Chapter 7

Lines and Angles

Chapter 7 consists of two sections. The first section discusses the position of
two lines and types of angles followed by discussing the definition of an angle,
measuring an angle using a protractor to draw an angle and the properties of angles
formed by two lines cut by a transversal.
In the second section, we discuss how to draw and divide angles. Steps to
draw an angle are given, and then we discuss how to divide an angle into two equal
parts.
This chapter is closed by presenting how to solve a problem solving. There
are some strategies to solve problems. For two examples in this section, we use the
strategies of writing an equation and drawing a figure.

Lines and Angles

Position Type of Angles

of Two Lines

Skew Intersection Acute Angle

Right Angle
Corresponding Angles Obtuse Angle
Alternate Interior Angles
Alternate Exterior Angles
Consecutive Interior Angles
Consecutive Exterior Angles

Student’s Book Chapter 7 - Angle 219

 Section 7.1
Position of Two Lines and Types of Angles

A. Position of Two Lines

Learning Objectives:
• to identify the position Look at Figures 7.1(a) and 7.1(b) bellow. What is
of two lines
• to define an angle the relationship between the two figures?
• To estimate the
measure of an angle
• to measure an angle
• to draw an angle
• to determine types of
angles
• to describe the angle
formed by two lines cut Source: writer
by a transversal line (a) (b)

Key Terms:
• parallel lines D C
• intersecting lines
• skew lines A B
• supplementary angles (c)
• complementary angles
• corresponding angles Figure 7.1
• alternate interior angles
• alternate exterior Look at Figure 7.1 (b). The segments AB and
angles
DC are two parallel segments. Why? Find other pairs
• consecutive interior
of parallel segments.
In figure 7.1 (c), segments AB and DC are parts of
lines l and m, respectively. They are infinite in length
as shown above. The lines l and m can also be denoted
as AB and CD .
In figure 7.1 (b), the segments AB and AD are two
intersecting segments. Why? Explain your reason.
Find other pairs of intersecting segments.
The segments AB and FG are two skew segments
(neither parallel nor intersecting). Why? Explain your
reason. Find other pairs of skew segments.

220 Mathematics for Junior High School - Year 7

 B. Definition of an Angle
In the elementary school, you learned the
definition of an angle. Look and do the activity as
shown in Figure 7.2.
Take a straw and then
bend it. Figure 7.2(b) is an example of an angle. In
Mathematics, an angle is formed by two rays with a
(a) common end point, as shown in the following figure.
Components of an angle are illustrated in
Figure 7.3.

Draw the position of 1. two sides (legs) of the angle,

the straw on a sheet of
paper. 2. the vertex of the angle, and
(b) 3. the area of the angle.
Figure 7.2

A
.

Area of angle Legs, BA and BC

B.

.
C
Vertex

Figure 7.3
Figure 7.3

The sides of an angle are two rays. They form an

angle. Vertex is the common initial point of both rays.
The Area of an angle is an area which is formed by two
sides of the angle.
The angle in Figure 7.3 is called angle ABC. It is
symbolized by ∠ABC. Angle CBA is symbolized by
∠CBA. It is sometimes written as angle B which is
symbolized by ∠B.

Problem 1 Determine the sides, vertex,

and write the name of the P
R
angle of the right figure.
Q

Student’s Book Chapter 7 - Angle 221

 Problem 2 How many angles are formed P
in the figure on the right? Label
each angle.
S
Q

Think and Discuss

Observe the roof of the house.

Real World Context Write down all components of the roof which form an
angle.
More than 3000 years ago, the people of Babylon
found out that the earth needed 360 days to revolve
around the sun once on a circle orbit. They divided the
orbit into 360 identical parts. Each part was named one
degree. Thus, one rotation is 360 degrees, symbolized by
3600. Since then, the degree has been used as one of the
measurements of an angle.
Source: writer

