Mathematics 7 LAS Quarter 3

7
Mathematics
Third Quarter
LEARNING ACTIVITY SHEETS

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Learning Activity Sheet in MATHEMATICS
GRADE 7
Copyright © 2020
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Practice Personal Hygiene protocols at all times. i

TABLE OF CONTENTS
Competencies Page
Represents point, line and plane using concrete and pictorial models.
--------- 1-7
Illustrates subsets of a line. ______

8 -12
Classifies the different kinds of angles --------- 13-20
Derives relationships of geometric figures using measurements and

by inductive reasoning; supplementary angles, --------- 21 - 27
Derives relationships among angles formed by Uses a compass and

straightedge to bisect line segments and angles and construct --------- 28 - 34
perpendiculars and parallels
Uses a compass and straightedge to bisect line segments and angles

and construct perpendiculars and parallels --------- 35 - 44
Illustrates polygons: (a) convexity; (b) angles; and (c) sides.

--------- 45 - 54
Derives inductively the relationship of exterior and interior angles of
a convex polygon --------- 55 - 64
Illustrates a circle and the terms related to it: radius, diameter chord,
center, arc, chord, central angle, and inscribed angle --------- 65 - 76
Constructs triangles, squares, rectangles, regular pentagons, and

regular hexagons. --------- 77 - 88
Solves problems involving sides and angles of a polygon

--------- 89 - 97
ii
MATHEMATICS 7
Name of Learner: ________________________Grade Level: ______________

Section: _______________________________ Score: ___________________
LEARNING ACTIVITY SHEET

Point, Line and Plane
Background Information for Learners
Three important concepts in Geometry are the point, the line and the plane. They are
the undefined terms because they could only be described through examples. However, points,
lines and planes could be used to define other terms in geometry.
A point is described as the simplest figure. It could be represented by a dot, a speck or
even a grain of sand. It has no dimensions , no length, no width, no height , no thickness and
occupies no space. However , all geometric figures are made up of points. It is usually
designated by a capital letter like A, B, C or D, and it could be found in a line, a plane or in a
space ( the set of all points ).
•A •B C
A line has an infinite length but has no width or thickness. In real life, when you fold a
piece of paper, the fold produced represents a line. It can be determined by using two points
and that only one line is drawn through two points. Lines are also named with lowercase letters
⃖$$$$⃗ or ⃖$$$⃗
⃖$$$$⃗ 𝑜𝑟 𝐵𝐴
or a single lowercase letter. For example 𝐴𝐵 ⃖$$$⃗ or 𝑎
𝑎𝑏 𝑜𝑟 𝑏𝑎 ⃡
⃖$⃗ 𝑜𝑟 𝑏
• •
A B
A plane is a flat surface that has infinite length and width but no thickness. It is
represented by a capital letter like Plane A, or more known points on the plane that are not
collinear. Collinear means lying on one line. A plane can be named by three non collinear
points it contains.
•B
•C
•A
•D
Plane A Plane BCD
2
Practice Personal Hygiene protocols at all times
Learning Competency with code
Represents point, line, and plane using concrete and pictorial models.(Quarter 3,Week
1 ) M7GE-IIIa-1
Directions/ Instructions
Exercises 1.Getting To Know Each Other ! Tell whether each of the following represents a
point, a line, or a plane.
1. a grain of salt
2. a cheeseboard
3. a piece of paper
4. the top of a table
5. the window pane
6. the electrical wire
7. the tip of a needle
8. the intersection of walls
9. the 4 corners of the ceiling
10. the edge of a straight road
Exercises 2. I Know It So Well ! Given plane ABCD, name the following.
B C
A D
1. at least two intersecting lines
2. two intersecting planes
3. a line that intersects two planes
4. a point of intersection between lines AB and DA
5. the points contained in plane ABCD
Please let us use our mathematical equation symbol properly.
Exercises 3.Make Me Complete! A. Use the figure to name a fourth point that is coplanar as
the given points.
A I
H V
B O
E R
3
1. BHV
2. BHA
3. AIR
4. ORI
5. AIV
6. OER
B. Name the point that intersects the given lines.

1. BE and BH 5. HV and VO
2. RE and EB 6. IR and IV
3. BH and VH 7. OV and OR
4. AE and AI 8. OR and ER
Exercises 4. Who I Am? Recognize the following as a point, a line , or a plane.

