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INTRODUCTION TO GEOMETRY
Learner’s Module in Mathematics 7
Quarter 3 ⦁ Module 1

JORGETTE S. LAMPUYAS
Developer
Department of Education • Cordillera Administrative Region

NAME: __________________________ GRADE & SECTION: _______________

TEACHER: _______________________ SCORE: ______________________

 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF BAGUIO CITY
No. 82, Military Cut-off, Baguio City

Published by:
DepEd Schools Division of Baguio City
Curriculum Implementation Division
Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of the K-12 Curriculum
through the DepEd Schools Division of Baguio City – Curriculum Implementation
Division (CID). It can be reproduced for educational purposes and the source must be
acknowledged. Derivatives of the work including creating an edited version, an
enhancement or a supplementary work are permitted provided all original work is
acknowledged and the copyright is attributed. No work may be derived from this
material for commercial purposes and profit.

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 What I Need to Know

Hello learner! This module was planned and written with you in mind. It is
designed to equip you with essential knowledge about geometry.
While going through this module, you are expected to:
1. represents point, line and plane using concrete and pictorial models;
2. name point, line and plane;
3. name collinear, non-collinear, coplanar and non-coplanar points;
4. illustrates subsets of a line;
5. classifies the different kinds of angles; and
6. name, measure, and draw angles.

NOTE Always remember to use the provided answer sheet of paper for you to
write your answers on the different activities presented in this learning module.
DO NOT ANSWER here directly.

Now, here is an outline of the different parts of your learning module. The descriptions
will guide you on what to expect on each part of the module.
Icon Label Description
What I Need to Know
This states the learning objectives that you need to
achieve as you study this module.
What I Know
This is to check what you already know about the
lesson on this module. If you answered all the
questions here correctly, then you may skip studying
this module.
What’s In
This connects the current lesson with a topic or concept
necessary to your understanding.
What’s New
This introduces the lesson to be tackled through an
activity.
What Is It
This contains a brief discussion of the learning module
lesson. Think of it as the lecture section of the lesson.

What’s More These are activities to check your understanding and

to apply what you have learned from the lesson.

What I Have Learned

This generalizes the essential ideas tackled from this
module.

What I Can Do This is a real-life application of what you have learned.

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 Post-Assessment This is an evaluation of what you have learned from this
learning material.

Additional Activity
This is an activity that will strengthen and fortify your
knowledge about the lesson.

What I Know
Find out how much you already know about the lesson in this module. Read each item
carefully. Provide the correct answer by writing the letter of your answer on the
attached answer sheet. Take note of the items that you were not able to answer
correctly and find the right answer as you go through this module.
1. Which of the following is the simplest figure in geometry?
A. point B. line C. plane D. line segment
2. How many point/s do you need to name a line?
A. 1 B. 2 C. 3 D. 4
3. Which of the following statements is false?
A. A point has no dimension and specifies exact location.
B. A line is a one dimensional figure which has two endpoints.
C. A plane is a flat surface made up of points and extends into two dimensions.
4. What are common among lines, planes, rays, and line segment?
A. dimensions C. points
B. endpoints D. length and depth
5. What do we call points that do not lie on the same plane?
A. Collinear Points C. Coplanar Points
B. Non-collinear points D. Non-coplanar points
6. What do we call points that lie on the same line?
A. Collinear Points C. Coplanar Points
B. Non-collinear points D. Non-coplanar points
7. Which of the following is a best picture for line?
A. monitor of a television C. cable wire
B. pebbles D. basketball court
8. Which of the following is a best picture for a plane?
A. thumbtacks C. trunk of a tree
B. thread D. volleyball court
9. Which of the following is not a picture or illustration for a line segment?
A. Switch button B. ID Lace C. curtain rod D. flagpole
10. What symbol is used to denote a ray?
A. . B. C. D.