C. Measuring an Angle Using

a Protractor
Can you measure the angle PQR on the figure?
What device do you use to measure an angle?
P
A device that can be used to measure an angle is
called a protractor as shown in Figure 7.4. on the next
Q R page.
There are two groups of scales on a protractor
that can be found on its outer and the inner parts. On
the outer part you can read, from the left to the right,
the scales 0, 10, 20, 30, . . . ,180 and on the inner part
you can read, from the left to the right, the scales 180,
170, 160, . . . , 0. The intersection between the horizontal
line and the vertical line is called the centre of the
protractor.
222 Mathematics for Junior High School - Year 7
 Vertical line To measure the angle PQR on the
previous page, you can do the following.
Horizontal line

1. Put the centre of the protractor on the

vertex Q.
2. Coincide the horizontal line of the
protractor, on which the number 0 is
Centre of protractor
written, on one of the sides, i.e. on QR.
Figure 7.4
3. Look at the number on the protractor
Figure 7.4
which coincides with the other sides,
i.e. side QP. Side QP coincides with the
line which shows the number 100. So,
P • the measure of ∠PQR is 1000.

•
•
Q R

Figure 7.5 7.5

Figure

Estimate the measure of the angles in problems

3 and 4 below before using your protractor. Then use
your protractor to answer these problems.

Problem 3 Determine the measure of the angles below.

a. b.
A A
K K

M M
B B L L

C C

Problem 4 Look at the figure of a

dinosaur. In the figure, the
position of the dinosaur
on the ground makes an
angle. Measure the angle
which is formed by the
dinosaur with the ground.
Real World Context

Student’s Book Chapter 7 - Angle 223

 Problem 5 Estimate the measure of each angle below. Then check
your estimation. Use your protractor.

1. 2.

3. 4.

Problem 6 Look at the figure on the right.

If ∠APB = (11x -5)0, ∠BPC = (7x)0, A

and ∠APC = 850, determine the

The sum of the measure value of x and the degree of ∠APB. B
of two angles can be
written as an angle having
similar size. P
C

Problem 7 K
Estimate the measure of angle
MLK as shown by the arrow.
Then check your estimation. L

Use your protractor.

224 Mathematics for Junior High School - Year 7

 D. Types of Angles
Q Look at Figures 7.6 dan 7.6
P
R Work in Groups
Based on Figures 7.6 and 7.6, make estimation of
Source: http://diymetalroofing.com/
the measure of:
Figure 7.6
∠ABC, ∠BCA, ∠PQR dan ∠BCD.
Then check your estimation. Use your protractor
A
to measure ∠ABC , ∠BCA, ∠PQR, and ∠BCD.
∠ABC is an example of an acute angle, ∠BCA is
B
C a right angle, ∠PQR is an obtuse angle and ∠BCD is a
straight angle.
Source: http://reliatexllc.com/
Figure 7.7

• An angle sizes between 00 and 900 is called acute

angle.
• An angle sizes 900 is called right angle.
• An angle sizes between 900 and 1800 is called obtuse
angle.
• An angle sizes 1800 is called straight angle.

Problem 8 Estimate the measure of ∠A, ∠B, and ∠C

Then check your estimation. Use your protractor.

a.

b. B

A
C
c.
C

Student’s Book Chapter 7 - Angle 225

 Look at the fence design on the left and do the
A D
following activities.
O

B
Activities
C
Figure 7.6 (1) Estimate the sizes of ∠ABO, ∠OBC, ∠COD and
Figure 7.8 ∠DOA.
(2) Measure the sizes of ∠ABO, ∠OBC, ∠COD and
∠DOA. Use your protractor.
(3) Find the sum of ∠ABO and ∠OBC. How big is it?
(4) Find the sum of ∠COD and ∠DOA. How big is it?
(5) Find two angles whose sum is 900.
(6) Find two angles whose sum is 1800.

• Two angles which have the total sum of 900 are called
complementary angles. One of the angles is the
complement of the other angle.
• Two angles which have the total sum of 1800 are
called supplementary angles. One of the angles is the
supplement of the other angle.

Problem 9 If ∠P = 420 and ∠Q is the complementary of ∠P,

determine the measure of ∠Q.