1. an exact location
2. these are contained in same line
3. these are contained in same plane
4. a part of a line with two endpoints
5. it is named by using a capital letter
6. the power button of a remote control
7. a figure that goes infinitely in both directions
8. it is named by any two points or a lowercase script letter
9. a part of a line that has one endpoint and goes infinitely in the other direction
10. it is named by any three or four non collinear points or an uppercase script letter
Exercises 5.Let’s Make a Figure ! Draw and label the following.
1. a line m
2. a point N
3. a plane B
4. a point lying on line l
5. line BC lying on plane A
6. a point E lying on plane Y
7. two points MN lying on a line MN
8. line b intersects planes M and N
9. a plane D intersecting a line k at point J
10. a point O lying in the intersection of lines r and s
Rubrics for Drawing Accuracy
Points Description
0-3 • No attempt was made to accurately create the drawing.
4-5 Basic geometric shapes are present.
• Major drawing errors are still present.
6-7 Demonstrate ability to effectively create a drawing.
• All accuracy drawing elements are evident.
• Three minor errors are present.
8 Exemplary understanding of the drawing.
• All drawing elements are accurate and precise – mistakes.
• Utilized all necessary methods of drawing accurately.
4
Reflection
Complete the statement below.
I have learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
A. Books
1. Malaborbor, P., Sabangan, L., Carreon, E.,and Lorenzo, J., 2002. Geometry for Basic
Education Curriculum; Educational Resources Corporatio,.11- B Sunrise Drive,
Barangay Bagong Lipunan, Cubao, Quezon City, pp.2- 6.
2. Dilao, S., EdD.,Bernabe, J., 2009. Gemetry, textbook for Third Year, Revised Ed. 1251
Gregorio Araneta Avenue, Quezon City: SD Publications, pp.3- 4.
3. Aseron, E., Armas, A., Canonigo, A. and Garces, I., 2013. Mathematics – Grade 7
Learner’S Material. 1st ed. 2nd Floor Dorm G, Philsports Complex, Meralco Avenue,
Pasig City, Philippines 1600: Department of Education, pp.186- 191.
4. Oronce, O. and Mendoza, M., 2012. E-Math. 3rd ed. Sampaloc, Manila: Rex Book
Store Inc., pp.347-350.
Website
1. Copy and paste the link below at google.com for the Rubrics in Drawing Accuracy
https://www.google.com/search?q=rubrics+for+accuracy+drawing&tbm=isch&source=iu&ictx=1&fir
=_vlhR54AYbthBM%252CTlzA_jRWXHfngM%252C_&vet=1&usg=AI4_-
kT1NwSnJUx_jpvBy75XbhB3fxQRNw&sa=X&ved=2ahUKEwiYos3E8snrAhWkKqYKHdBRBywQ9QF6BA
gKEAU#imgrc=_vlhR54AYbthBM
Answer Key
Exercises 1. Give Me My Value
1. Point 6. Line
2. Plane 7. Point
3. Plane 8. Line
4. Plane 9. Point
5. Plane 10. Line
5
Exercises 2.
1. AB and AD, AD and CD, CD and CB, CB and AB
2. ABC and CDA
3. AC
4. A
5. ABCD
Exercises 3. Make Me Complete!

A.
1. O 4. V
1. E 5. H
2. E 6. B
B.
1. B 5. V
2. E 6. I
3. H 7. O
4. A 8. R
Exercises 4.Who I Am ?
1. Point 6. Point
2. Collinear 7. Line
3. Coplanar 8. Line
4. Segment 9. Ray
5. Point 10. Plane
Exercises 5. Let’s make a Figure !

1.
m
2. •N
3. B
4. •
l C
5. A C
6
6.
•E
7. • •
M N
8. b
M N
9.
J
k
D
D
10. r s
Prepared by:
Gee P. Baltazar Mely C. Paulino

Teacher III Teacher III
Divisoria High School Cabulay High Sc
7
MATHEMATICS 7
Name of Learner : _____________________ Grade Level ___________
Section : ____________________________ Date : ________________

Subsets of a Line
Background Information for Learners:
Line is an infinitely thin, infinitely long collection of points extending in two opposite
directions. When we draw lines in geometry ,we use an arrow at each end to show that it extends
infinitely.
a
S
⃖$$$⃗ , ⃖$$$⃗
A line can be named either using two points on the line ( for example, 𝑅𝑆 𝑆𝑅 ,𝑎 ⃖$⃗) or simply
by letter, Usually lowercase ( for example , line b).
A line segment is a subset of a line having two endpoints. It contains these endpoints and all
the points of the line between them. You can measure the length of a segment.
R S
A segment is named by its two endpoints, for example 𝑅𝑆 ⃐$$$$$ or 𝑆𝑅