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11. It is a geometric figure formed by two rays that have a common
endpoint.
A. vertex B. polygon C. plane D. angle
12. It is part of line which consists of many points and has two endpoints.
A. line B. line segment C. perpendicular D. ray
13. An angle which measures less than 90° and more than 0°.
A. acute angle B. right angle C. obtuse angle D. reflex angle
14. What is a device used to measure angles?
A. clock B. protractor C. ruler D. thermometer
15. What angle is formed in the clock if the time is 7:00?
A. acute angle B. right angle C. obtuse angle D. straight angle

What’s In

Let us check if you can still recall your geometry lesson in the lower grades.
Here’s a song in Geometry, you can hear the tune from the internet using the
address https://www.songsforteaching.com/math/geometry/geometrysong.htm
or you can have your own tune if you wish to.

GEOMETRY
Jim Thompson

You say you wan’na build a bridge Taking precautions to

across a little stream make sure your fort will
Or something less extreme stand the test of time
like a fort up in a tree
Make the door a rectangle,
You’ll need to cut and measure the window a square
all the pieces that you’ll need Let’s see how many polygons
There’s your opportunity to you can find in there.
use geometry
Opportunities all around
Measuring your angles, Measure this, measure that, measure
segments, rays and lines this.

*What are the geometrical terms Before we discuss

mentioned in the song? each term, let’s recall
*Are those words familiar to you? first what geometry is.

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 HISTORY:
 Ancient Greek: γεωμετρία EUCLID
 geo- "earth", 325 – 265 BC
metron "measurement" EUCLID OF
 It is a branch of ALEXANDRIA, he is
mathematics that studies
the sizes, shapes, often referred to as
positions angles and the”Founder of
dimensions of things. Geometry” or “Father
of Geometry.”

What’s New
Take a look at this beautiful drawing of a house then answer the questions that
follow:

1) Have you dreamt of this big and beautiful house? _________________

2) How can an architect draw a house plan as perfect as such?
________________
3) What geometrical concepts/figures were used in the drawing?
____________________ ____________________
polygon, angles, measurement
____________________ ____________________ 3) Point, line, plane, ray, line segment,
____________________ ____________________ 2) Answers may vary
1) Answers may vary

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 What Is It

Lesson 1: UNDEFINED TERMS

Point, line, and plane, are the undefined terms that provide the
starting place for geometry. These are basic terms which
cannot be defined but can be described. These terms serve as
the basis for defining other geometric term.

UNDEFINED TERM EXAMPLE

A. POINT Point G and Point H
 It is the simplest figure used in geometry.
 It represents position.
 It has no size, no width, length and height. G
 It is represented by a dot and named by a capital
letter. H
 It can be modeled by a tip of a nail or a city in a map.
However, a point has no dimension.

B. LINE Line l
 It can be thought of as a connected set of infinitely
many points. l
 It extends infinitely in two opposite directions.
 A line has infinite length, but no width and no height.
 Any two points on a line can be used to name it or
you can use single lowercase letter to name a line.
The symbol ↔ written on top of two letters is used
to denote that line. ⃡𝑆𝑇 or ⃡𝑇𝑆
 It can be modeled by an edge of a pathway or string.
However, a line is longer than any edge of a
pathway or string.
 Collinear points are points that lie on the same line. S T
 Non-collinear points are points that are not on the
same line.

C. PLANE Plane M
 It is a flat surface that extends infinitely along its M
length and width.
 It has infinite length and width but no thickness.
 It is named by a single capital script letter or by 3
non-collinear points.

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  It can be modeled by a paper or a window glass. Plane ABC
However, a plane is longer, wider, and thinner. A
 Coplanar points are points that are on the same
plane.
 Non-coplanar points are points that are not on the
same plane
B C

Let’s examine the given example below.

