angles are ∠6, ∠7, ∠8, ∠9
and ∠10. The exterior angles are ∠1, ∠2, ∠3, ∠4 and ∠5.

The sum of the interior angles of a convex polygon with n sides

is given by 𝒔 = (𝒏 − 𝟐)𝟏𝟖𝟎°.

The sum of the exterior angles of a convex polygon (one at each vertex) is 360°.

The number of diagonals n(d) that can be drawn in a polygon of s sides is given by the
formula:
𝑠(𝑠 − 3)
𝑛(𝑑) =
2

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 I. Evaluating learning

Week 4: DAY 5
Use a YELLOW PAD PAPER to answer WORKSHEET#4 following the given
instructions and it is to be submitted to your Math teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 7 Quarter 3 Week 4 Parent’s signature:______________

WORKSHEET #4

PERFORMANCE TASK (ITEMS #1 – 25)

A. Complete the table.

Polygon Number Number of Number of No. of Sum of the

of diagonal/s from all diagonal/s triangle/s interior angles
sides(n) vertices from one formed
vertex
Heptagon 1. 2. 3. 4. 5.

Octagon 6. 7. 8. 9. 10.

Undecagon 11. 12. 13. 14. 15.

FORMULA 𝒏(𝒏−𝟑) (n – 3) (n – 2) 𝒔 = (𝒏 − 𝟐)𝟏𝟖𝟎°

n(d) =
𝟐

B. Find the unknown angle in each figure below. Write your solutions.

16. 17.

88
104 87

73
107
a
b

a = ______ b = _____

18. 19-20.
d
113
e
c
72

c = ______ d = ______ e = ______

C. Answer the following. Show your solutions in your YELLOW PAD PAPER.

21-23. What is the measure of each interior angle of a regular nonagon?

24-25. What is the measure of each exterior angle of a regular dodecagon?

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Rubric for Performance Tasks
FOR WEEK 4
15 12 9 6 3
ACCURACY 25 correct 20 – 24 correct 15 – 19 correct 8 – 14 0 – 7 correct
answers answers answers correct answers
answers
5 4 3 2 1
Answered all Answered 20 - Answered 15 - Answered 8 - Answered 0 -
COMPLETION the 25 items 24 items 19 items 14 items 7 items
5 4 3 2 1
WORK SHOWN 25 complete 20 - 24 15 - 19 8 - 14 0- 7 complete
(SYSTEMATICNESS) solutions complete complete complete solutions
solutions solutions solutions

J. Additional activities for application or remediation

PRACTICE MORE! LEARN MORE!

I. State whether the statement is TRUE or FALSE.
1) Interior angles are angles formed by the sides of a polygon.
2) Exterior angles are formed when the sides of the polygon are extended.
3) The sum of the exterior angles of a convex polygon is 360°.
4) The number of triangles in an octagon is 8.
5) The sum of the measures of the angles in a triangle is 180°.
6) A quadrilateral has only 1 diagonal from all its vertices.

II. Answer the following. Show your solution.

1) How many triangles does a decagon have? (formula: n – 2)
𝑛 (𝑛−3)
2) What is the total number of diagonals of a dodecagon? { formula: n(d) = 2
}
3) Find the sum of the interior angles of a heptagon. { formula: s = 180° (n - 2) }
4) Find the measure of each interior angle of a regular octagon. { formula: s = 180° (n - 2) }
5) Find the sum of the interior angles of a 19-gon. { formula: s = 180° (n-2) }

If you got a score of 6, well YOU’RE GREAT! KEEP IT UP!

If not, you have to go back to the sections B, C, D, E, & F on pp. 44 - 51 and try again.

NEED MORE HELP? You may reach your math teacher with his/her cellphone
number or send him/her a private message thru his/her facebook account.

KEY TO CORRECTION
Section A. Reviewing previous lesson or presenting the new lesson

Section B. Establishing a purpose for the lesson

Name of Polygons Number of Sum of the Interior

Number of
Polygons Dissected Angles
Sides
Triangles
pentagon
5 3 ( 3 ) ( 180 ) = 540

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 hexagon

6 4 ( 4 ) ( 180 ) = 720

heptagon

7 5 ( 5 ) ( 180 ) = 900

octagon

8 6 ( 6 ) ( 180 ) = 1080

TRY THIS 1: 1.) 2340⁰ 2.) 3240⁰

Section C. Presenting examples/instances of the new lesson

TRY THIS 2:

𝑠 = (4 − 2)180° = (2)180° = 360°

360° = 84° + 84° + 𝑎 + 𝑎
360° = 168° + 2𝑎
360° − 168° = 2𝑎
192° = 2𝑎
192° 2𝑎
=
2 2
𝟗𝟔° = 𝒂 or 𝒂 = 𝟗𝟔°

Section D. Discussing new concepts and practicing new skills #1

TRY THIS 3:
1. m + 92 + 120 + 116 = 360 2. m + 92 + 63 + 52 + 88 = 360
m + 328 = 360 m + 295 = 360
m = 32 m = 65

Section E. Discussing new concepts and practicing new skills #2

TRY THIS 4: Complete the table. Show your solutions.
Number of Diagonals from Total Number of Diagonals
Number of Sides (n) one vertex (n – 3) 𝒏(𝒏 − 𝟑)
𝒏(𝒅) =
𝟐
3 0 0
4 1 2
5 2 5
6 3 9
7 4 14
8 5 20
9 6 27
10 7 35
11 8 44
12 9 54

Solutions:
𝒏(𝒏 − 𝟑)
𝒏(𝒅) =
𝟐

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 8(8−3) 9(9−3) 10(10−3) 11(11−3) 12(12−3)
n(d) = 2
n(d) = 2
n(d) = 2
n(d) = 2
n(d) = 2
8(5) 9(6) 10(7) 11(8) 12(9)
n(d) = 2
n(d) = 2
n(d) = 2
n(d) = 2
n(d) = 2
40 54 70 88 108
n(d) = n(d) = n(d) = n(d) = n(d) =
2 2 2 2 2

Section F. Developing Mastery

𝑠(𝑠−3)
1. S = ( n – 2) 180° 𝑑= 2
1980° (𝑛−2)180° 13(13−3)
180°
= 180°
𝑑= 2
13(10)
11 = n – 2 𝑑=
2
130
13 = n 𝑑= 2
d = 65

𝑠(𝑠−3)
2. S = ( n – 2) 180° 𝑑= 2
3240° (𝑛−2)180° 20(20−3)
180°
= 180°
𝑑= 2
20(17)
18 = n – 2 𝑑= 2
340
20 = n 𝑑= 2
d = 170