⃐$$$$$
A ray is a part of a line that has one endpoint and goes on infinitely in only one direction.
You cannot measure the length of a ray.
R S
A ray is named using the endpoint first, and then any other point on the ray ,for example $$$$$⃗
𝑅𝑆
Learning Competency with Code

Illustrates subsets of a line – M7GE-IIIa- 2
8
Activity 1 : Know Me
Direction: Multiple Choice: Choose the best answer.
1. Which of the following has no endpoints?

a.Line b. Line Segment c. Point d. Ray
2. Which of the following can be drawn on a piece of coupon bond?
a. Line b. Line segment c. Point d. Ray
3. What is a ray?
a. A ray is a small segment
b. A ray starts at an endpoint and extends to infinity
c. A ray starts at an endpoint and ends at an endpoint
d. A ray is infinite line
4. What are endpoints?
a. They are all the points that make up a segment
b. They are points that indicate a beginning or ending position
c. They are all the points that make up a line
d. They are endless points
5. What is a line ?
a. A set of points that go on forever in opposite directions
b. A set of points between two endpoints
c. A set of points that begin at one point and extend to infinity in one direction
d. A set of points that goes on round and round
6. How is a line different from a ray?
a. A line goes on forever in two opposite directions while a ray has one endpoint
and on forever in one direction
b2.A line goes on forever in two opposite directions while a ray has two endpoints
c. A line and a ray are the same thing
d. A line goes on one direction while a ray goes on opposite directions
7. What is the difference between a line and a line segment?
a. lines are finite
b. lines segments are measurable ,lines are immesurable
c. lines are measurable, line segments are immeasurable
d. lines is a subset of line segments ,line segment is a subset of a ray
8. What do line segments and rays have in common?
a. both goes on both directions
b. both begin at an endpoint
c. both are measurable
d. both have two endpoints
9. What subsets of a line that both ends go on infinity?
a. point b. Lines c. Line segments d. Ray
10. Which of the following statements is false?
a. It’s possible to have a line inside a ray
b. It’s possible to have a ray inside the line
c. It’s possible to have a line segment inside a line
d. It’s possible to have a line in a line segment
9
Activity 2A: Name Me
Direction: Use the figure to name each of the following.
1.
2.
3.
4.
S J
5.
S J
G
6.
L M
7.
G
S J
N
S J
O
G S J
P
8.
Q G R
9.
G
D E
10. F G
A B
Activity 2B
A. Use the figure below to answer each question.
X Y
Z
1. Name two line segments

2. Name the line in three ways
3. Name three rays
10
A B C
B.
E F
4. Name four rays

5. Name two line segments
6. Name the line in three ways
Activity 3
Directions: Draw and label figure for each relationship
Draw Me
1. Ray $$$$⃗
𝐽𝐾 and $$$⃗
𝐽𝐿 in one line
2. Line ⃖$$$⃗
𝑆𝑇
3. Line segment ⃖$$$$$