Problem 10 If ∠PQS = 900, ∠SQT S

= (x+28)0 and ∠TQR T
= (6x-15)0, determine
the measure of ∠SQT,
∠TQR and mention the
B complementary angle. P Q R

CHECKING FOR UNDERSTANDING

Look at the map on the left. Line AB is a straight side of
the street. Find a pair of two supplementary angles.
A
Figure 7.9

Problem 11 If ∠KPL = (2x)0 L

and ∠LPM = (3x)0,
determine the value of x.

K P M

226 Mathematics for Junior High School - Year 7

 B E. Properties of Angles Formed
l by Two Lines Intersected
1 2
4 3 by a Transversal
If Figure 7.9 is made into a sketch, it will look
5 6 m
7 8 like the figure on the left. Lines l and m are intersected
c
A by line AB. Line AB is called transversal. There are 8
angles which are formed, i.e. ∠1, ∠2, ∠3, ∠4, ∠5, ∠6,
Figure 7.10 ∠7, and ∠8. The region between lines l and m is called
interior region and the other is called exterior region.
The angles ∠1, ∠4, ∠5, ∠7 are in the same side of line
AB and also the angles ∠2, ∠3, ∠6, ∠8. The angles ∠1,
∠4, ∠5, ∠7 and ∠2, ∠3, ∠6, ∠8 are in alternate region.
Two lines which are intersected by a transversal
will form 8 angles i.e. ∠1, ∠2, ∠3, ∠4, ∠5, ∠6, ∠7,
and ∠8:
a. Corresponding angles, i.e. ∠1 and ∠5.
Mention other pairs of corresponding angles.
b. Alternate interior angles, i.e. ∠3 and ∠5.
Mention other pairs of alternate interior angles.
c. Alternate exterior angles, i.e. ∠1 and ∠8.
Mention other pairs of alternate exterior angles.
d. Consecutive Interior angles, i.e. ∠4 and ∠5.
Mention other pairs of consecutive interior
angles.
e. Consecutive Exterior angles, i.e. ∠1 and ∠7.
Mention other pairs of consecutive exterior
angles.
f. Vertical angles, i.e. ∠1 and ∠3.
Mention other pairs of vertical angles. What are
the measures of a pair of vertical angles?

Student’s Book Chapter 7 - Angle 227

 CHECKING YOUR UNDERSTANDING
1. In Figure 7.10 on the previous page, what is the name
of ∠1 and ∠2?
2. ∠1 and ∠2 are called adjacent angles, why?
3. Are two adjacent angles always supplementary?
Explain.
4. Are two adjacent angles always complementary?
Explain.
5. Are two supplementary angles always adjacent?
Explain.
6. Are two complementary angles always adjacent?
Explain.
7. Measure all pairs of opposite angles. What is your
conclusion? Explain your answer.
8. What angles are formed if two lines are cut by a
transversal line?

Exploration
1. Draw two parallel lines which are intersected by a
transversal.
2. Mark all of the eight angles with numbers 1, 2, 3, 4, 5,
6, 7, and 8. Measure them.
3. Based on the angles which are measured, investigate
the pairs of corresponding angles, alternate interior
angles, alternate exterior angles, interior angles on the
same side of the transversal, exterior angles on the
same side of the transversal, vertical angles.
4. Make a prediction based on the results above about the
angles which are formed if two parallel lines are cut by
a transversal.

Task 7.1 1. Look at the figure below.

r m n
p

s
a. Mention the parallel lines.
b. Mention the intersecting lines.

228 Mathematics for Junior High School - Year 7

 V
F
F R

W E R

W E sides
2. For each of the following angles, determine the
Q D
andS vertex, and write the name of the angle.
Q D
a. S b. I I I I

K K K K J J J J
M M M M

L L L L H H H H

c. d.
T T T OT
S S S S O O O

U U U U
G G G G

M M M M

3. Mention all of the angles formed in the following

figures.
V
a. b. V
F

F R

W E
R

W Q D
S
E

Q D
S

c. d. Q Q
B B
A A
P P
C C R R
E E

D D S S

Student’s Book Chapter 7 - Angle 229

 4. Critical Thinking. In each of the figures below, there
are some lines which intersect at one point.

a. Determine the number of angles which are formed

in each of the above figures
b. Do you notice a certain pattern of the number of
angles? How many angles are formed if there are 7
rays?
c. Write a formula which shows the number of angles
which are formed if there are n rays.
5. Estimate the measure of each of the following angles.
Then, check your estimation. Use your protractor.
Write your answer in the nearest whole number.
a. b.

c. d.

e. f.