1800°
3. S = ( n – 2) 180° each interior angle =
12
S = (12 – 2) 180° each interior angle = 150°
S = (10)180°
S = 1800°
exterior angle = 180°- 150° = 30°

4140°
4. S = ( n – 2) 180° each interior angle = 25
5. exterior angle = 180°- 135° = 45°
4140° (𝑛−2)180° 360°
= each interior angle = 165.6° number of sides = =8
180° 180° 45°
23 = n – 2 S = ( 8 – 2) 180°
25 = n S = ( 6) 180°
exterior angle = 180°- 165.6° = 14.4° S = 1080°

Section J. Additional activities for application or remediation

I. 1) TRUE 2) TRUE 3) TRUE 4) FALSE 5) TRUE 6) FALSE

II.1) Since a decagon has 10 sides, so n = 10. number of triangles = n - 2 = 10 – 2 = 8

𝑛 (𝑛−3) 12 (12−3) 12 (9) 108
2) Since a dodecagon has 12 sides, so n = 12. n(d) = 2
= 2
= 2
= 2
= 54

3) Since a heptagon has 7 sides, so n = 7. s = 180° (n-2)

= 180° (7-2)
= 180° (5) = 900°

4) Since an octagon has 8 sides, so n = 8. s = 180° (n-2)

= 180° (8-2)
= 180° (6) = 1080°

1080°
Let x = be the measure of each interior angle x = = 135° since the octagon is regular
8

5) The polygon has 19 sides, so n = 19. s = 180° (n-2) = 180° (19-2) = 180° (17) = 3060°

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 SELF – INSTRUCTIONAL PACKETS
MATHEMATICS GRADE 7
Week 5
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of key concepts of
geometry of shapes and sizes, and geometric relationships.
B. Performance Standards: The learner is able to create models of plane figures and
formulate and solve accurately authentic problems involving sides and angles of
a polygon.
C. Learning Competencies: The learner illustrates a circle and the terms related to it:
radius, diameter, chord, center, arc, central angle and inscribed angle.
M7GE-IIIg–1

D. Objectives
At the end of the lesson, the learners should be able to:
1. define, identify and name the terms related to the circle: center, radius,
diameter, chord, tangent, secant, arc, central angle, inscribed angle.
2. appreciate circles in real life.

II. CONTENT a. Circle and its parts

b. Arcs and Angles

Learning Resources
A. Reference
 Grade 7 Mathematics Patterns and Practicalities, Nivera, G.,C., pp. 406 - 411
 E-MATH Worktext in Mathematics 7, Oronce, O,A., Mendoza, M, O. pp. 540 - 546
 Learner’s Material Mathematics Grade 7 First Edition 2013 pp. 233 - 236
 Phoenix Next Century Mathematics Kto12 The New Grade 7, Orines, F.B, Mercado, J.P,
Suzara, J.L, Manalo, C.B pp. 501 - 508

B. Other Learning Resources

III. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
How are you today? Did you enjoy your weekend?
Week 5: DAY 1
Let us start our lesson with a review about our previous lesson.
Which does not belong to the group? Why?

All the given figures are polygons except the circle. A polygon is a closed plane figure
formed by connecting segments at their endpoints. A circle is also a closed figure just like the
other polygons but it does not have sides.

B. Establishing a purpose for the lesson

Now analyze these pictures and try to spot the difference.

The first picture has square wheels while the second one
has circle wheels.
I know you have some questions on your mind right now.
Probably your wondering what are wheels for?

Why are wheels circular in shape? Does it make sense if the wheels of a bicycle are
square in shape?

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 The circle is the basis for the wheel with related inventions such as gears, makes much of
modern machinery possible. The wheels of cars or automobiles are made circular for the
purpose of reducing the frictional force. The rolling friction is lesser than sliding friction,
therefore, wheels are made circular in shape.
The word circle derives from the Greek words “kirkos/kuklos” meaning "hoop"
or "ring". The circle has been known since before the beginning of recorded history.
Natural circles would have been observed, such as the Moon and the Sun. Early
science, particularly geometry, astrology and astronomy, was connected to the
divine for most medieval scholars, and many believed that there was something
intrinsically "divine" or "perfect" that could be found in circles.
The compass in this 13th-century manuscript as shown in the picture
is a symbol of God's act of Creation. Notice also the circular shape of the halo

C. Presenting examples/instances of the new lesson

Week 5: DAY 2
CIRCLE AND ITS PARTS

Activity: Draw a point somewhere in the middle of a sheet of paper. Now using a ruler, mark 20
other points that are 5 cm away from the first point. What shape do you recognize?

Yes exactly! It’s a circle.

How do you define a circle?

Circle is the set of all points in a plane at a given distance from a given fixed point in the
plane. This fixed point is called the center of the circle.

Note: A circle is named by its center. The circle below is called Circle A.

B
F

E A
C
D

What do you call the segment drawn from any point on the circle to the center? Correct!
Radius

̅̅̅̅) is an example of radius. Note that the radius of a circle is not unique.
Segment AB (𝐴𝐵
You can draw as many radii (plural of radius) on a circle as there are points on the circle.

A radius is half of a diameter. Therefore, if the diameter of a circle is 6 cm then the

radius is 3 cm. And, if the radius is 5 cm, then the diameter is 10 cm, because the diameter is
twice the radius.

What about the chord containing the center? Very good! Diameter
You can draw also as many diameters on the circle same as true for radii.

What do you call the line segment whose endpoints lie on the circle? You got it right! It’s
̅̅̅̅) is a chord.
a Chord. Segment ED (𝐸𝐷

̅̅̅̅ ). Yes, it’s

Can you give an example of diameter from the figure above? Segment FC (𝐹𝐶
correct.

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Example 1 Refer to the figure at the right.
a. Name the circle.
Circle O
b. Identify a diameter.
̅̅̅̅
𝐴𝐵
c. Identify two radii.
̅̅̅̅
𝑂𝐵 and ̅̅̅̅
𝑂𝐶
d. Identify a chord.
̅̅̅̅
𝑃𝑄

TRY THIS 1. Write your answers in your MATH NOTEBOOK.

A. Use the figure at the right.

B. Determine whether each statement is TRUE or FALSE.

1. Two radii always have the same length.
2. Two chords always have the same length.
3. All chords are diameters.
4. All diameters are chords.
5. All diameters intersect at one point.
Now, check your work by turning to the key to correction.

D. Discussing new concepts and practicing new skills #1

Week 5: DAY 3
Did you know that aside from radius, diameter and chord, there are lines
can be drawn
3 on circle? Yes! Observe the circle below.