𝑂𝑃
$$$$$$⃗ and the ray

4. Line segment MN and the end points are initial points of the ray 𝑀𝑂
$$$$$$⃗
𝑀𝑃
5. Line ⃖$$$$$⃗
𝐵𝐶 and contains point D.
Rubrics for Scoring
0 mistakes Outstanding
1-2 mistakes Very Good
3-4 mistakes Good
5- above mistakes Try again
Congratulations ! Job Well done
Now ,Rate yourself, put a check
.
Score Remarks
45 Outstanding
44 - 34 Very Good
33 -20 Good
0-19 Try Again
Reflection
Complete this statement
What I have learned in this activity?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
11
References and Website Links
A.Books
1.Orance, O. and Mendoza, M., 2015. E- Math 7. 1st ed. 586 Nicanor Reyes St., Sampaloc
Manila: Rex Book Store
2 De Leon, C. and Bernabe, J., 2002. Elementary Algebra. 1281 Gregorio Araneta Avenue,
Quezon City: JTW Corporation.
3.Aseron, E., Armas, A., Canonigo, A. and Garces, I., 2013. Mathematics – Grade 7 Learner’S
Material. 1st ed. 2nd Floor Dorm G, Philsports Complex, Meralco Avenue, Pasig City,
Philippines 1600: Department of Education.
Websites
1. https://www.turtlediary.com
2. https://www.khanacademy.org
Answer Key
Activity 1 Activity 2A Activity 2B Activity 3
1. 1 1. Line Answers may vary
⃐$$$$$ or 𝑌𝑋
1.𝑋𝑌 ⃐$$$$$
⃐$$$$$ or 𝑍𝑌
𝑌𝑍 ⃐$$$$$ 1.
⃐$$$$$ ⃐$$$$$ K J L
𝑋𝑍 or 𝑍𝑋
2. 2 2.Line Segment 2 ⃖$$$$⃗, ⃖$$$⃗
𝑋𝑌 𝑌𝑍 2 ⃖$$$⃗
𝑆𝑇
⃖$$$$⃗
𝑋𝑍 or ⃖$$$⃗ 𝑌𝑍
3. 2 3 ray
$$$$$⃗ ,𝑌𝑊
3 𝑌𝑋 $$$$$$$⃗ ,𝑌𝑍
$$$$$⃗ 3 OP
4. 2 $$$⃗
4 ray SJ or 𝑆𝐽
$$$$$⃗ ,𝐵𝐹
4. 𝐵𝐸 $$$$$⃗ ,𝐵𝐴
$$$$$⃗ $$$$$⃗
𝐵𝐶 4.
O M N P
5. 1
⃡
5 Line G or 𝐺 5 𝐴𝐵⃐$$$$$ or 𝐵𝐴
⃐$$$$$, 5 B D C
⃐$$$$$$ or 𝐶𝐵
𝐵𝐶 ⃐$$$$$
6. 1 6 Line Segment LM 6 𝐴𝐵⃖$$$$⃗ ,𝐵𝐶
⃖$$$$⃗ ,𝐴𝐶
⃖$$$$⃗
or ⃐$$$$$$
𝐿𝑀
7. 2 7.Line N,Line O
⃐$ ⃡
⃡,𝑂
⃡
,Line P, or 𝑁 ,𝑃
8. 2 $$$$$⃗
8 Ray RQ or 𝑅𝑄
9. 2 9 Line DE or ⃖$$$$⃗
𝐷𝐸
10. 1 $$$$$⃗
10 , Ray BA or 𝐵𝐴
Prepared :
OFELIA V. CAGUIN ALELI C. VALERIANO
Master Teacher – I Teacher – III
Cabulay High School Cabulay High School
12
MATHEMATICS 7
Name of Learner:_____________________________ Grade Level:___________
Section:____________________________________ Score:________________

Angles All Around Us
We encounter angles in our everyday life. We see angles all around us. We can see the
angles in our houses, buildings, cloth hangers, pyramids, vehicles, and others. The letters in the
English alphabet also form the examples of angles. But what are angles? In this activity, you
will learn to classify angles as acute, obtuse, right or straight.
An angle is 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. The three
different types of angles are acute, right and obtuse angles. An acute angle measures more than
0o but less than 90o; a right angle measures exactly 90o while an obtuse angle measures more
than 90o but less than 180o.
The symbol for angle is ∠ and there are three different ways in naming it. These are:
(1) We can name angles by using three capital letters like: ABC or DEF. The middle
letter is called the vertex of the angle. The above angles are read "angle ABC" and
"angle DEF."
(2) We can name angles by using the vertex. For example, ∠ABC, can be written as
∠𝐵.; the same applies to ∠DEF.
(3) We can also name an angle by placing any number or symbol at the vertex in the
INTERIOR of the angle. So, angles can also be called angle 1 or angle 2 or angle
4, etc.

Classifies the different kinds of angles. M7GE-IIIa-3
13
Directions/Instructions
Exercise 1. WHAT AM I?
A) Classify the following figures if they are example of an angle or not. Write the number of
your answers inside the box.
ANGLE NOT ANGLE
14
B) Classify each angle as acute, right, obtuse or straight. Write the letter of your answer
inside the box where they belong.
Acute Angle Right Angle Obtuse Angle
C) Name each angle in three different ways.
__________________ __________________
__________________ __________________
__________________ __________________
D) Draw and label following angles.

1. ∠MEW
2. ∠2
15
3. ∠YAP
Questions to ponder:
1. Is this an angle? Why?
_____________________________________________________________________
_____________________________________________________________________
2. Why is this figure not an angle?