6. Determine the measure of the smallest angle which is
formed by the long and short clock hands at:
a. 02.00 b. 04.00
c. 02.30 d. 03.30

230 Mathematics for Junior High School - Year 7

 7. Look at the figure on the bellow.

Source: writer

Determine the measure of the following angles.

a. ∠APB d. ∠BPD
b. ∠APD e. ∠DPC
c. ∠BPC f. ∠DPB

Use the figure on the left to answer questions number

8 to 12.

R 8. If ∠SXT = (3x–4)0, ∠RXS = (2x+5)0

S and ∠RXT = 1110, determine the measure of ∠RXS.
Q
9. If ∠PXQ = (2x)0 and ∠QXT = (5x – 23)0, determine
the measure of ∠QXT.
P
X
T 10.If ∠QXR = (x+10)0, ∠QXS = (4x–1)0
and ∠RXS = 910, determine the measure of ∠QXS.
11.If ∠QXR = (3x+5)0, ∠QXP = (2x-5)0
and ∠RXP = (x+50)0, determine the measure of ∠RXT.
12.If ∠TXS = (x+4)0, ∠SXR = (3x+4)0 and ∠RXP=(2x+4)0,
determine the measure of ∠PXS.

L 13.If ∠KOM = 800,

K
∠LON = 950 and
∠KON = 1200, determine the measure of ∠LOM.
M

O N

14.Estimate the measure of each of the following angles.

R S

Q T

U
P X

Then check your estimation. Use your protractor.

a. ∠PXU c. ∠QXT
b. ∠SXQ d. ∠TXR

Student’s Book Chapter 7 - Angle 231

 15. a. When do the long and short clock hands form a 900
angle?
b. When do the long and short clock hands form a
1800 angle?
16.Estimate the measure of angles ∠BAC
and ∠PQR in the figure on the left.
Then check your estimation. Use your protractor.
17.Look at the roofs of both houses in the following
figures.
The angles which are formed by the roofs are ∠ABC
dan ∠PQR.
a. Estimate the measure of angles ∠ABC and ∠PQR.
Then check your estimation. Use your protractor.
b. Which angle is bigger?
c. On which roof does rain fall faster?
d. What is your conclusion about the relationship
between the measure of the angle of the roof and
the speed of the rain to fall from it?
18.Answer the following questions and give examples.
a. Do two acute angles always have the same
measure? Give your reason.
b. Do two right angles always have the same
measure? Give your reason.
c. Do two obtuse angles always have the same
measure? Give your reason.
d. Do two straight angles always have the same
measure? Give your reason.
19.a. Without measuring, mention the type of the angles
below.
b. Match your answer by measuring the angles. use a
protractor. Is there any wrong answer?

i) ii) iii)

iv) v) vi)

232 Mathematics for Junior High School - Year 7

 20.If ABC is a triangle, which of the following is impossible
to happen? Give your reason.
a. ∠A is an obtuse angle.
b. ∠A is an acute, ∠B is an acute and ∠C is an acute.
c. ∠B is a right angle, ∠A is an obtuse.
d. ∠A is a right angle.