SECANT A E TANGENT

A SECANT is a line that A TANGENT to a circle is a line,

D C
intersects the circle in two coplanar with the circle that
intersects the circle in exactly one
points. ⃡𝐴𝐵 B
⃡
point. 𝐶𝐸

Point C is the point of tangency

ARCS
Let us have recall about diameter. Diameter is line segment drawn from any two points
on a circle passes thru the center. It divides also the circle into two congruent arcs called
semicircles.

Semicircle diameter
A
B
Semicircle

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Two distinct points on a circle and divide the circle into two parts called arcs. The points
are the endpoints of each arc. When the endpoints of the arcs are also endpoints of a diameter,
each arc is a semi-circle. Otherwise, a minor arc and a major arc are formed. A minor arc is
smaller than a semicircle. On the other hand, major arc is greater than a semicircle.

Let us have the examples below.

C Minor arc Minor arc CN written CN is an intercepted
arc of ∠𝐶𝐸𝑁. This means that its endpoints
T lie on the sides of the angle and all its other
E N points lie in the interior of the angle.

Note: Minor arc CN can be name also as

minor arc NC.

Major arc Major arc CTN written as CTN. As you noticed,

C the endpoints are point C and point N too, but it
passes through point T. Additionally, the arc is
T more than half of the circle.
E N

Example. Determine whether the following are minor arc, semicircle or major arc based on the
figure. I

1. BI
2. IBL B
3. OIL G
4. BLO O
5. BOI
L

Solution:
1. Minor arc
2. Semicircle
3. Major arc
4. Minor arc
5. Major arc

TRY THIS 2. Determine whether the following are minor arc, semicircle or major arc based
on the figure. Write your answers in your MATH NOTEBOOK.

Now, check your work by turning to the key to correction.

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
E. Discussing new concepts and practicing new skills #2
Week 5: DAY 4
Central Angles

Let us recall about radius. Radius is a line segment from the center to any point of the circle.
radius What if we have two radii
where one of their endpoints
meet at the center?

What geometrical concept was formed? Yes! It is an angle!

We call it the central angle, but as we all know, angles are made up of rays; therefore,
the sides of central angles are not necessarily radius.

For the proper definition,

B
C A central angle is the angle with its vertex at the center of the
70°
circle and whose sides pass through the endpoints of the arc.

A The given central angle on the illustration is ∠𝐶𝐴𝐵 (the other

possible name is ∠𝐵𝐴𝐶). Its measure is 70°.

Example: Refer to the figure below and name all the central angles.
L
Answer:
E
∠𝐿𝐵𝐸 (∠𝐸𝐵𝐿) ∠𝑆𝐵𝐶 (∠𝐶𝐵𝑆) ∠𝐴𝐵𝐿 (∠𝐿𝐵𝐴)
∠𝐸𝐵𝑆 (∠𝑆𝐵𝐸) ∠𝐶𝐵𝐴 (∠𝐴𝐵𝐶)
A B

C S

Inscribed Angle

Now, let us recall about chord. Chord of a circle is a line segment whose endpoints lie on
the circle.
chord
What if we have two
chords where one of
their endpoints meet at
a common point on the circle?

Can you also see an angle? Yes, we can also form an angle when the endpoints of two
chords meet on the circle. We call this the inscribed angle.
H
P An inscribed angle is an angle formed by two chords in a circle
which serve as its sides, and its vertex is the common endpoint on
the circle.

O The given inscribed angle on the illustration is ∠𝐻𝑂𝑃 (∠𝑃𝑂𝐻).

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Note: It is not also necessary that the sides of the inscribed angles are chord. What
matters here is that its vertex is on the circle.

Example: Refer to the illustration below, and name all the central angles and inscribed angles.
I
L Answer:

Central Angles: Inscribed Angles:

M K
T ∠𝐼𝑇𝐿 (∠𝐿𝑇𝐼) ∠𝑀𝐼𝐴 (∠𝐴𝐼𝑀)
∠𝐿𝑇𝐾 (∠𝐾𝑇𝐿) ∠𝑀𝐼𝐸 (∠𝐸𝐼𝑀)
A ∠𝐾𝑇𝐸 (∠𝐸𝑇𝐾) ∠𝐴𝐼𝐸 (∠𝐸𝐼𝐴)
E
∠𝐸𝑇𝐴 (∠𝐴𝑇𝐸) ∠𝐼𝐴𝐿 (∠𝐿𝐴𝐼)
∠𝐴𝑇𝐼 (∠𝐼𝑇𝐴)

TRY THIS 3. Refer to the figure below and name all the central angles and inscribed angles.
Write your answers in your MATH NOTEBOOK.

Now, check your work by turning to the key to correction.

F. Developing mastery
I. Refer to the figure below and identify all the parts of the circle such as center, radius,
diameter, chord, semicircle, central angle, minor arc, major arc, tangent and secant. Write your
answers in your MATH NOTEBOOK.

G
C

B D
A
E

m
II. Identify whether the statement is true or false. Write your answers in your MATH
NOTEBOOK.
1. A chord is a segment connecting the center of a circle to any point on the circle.
2. All radii are equal.
3. Radii of the same circle are congruent.
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 4. A diameter is a chord.
5. A chord is a diameter.
6. A circle has only infinite number of equal chords.
7. Semicircle is greater than a major arc.
8. An infinite number of chords can be drawn in a circle.
9. A circle consists of finite number of points
10. The circumference of a circle is π times its radius squared.

G. Finding practical applications of concepts and skills in daily living

Some real life examples of a circle.

H. Making generalizations and abstractions about the lesson

Wrap it up!!!
A circle is the set of all points in a plane at a given distance (radius) from a given point
(center) in the plane.

Center – midpoint of a circle. We named a circle by its center. Circle O.

Radius – is a segment from center to any point of the circle. ̅̅̅̅𝑂𝐴, . ̅̅̅̅
𝑂𝐵 and . ̅̅̅̅
𝑂𝐶 . All radii in a
circle are congruent.
Diameter – is a chord containing the center. ̅̅̅̅ 𝐴𝐵
Chord – is a segment whose endpoints lie on the circle. 𝑃𝑄 ̅̅̅̅ and 𝐴𝐵
̅̅̅̅. Diameter is the longest
chord.
Secant - is a line that intersects the circle in two points.
Tangent to a circle is a line, coplanar with the circle that intersects the circle in exactly one
point.