Figure 1

Refer to Figure 1. Answer

Name all the points. A, B, C, D, E, F, and G

Name all lines. (1) ⃡𝐴𝐵 or 𝐴𝐶

⃡ or 𝐵𝐶⃡
(2) ⃡𝐷𝐸 or ⃡𝐷𝐺 or ⃡𝐸𝐺

Name all planes. (1) Plane V or Plane BFG

(2) Plane W or Plane ABD or Plane BCD

Name 3 points that are collinear. (1) A, B, and C

(2) D, E, and G

Name 3 points that are coplanar. (1) A, B, and C (4) B, C, and D

(2) A, B, and D (5) B, F, and G
(3) A, C, and D

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Assessment 1: Undefined Terms
A. State whether each of the following best represents a point, line or plane.
1. top of the table 4. page of a book
2. hair strand 5. yarn
3. star in the sky

B. Name examples of undefined terms.

Refer to the figure at the right.
1. Name 4 points
2. Give 2 names for the line
3. Give 2 names for the plane
4. Name 2 points that are collinear?
5. Name 2 points that are non-
collinear?
6. Name 3 points that are coplanar?
7. Name 3 points that are non-coplanar?

Lesson 2: SUBSETS OF A LINE

LINE SEGMENT
 A line segment or simply segment, is a part of a line with two endpoints.
The word segment means 'a piece' of something.
 A line segment is one-dimensional. It has measurable length but has
zero width.
 A line segment can be named by two points.
In figure 2, the line segment can be named as line segment OM because
̅̅̅̅̅ or
it links the two points O and M. A shorthand way of writing this is 𝑂𝑀
̅̅̅̅̅
𝑀𝑂 ,read as "line segment OM" or “line segment MO”. The bar
(vinculum) over the two letters indicates it is a line segment.

Example 1: (Refer to figure 2)

List all the line segments in the figure that can be named.
Answer:
a. ̅̅̅̅
𝐻𝑂 d. ̅̅̅̅̅
𝑂𝑀 H
O M
b. ̅̅̅̅̅
𝐻𝑀 e. ̅̅̅̅
𝑂𝐸 E
̅̅̅̅
c. 𝐻𝐸 ̅̅̅̅̅
f. 𝑀𝐸 Figure 2

RAY
 A ray is a part of a line with one endpoint and extends infinitely in the
other direction. A ray has no measurable length, because it goes on
forever in one direction.
 A ray can be named by two points.

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  In figure 2, one of the ray can be named as ray OE because it starts at
point O and passes through E on its way to infinity. The shorthand way
of writing this is 𝑂𝐸 ,read as "ray OE". The single headed arrow over the

two letters indicates a ray, and the arrow direction indicates that O is the
point where the ray starts.

Assessment 2: Subsets of a Line

Refer to the figure above to answer what is asked.

1. Enumerate all line segments.
2. List all the rays.

What’s More

Lesson 3: ANGLES

An angle is a figure formed by two rays that have a common

endpoint. The rays are sides of the angles. The common
endpoint is the vertex. A protractor is used in measuring angles
and we use a standard unit called degree.

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Naming Angle
1. Using three points
 The angle of the figure at the right
is ∠ABC or ∠CBA, read as “angle ABC” or
“angle CBA”. The vertex should always be
at the middle.

2. Using the vertex

 The angle of the figure at the right is ∠B.
The vertex can be used to name an angle
as long as no other angle has the same
vertex.

Example 1: (Refer to figure 3)

1. Name all the angles in the following figure: C
Answer: T
1. ∠AIC or ∠CIA 6. ∠CIT or ∠TIC A
2. ∠TIN or ∠NIT 7. ∠NIO or ∠OIN I
3. ∠OIA or ∠AIO 8. ∠CIN or ∠NIC
4. ∠AIT or ∠TIA 9. ∠OIT or ∠TIO
5. ∠AIN or ∠NIA 10. ∠OIC or ∠CIO O

Figure 3

Measuring Angle
An angle can be measured using a protractor and the unit is expressed in
degrees (º).
To measure an angle with a protractor, follow the following steps:
1. Align the protractor carefully with one side of the angle.

2. Be sure that the center of the protractor is on the vertex of the

angle.
3. Read the measure on the correct scale. Use the scale that has
its zero point on the side of the angle aligned with the protractor.
*The angle measures 130º.