L 21.Look at the figure on the left, then mention the type of

each of the following angles.
N a. ∠MAL b. ∠LBC
M c. ∠ABC d. ∠LMA
e. ∠ALC f. ∠BLN
A
B C g. ∠ACN h. ∠CNM
22.Mention the complementary and supplementary
angles of each of the following angles.
a. 380 b. 660 c. 800
d. 540 e. 120 f. 900
23.Look at the figure on the left.
J
Mention:
K a. pairs of complementary angles
b. pairs of supplementary angles.
P
M L 24.Given ∠A is the complementary of ∠B. If ∠A = (7x+4)0
and ∠B = (4x+9), determine:
N a. the value of x b. the measure of ∠A and ∠B.
25.Given ∠P is the supplementary of ∠Q. If ∠P = (6x+4)0
and ∠Q = (10x)0, determine:
a. the value of x b. ∠P and ∠Q.
26.Determine the measure of two complementary angles
whose measure difference is 120.
27.Angles A and B are two complementary angles, and
so are angles ∠C and ∠D. If ∠A = (2x-1)0 ,
∠B = (x-2)0, ∠C = (3y+3)0 and ∠D = (y-1)0, determine:
a. the value of x b. the value of y
c. the measure of ∠A d. the measure of ∠B
e. the measure of ∠C f. the measure of ∠D
28.There is an angle which is 600 smaller than the
multiple of 3 of its complement.
Determine the measure of the angle.
29.There is an angle which is 50 smaller than the multiple
of 4 of its supplement.
Determine the measure of the angle.

Student’s Book Chapter 7 - Angle 233

 30.a. Why are ∠1 and ∠3
complementary?
Explain. 1
2 4
b. Explain also why 3

∠2 and ∠4 are
complementary.
31.Investigate whether the statement below is true.
“The measure of an acute angle equals to the
difference between its supplement and twice of its
complement “.

A D 32.Determine the measure of ∠AZC and ∠AZD on the

Z figure on the right.
(5x – 22)° (3x + 16)°

B J
C

K
33.Look at the figure on the
right. Mention the pairs
P
of vertical angles.
M L

34.Look at the figure on the right. Mention the type of the

following pairs of angle.

3 1 a. ∠1 and ∠2.
5
2 b. ∠4 and ∠5.
4 6
c. ∠3 and ∠6.
d. ∠4 and ∠6.
35.Estimate the measure of ∠1, ∠2, ∠3, ∠4, ∠5, and ∠6
on the figure on the right. Then check your estimation.
110° Use your protractor.
2
1 4
3 6
5

36.Look at the figure on the right. Mention the type of the

following pairs of angle.
3 5 a. ∠1 and ∠2.
4 1
b. ∠3 and ∠4.
6
2 c. ∠5 and ∠6.

234 Mathematics for Junior High School - Year 7

Determine the measure of ∠1 and ∠2 on the figure
below. State your reason.
37. 38.
80° 70°
110°

1 2 1 2

Algebra. Determine the value of x on the figure

below.
39. x° 40.
30°
x°
(2x)°

41.There is an angle . Its supplement is 19º greater than

twice of its complement. The measure of the angle is
a. 19º c. 71º
b. 38º d. 161º

Student’s Book Chapter 7 - Angle 235

 Section 7.2
Drawing and Dividing Angles

A. Drawing Angles
Learning Objectives:
• To draw an angle
• To divide an angle into
two equal angles

Figure 7.11

Look at the flagpole on Figure 7.11 above. The

angle formed by the rope with the ground is 300. Now
draw a 300 angle.
To draw a 300 angle, you can use a protractor and
ruler. Follow the steps below.

1. 1. Draw a ray.

2. Place the centre of the protractor on the end point

•
of the ray, and then mark the position of number
30 on the protractor.

3.
• 3. Draw a line from the centre of the protractor and
the marked point. It will form a 30° angle.
30°

Problem 12 Draw a 650 angle.

236 Mathematics for Junior High School - Year 7

 Problem 13 Draw the ray QR so that
P
∠PQR = 1250.

•
Q

To draw an angle equal to a given angle

(duplicated an angle) without knowing the measure
of the angle you can use a pair of compasses and a ruler.
The steps to draw an angle are given in the following
activities.

A 1. Given ∠A

E 2. Draw a ray starting at point E.

3. On the original figure, use a pair of compasses.
B
• Draw an arc with its centre at A so that the arc
A intersects the sides of the angle at B and C.
•
C

4. Without changing the radius of the arch on step 2,

draw an arc at E and it intersects the ray at F.

E
F
D
5. Place the tip of the compasses at C and the pencil
part of the compasses at B.
•

E
F

D 6. Without changing the radius of arch in step 4, place

• the tip of the compasses at F and get to point D.