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Arc – of a circle is two points on the circle and the continuous part of the circle between the
two points.

g. Semicircle – an arc of a circle whose endpoints are the points of the diameter. A semicircle
is one-half of a circle.
h. Minor Arc – an arc of a circle that is smaller than semicircle.
i. Major Arc – an arc of a circle that is larger than a semicircle. Major arcs are named in the
same way as semicircles.
j. Central Angle – the angle with its vertex at the center of the circle and whose sides pass
through the midpoints of the arc.

I. Evaluating learning
Week 5: DAY 5
Use a YELLOW PAD PAPER to answer WORKSHEET#5 following the given
instructions and it is to be submitted to your Math teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 7 Quarter 3 Week 5 Parent’s signature:______________

WORKSHEET #5

WRITTEN WORK (ITEMS #1 – 20)

I. Refer to the figure below. Match each item in column A with the appropriate term in Column B
Write the letter of your answer in the space provided before each number.

K
M
P
O

COLUMN A COLUMN B

______ 1) PO A. chord

______ 2) LO B. center

______ 3) MN C. diameter

______ 4) LM D. central angle

______ 5) LMN E. minor arc

______ 6) LN F. radius

______ 7) OK G. tangent

______ 8) NPO H. inscribed angle

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 ______ 9) LMN I. concentric circles

______ 10) NLO J. major arc

K. secant

L. circle

M. semicircle

II. Tell whether the statement is TRUE or FALSE.

______ 11. The vertex of the inscribed angle is the center of the circle.
______ 12. Half of a diameter is a radius.
______ 13. The center of a circle lies in the interior of the circle.
______ 14. The measure of a major is less the measure of a semicircle.
______ 15. A radius is a chord.
______ 16. The longest chord of a circle is its diameter.
______ 17. A chord is a secant.
______ 18. A diameter is a chord.
______ 19. A line is a tangent of a circle if it intersects the circle at one point.
______ 20. The measure of a semicircle is 180.

J. Additional activities for application or remediation

PRACTICE MORE! LEARN MORE!

A. Find the missing term. Write your answers in your MATH NOTEBOOK.
1. r = 3.5 cm; d = ? 4. r = ?; d = 64.5 cm
2. r = ?; d = 18 in 5. r = ½ m; d=?
3. r = 17 cm; d = ?

B. Refer on the figure on the right then complete the statement. Write your answers in
your MATH NOTEBOOK.
1. U is the _________.
2. ̅̅̅̅
𝑈𝑅 is a _________. S J
̅̅̅
3. 𝐽𝑌 is a _________.
̅̅̅̅ is a _________.
4. 𝑆𝑌
5. JSY is a _________. U R
6. YJR is a _________.
7. ∠JUR is a _________.
8. ∠SYJ is a _________.
9. ⃡𝐽𝑌 is a _________. Y a
10. 𝑎
⃡ is a _________.

If you got a total score of 8 for A and B, well CONGRATULATIONS! KEEP IT UP!
If not, you have to go back to the sections C, D, & E on pp. 57 - 61 and try again.

NEED MORE HELP? You may reach your math teacher with his/her cellphone
number or send him/her a private message thru his/her facebook account.

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KEY TO CORRECTION
Section C. Presenting examples/instances of the new lesson
TRY THIS 1
A. B.
1. Circle B 1. TRUE
̅̅̅̅ 𝑎𝑛𝑑 𝐷𝐺
2. 𝐴𝐶 ̅̅̅̅ 2. FALSE
̅̅̅̅ ̅̅̅̅ ̅̅̅̅ ̅̅̅̅
3. 𝐵𝐴, 𝐵𝐶 , 𝐵𝐷 𝑎𝑛𝑑 𝐵𝐺 3. FALSE
̅̅̅̅
4. 𝐷𝐸 𝑎𝑛𝑑 𝐹𝐺 ̅̅̅̅ 4. TRUE
5. TRUE

Section D. Discussing new concepts and practicing new skills #1

TRY THIS 2. 1. Minor arc 2. Major arc 3. Semicircle 4. Semicircle 5. Major arc

Section E. Discussing new concepts and practicing new skills #2

TRY THIS 3
Central Angles: Inscribed Angles:
∠𝐻𝐿𝐸 (∠𝐸𝐿𝐻) ∠𝐻𝑈𝐸 (∠𝐸𝑈𝐻)
∠𝐸𝐿𝐹 (∠𝐹𝐿𝐸) ∠𝐸𝑈𝑃 (∠𝑃𝑈𝐸)
∠𝐹𝐿𝑈 (∠𝑈𝐿𝐹) ∠𝑈𝐻𝐹 (∠𝐹𝐻𝑈)
∠𝑈𝐿𝐻 (∠𝐻𝐿𝑈) ∠𝐻𝑈𝑃 (∠𝑃𝑈𝐻)

Section F. Developing Mastery

I. Center – A
̅̅̅̅ or 𝐷𝐵
Diameter - 𝐵𝐷 ̅̅̅̅
̅̅̅̅ or 𝐵𝐴
Radius - 𝐴𝐵 ̅̅̅̅, 𝐴𝐶
̅̅̅̅ or 𝐶𝐴
̅̅̅̅, 𝐴𝐷
̅̅̅̅ or 𝐷𝐴
̅̅̅̅
̅̅̅̅ ̅̅̅̅ ̅̅̅̅
Chord - 𝐹𝐸 or 𝐸𝐹 , 𝐷𝐺 or 𝐺𝐷 ̅̅̅̅
Central angle - ∠𝐵𝐴𝐶 OR ∠𝐶𝐴𝐵, ∠𝐶𝐴𝐷 OR ∠𝐷𝐴𝐶
Semicircle – BCD or DCB, BFD or DFB, BED or DEB
Minor arc – BC or CB, CD or DC, DE or ED, EF or FE, FB or BF
Major arc – BCE or ECB EFD or DFE
BCF or FCB EBD or DBE
BDE or EDB ECD or DCE
BDF or FDB FBE or EBF
CDB or BDC FCE or ECF
CEB or BEC FDE or EDF
CFB or BFC FBD or DBF
DEC or CED FCD or DCF
DFC or CFD
DBC or CBD
tangent – line m
secant – line DG or GD
II. 1. False 3. True 5. False 7. False 9. False
2. False 4. True 6. False 8. True 10. False

Section J. Additional activities for application or remediation

A. 1. d = 7 cm 2. r = 9 in 3. d = 34 cm 4. r = 32.25 cm 5. d = 1 m

B. 1. Center 3. Diameter 5. Semicircle 7. Central Angle 9. Secant Line

2. Radius 4. Chord 6.Major Arc 8. Inscribed Angle 10. Tangent Line

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 SELF – INSTRUCTIONAL PACKETS
MATHEMATICS GRADE 7
Week 6
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of key concepts of
geometry of shapes and sizes, and geometric relationships.
B. Performance Standards: The learner is able to create models of plane figures and
formulate and solve accurately authentic problems involving sides and angles of
a polygon.
C. Learning Competencies: The learner construct triangles, squares, rectangles,
regular pentagons and regular hexagons. M7GE–IIIh–i–1

D. Objectives
At the end of the lesson, the learners should be able to:
1. Construct triangles, squares, rectangles, regular pentagons and regular
hexagons.