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Constructing Angle
To draw an angle with a protractor, proceed as follows:
*Draw 115º
a. Draw a straight line or a ray (i.e. an arm of the angle).

b. Place a dot at one end of the arm. This dot represents the vertex of the
angle.

c. Place the center of the protractor at the vertex dot and the baseline of the
protractor along the arm of the angle.

d. Find the required angle on the scale and then mark a small dot at the edge
of the protractor.

e. Join the small dot to the vertex with a ruler to form the second arm of the
angle.
f. Label the angle with capital letters.
C

O
P

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Kinds of Angle
1. An acute angle is an angle whose
measure is greater than 0° and less than
90°.
2. A right angle is an angle whose measure
is exactly 90°.

3. An obtuse angle is an angle whose

measure is greater than 90° and less
than 180°.
4. A straight angle is an angle whose
measure is exactly 180°.

5. A reflex angle is an angle whose

measure is greater than 180° and less
than 360°.

Example 1:
Name the kind of angles for each of the following:
1. 2. 3.
180º

4. 5.

Answers:
1. Right angle, because it measures exactly 90º based on the symbol used.
2. Straight angle, because it measures exactly 180º.
3. Obtuse angle, because its measurement is greater than 90 º but less than
180 º which is 103º.
4. Acute angle, because it measures 62º which is greater than 0 but less than
90 º.
5. Reflex angle, because it measures 257º which is greater than 180 º but less
than 360º.

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Assessment 3: Angles
Use figure 6 to answer the questions below.
1. Name 3 different kinds of angles then
classify it as acute, right, obtuse,
straight or reflex angle.
2. Use your protractor to measure the angles:
a. ∠EOL
b. ∠EOU
c. ∠UOD
d. ∠MOL
3. Use your protractor to construct angles:
a. 82º
b. 165º

What I Have Learned

Let’s sum it up… Answer this activity to check

your understanding of the lesson.

Direction:
Fill in the blanks with the correct answers.
1. The three undefined terms in geometry are _______, ________ and ________.
2. A _______________ is represented by a dot. It has no dimension.
3. The ceiling of your room is a best picture or illustration of the undefined term
_______________.
4. We can use _______________ points to name a plane.
5. Collinear points lie on the _______________.
6. Non-coplanar points lie on the _______________.
7. A _______________ is a part of a line with two endpoints.
8. An angle is formed by _______________ and _______________.
9. A ___________ measures more than a right angle and less than straight angle.
10. To measure an angle, use _______________ wherein the unit is expressed in
_______________.

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 What I Can Do

Where can we apply the concepts that we have learned? Is

geometry really important for us? List situations, trivia or
concrete examples on the applications of geometry in our
daily activities.

My Geo Life!
Example:
Line segment
 Xie Qiuping has the longest hair in the
world. She has held the Guinness World
Record since 2004 when her hair was
officially measured, and she’s been growing
it since 1973 when she was 13 years old.
 Xie’s hair, even it is the longest hair, has a
beginning and an end point, just like a line
segment which has 2 endpoints.

Point
 Para kang Geometry sa buhay ko.
 Bakit naman?
 Meron kang eksaktong lugar.
 Saan?
 Dito… dito sa puso ko

1. Undefined Terms (Point, Line or Plane)

_______________________________________________________________

_______________________________________________________________

2. Subsets of a Line
_______________________________________________________________

_______________________________________________________________

3. Angles
_______________________________________________________________

_______________________________________________________________

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 Post- Assessment

Direction: Choose the letter of the correct answer. Remember, write your answers on
your answer sheet.