E Draw the ray ED using a ruler.

F
7. Now, the measure of ∠E is ∠A. Repeat the
activity.

Student’s Book Chapter 7 - Angle 237

 Try This Draw ∠H which is equal to ∠C as
shown in the figure on the right.
Use a pair of compasses and a
ruler. (Draw each of the steps.)

B. Dividing an Angle into Two

Equal Parts
How can you divide ∠ P in the figure on the left
P into two equal parts?
To answer the above question, we need to do the
following steps.
1. Draw an arc with P as the centre and the radius r1.
The arc intersects the sides of angle P at A and B.
A

P r1
B
2. Draw an arc with A as the centre and any radius.

P r1
B

3. Without changing the radius, draw an arc with

B as the centre which has the same radius so that
A
it intersects with the arch on step 2. Mark the
P Q intersection as Q.
r1
B
4. Draw a line which passes through P and Q. So,
line PQ is an angle bisector of angle P.
A
Repeat the activity to help you understand more.
Q
P r1
B
238 Mathematics for Junior High School - Year 7
 Try This Divide ∠Q on the figure on the
right into two equal parts.

Q•

C. Drawing angles of 300, 450, 600,

900, 1500, 1800, 2700, and 3600
1. Drawing a 900 angle.
i) Draw line AB.
A B

ii) Draw two arcs above and below AB with A

P
and B as the centres respectively and its radius
is r, so that both arcs intersect each other at two
different points. Mark them as points P and
A B Q.

Q

iii) Draw a line through P and Q.
P PQ is perpendicular to AB at point O.
Then ∠POB=900 and ∠BOQ=900.

A B
O

2. Drawing a 450 angle.

A 450 angle can be obtained by dividing a 900 angle
into two equal parts.

Student’s Book Chapter 7 - Angle 239

 3. Drawing a 600 angle.
i) Draw AB.
A B

ii) Draw an arc which has its centre at A and its

radius is AB.

A B

iii) Draw an arc which has its centre at B and its

•C radius AB. Those two arcs intersect at point C.

A B
iv) Draw a ray from A through C, then
•C ∠BAC = 600.

A B

4. Drawing a 300 angle.

A 300 angle can be obtained by dividing a 600 angle
into two equal parts.

5. Drawing a 3600 angle.

Drawing a 3600 angle is equivalent to drawing
a circle.
A

240 Mathematics for Junior High School - Year 7

 CHECK YOUR UNDERSTANDING
Draw 1500, 1800, dan 2700 angles.

Task 7.2 1. Draw the following angles.

a. 300 b. 450 c. 800
d. 1300 e. 1750 f. 1800
g. 2200 h. 2600 i. 3150
2. a.Draw ray BC so that ∠ABC = 750.
A

•B
b. Draw line QR so that ∠PQR = 1050.
P

•
D 3. Draw ∠A which is an acute angle. Then draw ∠Y which
is exactly equal to ∠A. Use your compasses and ruler.
(Write each of the steps).
4. Draw ∠DEF as shown in the figure on the left in your
book using your compasses and ruler. Then, write the
E F
steps.
5. a. Draw PQ having the length of 4 cm.
b. Then draw ∠PQR = 600 and ∠PQS = 300.
•C
6. The figure on the left shows the last step to draw
an angle using a compass and a ruler. What will the
measure of the angle be?
a. 30º b. 45º
c. 60º d. 150º
A B

Student’s Book Chapter 7 - Angle 241

 Section 7.3
Problem Solving

Example 1
Problem-solving
guidelines: Writing an equation and drawing a figure
• Understanding the The distance between Jasmin’s house and the school is
problem 750 m. On the way to school, Jasmin dropped in on
• Developing a plan
Marthas. The distance between Martha’s house and
and selecting
strategies Jasmin’s is 2 3 of that between Jasmin’s house and the
• Carrying out the plan school. What is the distance between Martha’s house and
• Checking the answer the school in metres?