II. CONTENT Constructing Polygons

Learning Resources
A. Reference
 E-MATH Worktext in Mathematics 7, Oronce, O,A., Mendoza, M, O. pp. 505 - 517

B. Other Learning Resources

 https://www.youtube.com/watch?v=TAHczLeIUTc
 http://www.carnationconstruction.com/Techniques/02-02-04-Techniques-
CodeAndDrawings-Blueprints-Examples.html
 https://www.ck12.org/geometry/construct-regular-polygons/lesson/Constructions-of-
Regular-Polygons-GEOM-HNRS/

III. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
Week 6: DAY 1 How are you today? Did you enjoy your weekend?
Let us start our lesson with this activity. Identify the polygon being
described. Write your answers in your MATH NOTEBOOK.

1. I am a polygon with 5 sides.

2. I am a polygon with 3 sides.
3. I am a polygon with 4 equal sides.
4. I am a polygon with four right angles but my sides are not equal.
5. I am a polygon with 6 sides.
6. I am a polygon with equal sides and equal angles.

Now, check your work by turning to page ____ for the key to correction.

B. Establishing a purpose for the lesson

From our previous lessons, you were able to do basic constructions using only a
compass and a straightedge. Now, we will continue with some more constructions of polygons.
You do your own constructions on your notebooks by following the procedures given. Do not
copy the procedures anymore.

REMINDER: Use only your compass and straight edge when drawing a construction.

CONSTRUCT A TRIANGLE GIVEN THREE SIDES

1. Given: 3 segments whose lengths are a, b and c.
a b c

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 2. Draw ⃗⃗⃗⃗⃗
𝐴𝑃 . Place the point of the compass on A and make its opening equal to c intersecting
⃗⃗⃗⃗⃗
𝐴𝑃 at B.
AB = c

3. With the point of the compass still on S, make its opening equal to b and draw an arc.

4. Place the point of the compass on B and make its opening equal to a. Draw an arc
intersecting the arc in step 3 at point C.
C

5. Connect the points A and C , points B and C.

ABC with AB = c
AC = b
BC = a

C. Presenting examples/instances of the new lesson

Week 6: DAY 2
CONSTRUCTION OF A SQUARE

The steps for construction of a square are as follows:

Step 1: Draw a line segment AB of 5 cm. Step 2: Extend the line AB and using a
compass, mark two arcs from B on the line.
Mark the points as F and G.

Step 3: Mark arcs from point F and G above Step 4: Join the point B and H.
the line. The point where the arcs meet is
named H.

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 Step 5: Set the compass to the radius of 5 cm Step 6: With the same radius of 5 cm on the
and mark arc from points A and B. The point compass, mark an arc from the point C on
where the arc intersects BH is the vertex C of the previously drawn arc above the point A.
the square. Mark their point of intersection as D.

Step 7: Join the points B and C, C and D as Now, we have constructed a square ABCD.
well as D and A to get the required square

D C

A B

ABCD.

D. Discussing new concepts and practicing new skills #1

Week 6: DAY 3
CONSTRUCTING RECTANGLE

Drawing a rectangle is so simple as long as you know what to do. All you need is a
straightedge, pencil, paper, protractor and compass or any object can be used to draw a circle.

LET’S DO IT!
Step 1. Draw a circle on a sheet of paper. Step 2. Draw a chord on the circle.
A

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Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
 Step 3. Place the protractor on one endpoint Step 4. Draw a line from the one endpoint of
of the chord and mark the 90 degrees. the chord going towards the marking of 90
degrees.

Step 5. Repeat the step 3 on the other Step 6. Repeat the step 4, make a line from
endpoint of the chord and mark the 90 the other endpoint of the chord toward the
degrees. marking of 90 degrees.

Step 7. Connect the endpoints of the lines ̅̅̅̅.

Step 8. Name the new chord as 𝐶𝐷
constructed to make another chord.

Now, we have constructed a rectangle ABCD.

A D

B C

E. Discussing new concepts and practicing new skills #2

Week 6: DAY 4
CONSTRUCTING PENTAGON

We will be constructing pentagon. Get your pencil, compass, and straight edge ready!
Draw on your notebook. Let’s start!

1. Draw ̅̅̅̅
𝐴𝐵.

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 2. Draw line perpendicular to 3. Join point C and A.
̅̅̅̅ at C, where ̅̅̅̅
𝐴𝐵 ̅̅̅̅.
𝐵𝐶 ≅ 𝐴𝐵

4. Draw perpendicular bisector 5. Name the point of intersection

̅̅̅̅ at M.
of 𝐴𝐵 ̅̅̅̅ as 4.
of bisector and 𝐶𝐴

6. Set a radius equal to AB in a compass. 7. With A or B as center, draw

arc cutting the bisector at 6.

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 8. Find the midpoint of 4 and 6. 9. Set a radius of A – 5 in a
Name it as 5. compass. With 5 as center,

draw a circle.

10. With A or B as centers and radius ̅̅̅̅

𝐴𝐵, draw arcs intersecting circle at E, F, and G.

11. Join ABEFG to form a pentagon.

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 CONSTRUCTING HEXAGON

We will be using the same steps as in constructing pentagon. Draw on your notebook.

1. Using the figure at number 7 in constructing pentagon, set a radius of A – 6 in a

compass. With 6 as center, draw a circle.

2. With A or B as centers and radius ̅̅̅̅

𝐴𝐵, draw arcs intersecting the circle at H, I, J, and K.

3. Join ABHIJK to form a hexagon.

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F. Developing mastery

Do this on your MATH NOTEBOOK.

Goal: Construct a regular hexagon inscribed in a circle.

1. Draw a circle and mark the center as point O.

2. Mark a point anywhere on the circle to be first vertex of the hexagon.
3. With the compass on that point, set its width to O.
4. Draw an arc across the circle creating the next vertex of the hexagon.
5. Move the compass to this new vertex and draw another arc for the next vertex.
6. Continue in this way until you have all 6 vertices.
7. Draw a line to connect each point and the next one on the circle.
8. The result will be a regular hexagon inscribed in a circle.