_____________________________________________________________________
_____________________________________________________________________
Exercise 2: DRAW ME: Given the following angle measure, classify the angle, then
construct the angle using a protractor.
Angle Classification Illustration Angle Classification Illustration
Measure Measure
1. 65 ̊ 6. 38 ̊
2. 90 ̊ 7. 143 ̊
3. 45 ̊ 8. 177 ̊
4. 120 ̊ 9. 59 ̊
5. 20 ̊ 10. 113 ̊
16
Question to ponder:
1. How do you draw angles? Write the steps you used in drawing angles.
_____________________________________________________________________
_____________________________________________________________________
Exercise 3. MEASURE ME: Use a protractor to find the measure of the following angles.
Angles Measure
1.
2.
3.
4.
5.
17
6.
7.
Question to ponder:
1. How do you measure angles? Write the steps you used in measuring angles.
________________________________________________________________________
________________________________________________________________________
Exercise 4. In this activity, you are going to make a COMMUNITY OF

ANGLES for your performance based output. Create a map of a
community consisting of at least 5 infrastructures where angles are
clearly illustrated. Finished product should be uploaded thru email,
messenger or any other platforms as instructed by your subject teacher.
RUBRIC
4 3 2 1
Elements (at least 5) 4 different There are only 3 There are only 2
Infrastructures infrastructures different different
that represents that represent infrastructures infrastructures
angles are all angles are drawn. that represent that represent
different, and angles are drawn angles are drawn
integrated well
within the
illustration.
Illustration Illustrated with Illustrated with Illustration is Illustration does
and Color great care, and some care with sloppy and not look good.
the use of a ruler limited use of a completed Did not color the
and protractor is ruler and without the use of community map.
evident in the protractor in the ruler or No name.
creation of creation of protractor.
angles. Coloring angles. Coloring Coloring is
is neatly is fair. Name is limited and
completed. Name clearly written at sloppy.
is clearly written the bottom right No name.
at the bottom corner of the
right corner of finished product
the finished
product.
18
Reflection
Complete this statement:

I have learned in this activity that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
References:
K to 12 Most Essential Learning Competencies.(2020). Retrieved from

https://commons.deped.gov.ph/K-to-12-MELCS-with-CG-Codes.pdf.
K to 12 Curriculum Guide: Mathematics. (2017, July 5). Retrieved from

https://lrmds.deped.gov.ph/detail/5455.
Teachers Guide in Mathematics 7. Retrieved from

https://drive.google.com/file/d/12obC0cf3BrOjuo7ZGE9sqgHleXl5tKJo/view
Naming Angles. Retrieve from

https://www.freemathhelp.com/feliz-vocabulary.html
Sample Map. Retrieved from

https://coolmomtech.com/2014/07/toca-town-app-review/.
Rubric for city map. Retrieved from

https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=Q5W3W7&
ANSWER KEY
Exercise 1.A
ANGLE NOT ANGLE
1, 5, 6, 8 2, 3, 4, 7
Exercise1.B
Acute Angle Right Angle Obtuse Angle
B, F C, E, H A, D, G, J
Exercise1.C
1. ∠TAM, ∠MAT, ∠1, ∠A
2. ∠XYZ, ∠ZYX, ∠3, ∠Y
Exercise1.D Answers may vary.
19
Questions to ponder:
1. The rays that form an angle must be noncollinear.
2. The rays that form an angle must meet at their endpoints
Exercise 2. Answers may vary.
Exercise 3. Answers may vary.
Prepared by:
GERALDINE S. CANLAS and LEONARD B. SAMBILE

Rizal NHS
20
MATHEMATICS 7
Name of Learner: ________________________________ Grade Level: _____
Section: _________________________________________Date: ____________
LEARNER’S ACTIVITY SHEET

ANGLE RELATIONSHIPS
Geometry is a branch of mathematics that deals with questions of shape, size, relative
position of figures, and the properties of space. It is practically dealing with lengths, areas,
and volumes. Fundamental concepts in geometry includes point, line, plane, distance, angle,
surface, and curve.
In this module, the learners will derive the relationship of geometric figures using
measurements and inductive reasoning on supplementary angles, complementary angles,
vertical angles, adjacent angles, linear pairs, perpendicular lines, and parallel lines.
This module provides activities in learning angle pairs and their properties.
MATHEMATICAL TERMS:
Terms Definition Illustration Example

Supplementary These are two m∠a + m∠b = 1800
Angles angles whose
angle sum 1200 + 600 = 1800
measures 180˚.