Problem-Solving Solution:
Strategies: 1. Understanding the problem.
• Guessing and
a. What are the data?
checking
• Drawing a table/ • The distance between Martha’s house and the
diagram school = 750 m.
• Writing an equation • The distance between Jasmin’s house and
• Simplifying the
Martha’s = 2 3 of the distance between Jas-
problem
• Looking for patterns min’s house and the school.
• Using logical reasoning b. What is the unknown factor?
The distance between Martha’s house and the
school.
2. Developing a plan/strategy.
• Let the distance between Jasmin’s house and the
school be JS.
• Let the distance between Jasmin’s house and
Martha’s be JM.
• Let the distance between Martha’s house and the
school be MS.
The strategy to solve the problem is equation, be-
cause we know that JM = 2 3 JS. Besides, the
sketch of the route can be used. Then the solution
can be made in accordance with the sketch.
3. Carrying out the plan. J
750
JM = 2 3 JS ↔ JM
M
= 2 3 x 750 = 500
S
Because JM = 500, MS = 750 – 500 = 250
Therefore, the distance between Martha’s house and
the school is 250 m.

242 Mathematics for Junior High School - Year 7

 Example 2 Drawing a figure
What is the angle formed between the hour hand and the
minute hand of a clock at 9 o’clock?
Solution:
1. Understanding the problem.
a. What is the unknown factor?
b. The size of the angle when the hour shows 9
o’clock.
What are the data?
2. Developing a plan/strategy.
This is a geometry problem related to an angle. It is
easier if we draw a clock completed with the hands.
Since the surface of the clock is divided into 12 equal
parts, and the
circular area is 3600, then we know the size of each
part. Using this size, we can find the size of the angle
when the hands show 9 o’clock.
3. Carrying out the plan.
If the hands show 9 o’clock, then there will be 3 equal
360
parts between the hands. Each part is or 300.
12

Then the size of the angle when the hour shows 9

o’clock is 900.
Source: http://www.upenn.edu/
4. Checking the answer
From the picture we can see that the hour hand is to
the west and the minute hand is to the north. It means
that the size of the angle between the hands is 900.

Exercise 7 1. The constellation of Cassiopeia is one of the 88

constellations in the sky.
a. How many angles are formed by the arrangement
of the stars in the constellation?
b. Name each angle in two ways.
2. A total lunar eclipse occurs when the moon passes
totally into Earth’s dark shadow, or umbra. Notice the
Source: mofified from http://www. angle that is formed by Earth’s umbra.
seasky.org/
a. Name the angle in three ways.
The constellation Cassiopeia
b. Identify the vertex and its sides.
c. Is the umbra in the exterior, in the interior, or on
the angle?
d. Research lunar eclipses. Explain the difference
between a lunar eclipse and a total lunar eclipse.
Source: http://www.seasky.org/

Student’s Book Chapter 7 - Angle 243

 3. In golf, the launch angle is the angle of a ball’s initial
flight path relative to the horizontal. While most
amateur golfers hit the ball at a 70 angle, professional
golfers hit the ball at a 100 angle. A launch angle of
130 is optimal.
a. Draw a diagram that shows these launch angles.
b. Explain why an angle of 130 is optimal.
c. Explain why an angle of 300 is not optimal.
4. Tell how a corner of a sheet of notebook paper could
be used to classify an angle.
5. In pocket billiards, when a ball is hit so that no spin is
produced, the angle at which the ball strikes the cushion
is equal to the angle at which the ball rebounds off the
source: writer
cushion. That is, m∠1 = m∠3. If m∠1 = 35, find m∠2
and m∠3.

Reflection
1. What concepts do we need to learn the lines and
angles? Why?
2. Which parts in the lines and angles need further
explanation?
3. Do tasks in this chapter encourage you to learn
more in the classroom? Why?
4. What are the benefits of learning the lines and
angles in the following fields?
a. mathematics,
b. other disciplines,
c. daily life.

Summary
In this chapter, you have learned:
1. The relationship between lines, rays, and
segments.
2. different types of corners.
3. The relationship of the angles formed by two
intersecting lines.
4. The relationship of the angles if two lines cut by
a transversal.

244 Mathematics for Junior High School - Year 7