G. Finding practical applications of concepts and skills in daily living

Architecture is both the process and the product of planning, designing,

and constructing buildings or other structures. Architectural works, in the material form
of buildings, are often perceived as cultural symbols and as works of art. Historical civilizations
are often identified with their surviving architectural achievements.

Floor Plan

The floor plan is what most people are familiar with when they are designing a home. It
has the layout of the exterior and interior walls. The floor plan blueprints also need to include
the dimensions for walls, rooms, wall thickness, windows and doors, kitchen and bath layouts,
electrical and plumbing layouts, stairs, ceilings, and flooring. The main floor plan is an
architectural blueprint of a top view that looks down on the home. You can see entryways,
doors and walls. There needs to be one floor plan for each level, and that includes the
basement and attic space. These floor plans usually have the floor joist placement and roof
truss placement. The spacing measurements, nailing schedule, and beam schedule is usually
included in this part of the plans.

H. Making generalizations and abstractions about the lesson

Wrap it up!!!
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.
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 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.

I. Evaluating learning
Week 6: DAY 5
Use a YELLOW PAD PAPER to answer WORKSHEET#6 following the given
instructions and it is to be submitted to your Math teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 7 Quarter 3 Week 6 Parent’s signature:______________

WORKSHEET #6

PERFORMANCE TASK (ITEMS #1 – 4)

Construct the following using a compass and a straightedge. (5 points each)

1. a triangle with side equal to these three segments.

2. a square with one of its sides is

3. a regular pentagon with side equal to 3 cm

4. a regular hexagon with side equal to 0.5 inch

Rubric for Performance Tasks

FOR WEEK 6
10 8 6 4 2
ACCURACY 4 correctly 3 correctly 2 correctly 1 correctly No correctly
drawn drawn drawn drawn drawn
5 4 3 2 1
4 figures drawn 3 figures drawn 2 figures 1 figures No figures
COMPLETION drawn drawn drawn
5 4 3 2 1
WORK SHOWN 4 appropriately 3 appropriately 2 appropriately 1 No
(SYSTEMATICNESS) drawn drawn drawn appropriately appropriately
drawn drawn

J. Additional activities for application or remediation

PRACTICE MORE! LEARN MORE!

Construct square RSUJ following these 5 simple steps. Your task is to illustrate each step.

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1) Draw/sketch a right angle. Name it TRO. Ensure that each of the sides are longer than the
desired side length of the square.

2) Place the point of the compass on the vertex of the right angle on point R, and set the width
of the compass equal to the desired length of the square --- this set width remains unchanged
until the entire construction is completed.
• Draw an arc cutting the side RT. Name it point S.
• Draw another arc to cut the side RO. Name it point J.

3) Place the spike of the compass on point J and draw an arc somewhere below the side RT.

4) Place the spike of the compass on point S and draw another arc which cuts the arc drawn in
the previous step. Name it point U.

5) Connect the points S and U and the points J and U using a straightedge.

If you were able to illustrate at least 3 steps, then ! KEEP IT UP!

If not, you have to go back to the sections C, D, & E on pp. 66 - 72 and try again.

NEED MORE HELP? You may reach your math teacher with his/her cellphone
number or send him/her a private message thru his/her facebook account.

KEY TO CORRECTION
Section A. Reviewing previous lesson or presenting the new lesson
1. pentagon 2. triangle 3. square 4. rectangle 5. hexagon 6. regular

Section F. Developing Mastery

Section J. Additional activities for application or remediation

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 SELF – INSTRUCTIONAL PACKETS
MATHEMATICS GRADE 7
Week 7
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of key concepts of
geometry of shapes and sizes, and geometric relationships.
B. Performance Standards: The learner is able to create models of plane figures and
formulate and solve accurately authentic problems involving sides and angles of
a polygon.
C. Learning Competencies: The learner solve problems involving sides and angles of a
polygon. M7GE–IIIj–1

D. Objectives
At the end of the lesson, the learners should be able to:
1. solve problems involving sides and angles of a polygon.

II. CONTENT Problem Solving about Sides and Angles of Polygon

Learning Resources
A. Reference
 Grade 7 Mathematics Patterns and Practicalities, Nivera, G.,C., pp. 401 - 405
 E-MATH Worktext in Mathematics 7, Oronce, O,A., Mendoza, M, O. pp. 530 - 538
 Learner’s Material Mathematics Grade 7 First Edition 2013 pp. 218 - 221
 Phoenix Next Century Mathematics Kto12 The New Grade 7, Orines, F.B, Mercado, J.P,
Suzara, J.L, Manalo, C.B pp. 493 - 500

B. Other Learning Resources

III. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
Week 7: DAY 1
Let us recall our previous lessons about polygons. Identify the polygons
according to their number of sides represented by the pictures. Write your answers on your
MATH NOTEBOOK.

1. 2. 3. 4. 5.

Now, check your work by turning to the key to correction.

B. Establishing a purpose for the lesson

From our previous lesson we have learned that the sum of the interior angles of any
polygon can be obtained by using
s = ( n – 2 ) 180
where s is the sum of the interior angles and
n is the number of sides.

For example, in a pentagon since it has 5 sides we have

s = ( n – 2 ) 180
= ( 5 – 2 ) 180
= ( 3 ) 180
s = 540

We have learned also that the sum of the exterior angles of any polygon is always 360⁰.

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 C. Presenting examples/instances of the new lesson

Week 7: DAY 2 PROBLEM SOLVING INVOLVING SIDES OF A CONVEX POLYGON

Example 1. If the sum of the interior angles of a polygon measures 720°, how many sides does
the polygon have?

Solution:

Recall the formula for the sum of the interior angles in a regular polygon (n – 2) 180°
where n = number of sides.

Since the sum of the interior angles is 720°, then the formula must equal to 720°.

Hence,
720° = (n – 2) 180°

Since you are looking for n, the number of sides the polygon has, you must solve for n.
Thus,
720° = (n – 2) 180°
720° = 180n – 360° Distributive Property
720+360
n= Addition and Division Property of Equality
180
n=6
Since n = 6, then the polygon has 6 sides.

Example 2. The sum of the measures of the interior angles of a convex polygon is 1260°. How
do you classify the polygon by the number of sides?

Solution:

If n = number of sides of a convex polygon, the sum of its interior angles is (n – 2) 180°.

As in given case, sum of interior angles is 1260, we have

(n – 2) 180° = 1260° or

1260
n–2= =7
180
and n = 7 + 2 = 9
n=9
Hence, the polygon is a nonagon.