1. It is represented by a dot and named with a capital letter.

A. point B. line C. plane D. line segment
2. How many point/s do you need to name a line segment?
A. 1 B. 2 C. 3 D. 4
3. Which of the following statements is true?
A. A point has one-dimension and specifies exact location.
B. A line is a three-dimensional figure which has two endpoints.
C. A plane is a flat surface made up of points and extends in all directions.
4. What are common among lines, planes, rays, and line segment?
A. dimensions C. length and depth
B. endpoints D. points
5. What do we call points that do not lie on the same line?
A. Collinear Points C. Coplanar Points
B. Non-collinear points D. Non-coplanar points
6. What do we call points that lie on the same plane?
A. Collinear Points C. Coplanar Points
B. Non-collinear points D. Non-coplanar points
7. Which of the following is a best picture for point?
A. cable wire C. monitor of a television
B. pebbles D. basketball court
8. Which of the following is a best picture for a plane?
A. paper C. eyeball
B. yarn D. extension wire
9. Which of the following is a picture or illustration for a line segment?
A. top of a table B. tip of a marker C. pencil D. stone
10. What symbol is used to denote a line?
A. B. C. D.
11. It is a geometric figure formed by two rays that have a common
endpoint.
A. angle B. vertex C. polygon D. plane
12. It is part of line which consists of many points and has one endpoint.
A. line B. line segment C. perpendicular D. ray
13. An angle which measures less than 180° and more than 90°.
A. acute angle B. right angle C. obtuse angle D. reflex angle

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14. What is a device used to measure angles?
A. clock B. ruler C. thermometer D. protractor
15. What angle is formed in the clock if the time is 9:50?
A. acute angle B. right angle C. obtuse angle D. straight angle

Additional Activity

Performance Task
Geometry Artwork
Joseph is a city engineer. He is tasked by the City Mayor to make a drawing plan for
Temporary Quarantine Facility for COVID-19 Patients. It is where the individual will
stay until they finished the 2-weeks quarantine period. If you were Joseph, how will
you draw the quarantine facility plan? Impress the City Mayor by submitting a drawing
plan. Be sure to apply all the necessary concepts that we have discussed above.
Your drawing plan will be evaluated using the rubrics:
CRITERIA 7 5 3 1
Understanding The artwork is The artwork is The artwork The artwork
planned planned shows little shows no
carefully; carefully; evidence of understanding
understanding understanding understanding of the
of all concepts of most the concepts concepts and
and instructions concepts and and instructions.
is clearly shown. instructions is instructions.
shown.
Craftsmanship/Skill The artwork was With a little The student The student
beautiful and more effort, showed showed poor
patiently done; it the work could average craftsmanship;
was as good as have been craftsmanship; evidence of
hard work could outstanding; adequate, but laziness or
make it. lacks the not as good as lack of
it could have
finishing understanding
been, a bit
touches.
careless.
Attractiveness The drawing The drawing The drawing The drawing
plan is plan is plan is plan is
exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy or very
terms of design, design, layout, though it may poorly
layout, and and neatness. be a bit messy. designed. It is
neatness. not attractive.

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 ANSWER KEY
What I Know Assessment 2: 2.
1. Possible answers: a. 40º c. 180º
1. A 9. A ̅̅̅̅
𝑆𝐼 , ̅̅̅̅
𝑆𝑅 , ̅̅̅
𝐼𝑅 , ̅̅̅
𝑉𝐼 , b. 90º d. 140º
2. B 10. C ̅̅̅̅ ̅̅̅̅ ̅̅̅
𝑉𝐿, 𝐼𝐿 , 𝐼𝐸
3. B 11. D What I have Learned
2. Possible answers:
4. C 12. B
5. D 13. A 𝑆𝐼 , 𝑉𝐼 , 𝑆𝑅 , 𝐼𝑅 , 𝑉𝐿, 1. point, line, plane
6. A 14. B 𝐼𝐿, 𝐼𝐸 , 𝐿𝑉 , 𝑅𝑆 2. point
7. C 15. C 3. plane
Assessment 3: 4. 3
8. D 1. Possible answers: 5. same line
What’s New a. ∠EOL – Acute 6. different plane
Angle 7. line segment
1. Answers may vary b. ∠LOU – Acute 8. rays and vertex
2. Answers may vary Angle 9. obtuse
3. Point, line, plane, c. ∠MOD – Right 10. protractor,
ray, line segment, Angle degrees
angles, d. ∠DOE – Right
measurement Angle What I Can Do
e. ∠EOU – Right Answers may vary
Assessment 1:
A. Angle Post Assessment
1. plane 4. plane f. ∠UOM – Right
Angle 1. A 9. C
2. line 5. line
g. ∠DOL – Obtuse 2. B 10. B
3. point
Angle 3. C 11. A
B.
h. ∠LOM – Obtuse 4. D 12. D
1. G, O, L, D
5. B 13. C
2. line u, ⃡𝐺𝑂 Angle
6. C 14. D
3. plane S, Plane i. ∠MOE – Straight
Angle 7. B 15. A
OLD, Plane LOD, 8. A
Plane DOL j. ∠UOD – Straight
4. G & O Angle Additional Activity
5. O & L; O & D; L & k. ∠UOE (Counter Answers may vary
D; G & L; G & D Clockwise)–
6. L, O & D Reflex Angle
7. G, O & D; L, O & G;
L, D &G

17
 REFERENCES
Chua, Simon L., et.al. (2014). Soaring 21st Century Mathematics Grade 7 (K to 12).
Copyright by Poenix Publishing House, Inc. Quezon City, Philippines.

Coronel, Antonio C. (2002). Geometry Based on the 2002 BEC. Copyright by The
Bookmark, Inc. Makati City, Philippines

Orines, F. B. et al. Next Century Mathematics. Quezon City, Philippines: Phoenix

Publishing House, Inc.

Quan, Reymond Anthony M., et. Al. (2013). K to 12 Conceptual Math & Beyond 7.
Copyright by Brilliant Creations Publishing, Inc. Quezon City, Philippines.

https://largest.org/people/heads-ofhair

https://www.mathopenref.com/linesegment.html

https://www.mathopenref.com/ray.html

https://www.google.com/search?q=angles+in+geometry

https://www.google.com/search?q=protractor

For inquiries or feedback, please write or call:

Department of Education- Cordillera Administrative Region
Schools Division of Baguio City
82 Military Cut – Off, Baguio City
Telefax: 442-4326/442-7819
Email Address: [email protected]
Social Media: facebook.com.DepEdTayoBaguioCity

18
 MATHEMATICS - 7
Quarter 3 – Module 1

ANSWER SHEET

Name: ______________________________ Grade & Section: ________________

WHAT I KNOW WHAT’S NEW

1) _____ 6) _____ 11) _____ 1) ______________________________
2) _____ 7) _____ 12) _____ 2) ______________________________
3) _____ 8) _____ 13) _____ 3) _____________ _______________
4) _____ 9) _____ 14) _____ _____________ _______________
5) _____ 10) _____ 15) _____ _____________ _______________

Assessment 1 Assessment 2
A. . B. 1) _____ _____ _____
1) __________ 1) _____ _____ _____ _____ 2) _____ _____ _____
2) __________ 2) _____ _____ _____ _____ _____
3) __________ 3) _____ _____ _____
4) __________ 4) __________
5) __________ 5) __________
6) __________
7) __________

Assessment 3
1) ____________________ 3) a.
____________________
____________________
2) a. __________________
b. __________________
c. __________________
d. __________________ b.
 WHAT I HAVE LEARNED POST ASSESSMENT
1) _________________________ 1) _____ 6) _____ 11) _____
2) _________________________ 2) _____ 7) _____ 12) _____
3) _________________________ 3) _____ 8) _____ 13) _____
4) _________________________ 4) _____ 9) _____ 14) _____
5) _________________________ 5) _____ 10) _____ 15) _____
6) _________________________
7) _________________________
8) _________________________
9) _________________________
10) _________________________

WHAT I CAN DO
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
NOTE: This answer sheet needs to be detached and returned/submitted to the
adviser.