TRY THIS 1: Write the solution and answer in your MATH NOTEBOOK.
Solve: How many sides does a convex polygon have if the sum of the measures of its interior
angles is 2340°?
Now, check your work by turning to the key to correction.

D. Discussing new concepts and practicing new skills #1

Week 7: DAY 3
GIVEN THE NUMBER OF SIDES FIND EACH INTERIOR AND EXTERIOR
ANGLE OF A POLYGON
Let us review on the formula on how to find the sum of the interior angles and the
measure of each interior angles of a regular polygon.
Sum of interior angles of n – sided polygon For a regular polygon, the measure of each
interior angle of a polygon
(n – 2) x 180°
(𝑛 − 2) ∙ 180
𝑛
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 In solving the exterior angle of a polygon, we apply the theorem on linear pair. If two
adjacent angles form straight line, then they are linear pair. Linear pair is always supplementary,
meaning that their sum is 180°.

Example 1. A regular octagon has 8 sides. Find each interior angle and its exterior angle.

Solution:
1. Identify the number of sides 8
2. Write the formula for regular polygon (𝑛 − 2) ∙ 180
finding each interior angle 𝑛
3. Substitute the number of sides for n (8 − 2) ∙ 180
8
4. Perform the operation involve, solve 6 ∙ 180
first the expression inside the 8
parenthesis
5. Solve the expression in the numerator 1080
(6 x 180) 8
6. Divide 135°

Thus, the measure of each interior angle of an octagon is 135°.

To find each exterior angle, we simply subtract the measure of one interior from 180°.

Exterior angle = 180 – 135

Exterior angle = 45°

Example 2. Find the measure of each interior angle and exterior angle of a polygon with 15
sides.

Solution:
1. Identify the number of sides 15
2. Write the formula for regular polygon (15 − 2) ∙ 180
finding each interior angle 15
3. Substitute the number of sides for n (15 − 2) ∙ 180
15
4. Perform the operation involve, solve 13 ∙ 180
first the expression inside the 15
parenthesis
5. Solve the expression in the numerator 2340
(13 x 180) 15
6. Divide 156°

Thus, the measure of each interior angle of a polygon with 15 sides is 156°.

To find each exterior angle, we simply subtract the measure of one interior from 180°.

Exterior angle = 180 – 156

Exterior angle = 24°

TRY THIS 2: Write the solution and answer in your MATH NOTEBOOK.
Find the measures of each interior and exterior angles of a regular 20 – gon.

Now, check your work by turning to the key to correction.

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 E. Discussing new concepts and practicing new skills #2
Week 7: DAY 4
GIVEN THE MEASURE OF INTERIOR AND EXTERIOR ANGLE, FIND THE
NUMBER OF SIDES

On the previous part, you have known how to find the measure of the interior and
exterior angles given the number of sides of a polygon.

Now, we will do the opposite. Given the measure of the interior and exterior angles of a
polygon, we will be finding out the number of sides of the polygon. Let us start!

Example 1: Determine the number of sides of a polygon whose exterior and interior angles are
in the ratio 1:2.

Solution:

We all know that the sum of one exterior angle and one interior angle of a polygon is
180° because they form a linear pair.

Now let us say that the exterior angle is 1 from the ratio 1:2, and we will represent it as
𝑥°. While the interior angle is 2 from the ratio 1:2, and we will represent it as 2𝑥°.

𝑥° + 2𝑥° = 180° Equate.

3𝑥° = 180° Simplify.
3𝑥° 180°
3
= 3
Divide.
𝒙° = 𝟔𝟎°

Since, the sum of exterior angles is fixed at 360°, it will be easier if we will be using it to
determine the number of sides of the polygon.

If you still remember, when we looked for the measure of each exterior angles, we
divided 360° by the number of sides. Now, we will do the opposite. To find the number of sides,
we will multiply the measure of one exterior angle by the number of sides and the product will be
360°.

We will represent the number of sides as 𝑛, while the measure of one exterior angle is 𝑥.

(𝑛)(𝑥) = 360°
(𝑛)(60°) = 360° Substitute the value of 𝑥.
(𝑛)(60°) 360°
60°
= 60°
Divide.
𝒏=𝟔

Or simply divide 360° by the measure of one exterior angle of the polygon.

360° 360°
𝑛= = =𝟔
𝑥° 60°

The number of sides of the polygon is 6. Therefore, we have a hexagon.

Isn’t it easy? Now, let us move on to the next example.

Example 2: If each exterior angle of a regular polygon is 40°, how many sides does the polygon
have?

Solution:
360°
We will use this formula 𝑛 = in solving the example. Seems familiar, right? We
𝑥°
also used this on example 1 when we solved for the number of sides of the polygon given the
interior and exterior angles.
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 360°
𝑛= Substitute the value of 𝑥° into the measure of the given
𝑥°
exterior angle.
360°
𝑛= 40°
Divide.
𝒏=𝟗

The number of sides of the polygon is 9. Therefore, we have a nonagon.

TRY THIS 3: Write the solution and answer in your MATH NOTEBOOK.
Solve the following:

1. Determine the number of sides of a polygon whose exterior and interior angles are in the
ratio 1:3.

2. If each exterior angle of a regular polygon is 24°, how many sides does the polygon have?

Now, check your work by turning to the key to correction.

F. Developing mastery
SOLVE: Write your solution on your Math Notebook.
1. Find the number of sides of the polygon if the sum of the measures of its interior angles
is 1 980°.
2. The sum of the measures of the interior angles of a convex polygon is 3 240°. Find the
number of sides of the polygon.
3. The sum of the measures of a regular polygon is 4 140. Find the number of sides and
measure of each interior angle and each exterior angle.
4. Each interior angle of a regular polygon measures 135°. Find the sum of the interior
angles, each exterior angle, and the number of sides.
5. Kari and Armanda are on the beach watching Steven surf. From where Kari is standing,
there is a 45° angle between Armanda and Steven. Steven sees a 67° angle between
Kari and Armanda. What is the angle measure from Armanda’s point between Kari and
Steven?

G. Finding practical applications of concepts and skills in daily living

Solving word problems teach us how to accept challenge and to think logically. Concept
of word problems help us understand that there are many possible solutions, there are short
and long process that we can use but the most important is, which of these solutions is the
correct one? In reality, problems may be harsh and cruel, but by applying the steps RISE, we
can always have a positive and good solution in every problem
R-ead the problem carefully
I-dentify or illustrate the given
S-olve the problem
E-xamine your answer(recheck)

“Every problem has a solution. You just have to be creative enough to find it” – Travis Kalanick

H. Making generalizations and abstractions about the lesson

Wrap it up!!!

The sum of the interior angles of a convex polygon with n sides is given by
.
where s = sum of the interior angles of a convex polygon
n = number of sides of a convex polygon.
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 To find the number of sides of a convex polygon given the sum of the interior angles use
the formula:
𝒔 + 𝟑𝟔𝟎°
𝒏=
𝟏𝟖𝟎°

The sum of the exterior angles of a convex polygon (one at each vertex) is 360 .

To find the number of sides of a convex polygon given the sum of the exterior angles
use the formula:
𝟑𝟔𝟎°
𝒏=
𝒙°
where 𝑥° = given angle

I. Evaluating learning
Week 7: DAY 5
Use a YELLOW PAD PAPER to answer WORKSHEET#7 following the given
instructions and it is to be submitted to your Math teacher.
Name: ________________________ Section: ______________________
Subject: Mathematics 7 Quarter 3 Week 7 Parent’s signature:______________

WORKSHEET #7

WRITTEN WORK (ITEMS #1 – 10)

Analyze and solve. Choose the correct letter of the answer in each item.

1. The sum of the interior angle of a convex polygon measures 360°. What is the polygon?
A. triangle B. quadrilateral C. hexagon D. nonagon

2. If the sum of the measures of the interior angles of a convex polygon measures 1 980°, how
will you classify the polygon according to the number of sides?
A. undecagon B. octagon C. dodecagon D. decagon

3. How many sides does a convex polygon have if the sum of the measures of the interior
angles is 2 880°?
A. 18 B. 17 C. 16 D. 15

4. What is the sum of the measures of the exterior angles of a convex decagon?
A. 960 ° B. 720 ° C. 540 ° D. 360°

5. Find the measures of each interior angle of a regular nonagon.

A. 140° B. 120° C. 100° D. 90°

6. Solve the measure of each exterior angle of a regular nonagon.

A. 60° B. 50° C. 40° D. 30°

7. What is the measure of one of the interior angles of a regular polygon if the measure of each
exterior angle is 20°?
A. 180° B. 160° C. 140° D. 120°

8. Determine the number of sides of a polygon whose exterior and interior are in the ratio of 1:4.
A. 16 B. 14 C. 12 D. 10

9. Find the number of sides of a polygon whose exterior and interior are in the ratio of 3:15.
A. 15 B. 14 C. 13 D. 12

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10. If each exterior angle of a regular polygon is 15°, how many sides does a polygon have?
A. 24 B. 18 C. 16 D. 14

J. Additional activities for application or remediation

PRACTICE MORE! LEARN MORE!

The answer for each problem is already provided for you. All you have to do is to find the
solution. Write your solution in your MATH NOTEBOOK.

1) Classify the polygon according to number of sides if the sum of its interior angles is 1620°.
Answer: n = 11, it is an undecagon

2) Find the measure of each interior angle and exterior angle of a regular decagon.
Answer: interior angle = 144° exterior angle = 36°

3) The measure of each exterior angle of a regular polygon is 18°. Find the number of sides of
the polygon.
Answer: n = 20

If you got 2 correct solutions, well CONGRATULATIONS! KEEP IT UP!

If not, you have to go back to the sections C, D, E, & F on pp. 77 - 80 and try again.

NEED MORE HELP? You may reach your math teacher with his/her cellphone
number or send him/her a private message thru his/her facebook account.

KEY TO CORRECTION
Section A. Reviewing previous lesson or presenting the new lesson
1. octagon 2. triangle 3. hexagon 4. decagon 5.pentagon

Section C. Presenting examples/instances of the new lesson

TRY THIS 1:
(n – 2) 180° = 2340° or
2340
n–2= = 13
180
and n = 13 + 2 = 15
n = 15 sides

Section D. Discussing new concepts and practicing new skills #1

TRY THIS 2:
1. Identify the number of sides 20
2. Write the formula for regular polygon (20 − 2)𝑥 180
finding each interior angle 21
3. Substitute the number of sides for n (20 − 2)𝑥 180
20
4. Perform the operation involve, solve 18 𝑥 180
first the expression inside the 20
parenthesis
5. Solve the expression in the numerator 3240
(18 x 180) 20
6. Divide 162°

Thus, the measure of each interior angle of a polygon with 20 sides is 162°.

To find each exterior angle, we simply subtract the measure of one interior from 180°.

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Exterior angle = 180 – 162
Exterior angle = 18°

Section E. Discussing new concepts and practicing new skills #2

TRY THIS 3:
1. 𝑥° + 3𝑥° = 180°
4𝑥° = 180°
4𝑥° 180°
4
= 4
𝒙° = 𝟒𝟓°

Using the sum of exterior angles to find the number of sides.

360° 360°
𝑛= = =𝟖
𝑥° 45°

The number of sides of the polygon is 8. Therefore, we have an octagon.

2. If each exterior angle of a regular polygon is 24°, how many sides does the polygon have?

360° 360°
𝑛= = = 𝟏𝟓
𝑥° 24°
The number of sides of the polygon is 15. Therefore, we have a 15-gon.

Section F. Developing Mastery

1. S = ( n – 2) 180° 2. S = ( n – 2) 180°
1980° (𝑛−2)180° 3240° (𝑛−2)180°
180°
= 180° 180°
= 180°
11 = n – 2 18 = n – 2
13 = n 20 = n

4140°
3. S = ( n – 2) 180° each interior angle = 25
4140° (𝑛−2)180°
180°
= 180°
each interior angle = 165.6°
23 = n – 2
25 = n

exterior angle = 180°- 165.6° = 14.4°

4. exterior angle = 180°- 135° = 45° 5. 45° + 67°+ x = 180°

360°
number of sides = 45°
=8 112° + x = 180°
S = ( 8 – 2) 180° x = 180° - 112°
S = ( 6) 180° x = 68°
S = 1080°

Section J. Additional activities for application or remediation

1) s = (n – 2) 180⁰ 3) x⁰ = 18⁰
360° 360°
1620⁰ = (n – 2) 180⁰ n= 𝑥°
= 18°
= 20
1620⁰ = 180⁰n – 360⁰
1620°+360° 1980°
n= 180°
= 180°
= 11

2) n = 10
(𝑛−2)•180⁰ (10−2)•180⁰ 8 •180⁰ 1440⁰
𝑛
= 10
= 10
= 10
= 144⁰, interior angle
180⁰ - 144⁰ = 36⁰, exterior angle

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