∠a and ∠b are
supplementary angles.
Complementary These are two
Angles angles whose m∠1 + m∠2= 900
angle sum
measures 90o.
∠1 and ∠2 are
complementary angles.
30o + 60o = 90o
21
Adjacent Angles These are two
angles having a ∠ADE and ∠EDJ
common vertex
and share a ∠JDE and ∠EDA
common side.
Congruent Angles Two angles with 90! = 90!

the equal
measurement.
Vertical Angles Non- adjacent a=b

angles formed
by two
intersecting
lines with equal
angles.
Linear Pairs Formed when If ∠BCA and ∠ACD

two lines are adjacent and
intersect. The supplementary,
measure of a then ∠BCA and
straight angle is ∠ACD form a
180 degrees, so linear pair.
a linear pair of
angles must add
up to 180
degrees.
Perpendicular Lines These are AB ⊥ XY because
intersecting they intersect,
lines forming forming 90-degree
right angles angle.
Parallel Lines These L1 is parallel to L2

are lines in
a plane which
do not meet.
22
Learning Competency with Code:
Derive relationships of geometric figures using measurements through inductive
reasoning; supplementary angles, complementary angles, congruent angles, vertical angles,
adjacent angles, linear pairs, perpendicular lines, and parallel lines (M7GE-IIIb-1)
ACTIVITY 1: SUPPLEMENTARY
Directions: Find the value of 𝑥 in the set of supplementary angles.
1. 2.
45! 120!
𝒙 𝒙
150!
3. 90! 4. 𝒙
𝒙
100! 85!
𝒙 𝒙
5. 6.
𝒙 29!
7. 8. 𝒙 109!
175!
𝒙 𝒙 10!
9. 10.
23
ACTIVITY 2: COMPLEMENTARY
Directions: Find the complement of each angle.
1. 62" 6. 2"
Complement of 62" = ___________ Complement of 2" = ___________
2. 86" 7. 13"
3. 8" 8. 89"
4. 27" 9. 45"
5. 71" 10. 19"

ACTIVITY 3: MATH-COMPATIBLE
Directions: Identify each pair of angle whether they are congruent angles, vertical angles,
linear pair and/or adjacent angles.
1. 2.
𝑐
𝑎 𝑏
𝑑
3. 4.
𝑒 𝑓
71! 71!
𝑔 𝒊
5. 6.
ℎ 𝒋
24
7. 8.
𝑚
𝑘
𝑙 𝑛
9. 10.
𝑜
51! 51!
𝑝
Processing Activity:
Directions:
1. Identify what is the key concept of the different properties of angle.
2. Match A from column B. Write your answer in the given space before the number.
ANSWERS A B
1) Supplementary Angles A. Two angles have common side
2) Complementary Angles B. Non- adjacent angles formed by two
intersecting lines with equal angles.
3) Adjacent Angles C. Two lines intersect and measure of a
straight angle of 180 degrees.
4) Congruent Angles D. Two angles are sum of 180 degree.
5) Vertical Angles E. Two lines meet at a right angle 90 degrees
6) Linear Pairs F. Those are lines that does not meet.
7) Perpendicular Lines G. Two angles are sum of 90 degree.
8) Parallel Lines H. Two angles with the same measurement.
25
Directions: Rate yourself based on your understanding, use the given rubrics below. Check the
box that corresponds to your answer.
Activity Poor Satisfactory Very Excellent
Satisfactory
Do you understand the lesson?
What are the topic you hardly catch up?
How much do you understand the lesson?
What are the topic that you understand very well?
Reflection:
What have you learned?
References:
Wikipedia contributors. (2020c, July 8). Geometry. Wikipedia.

https://en.wikipedia.org/wiki/Geometry
Oronce, O. A., & Mendoza, M. O. (2015). E- Math (Revised Edition, Vol. 2015). Rex Book
Store, Inc. (RBSI).
26
Answer key:
Activity 1 Activity 2
𝑜 !
1. 135 1. 28
2. 60! 2. 4!
3. 90! 3. 82!
4. 30! 4. 63!
5. 80! 5. 19!
6. 95! 6. 88!
7. 151! 7. 77!
8. 71! 8. 1!
9. 5! 9. 45!
10. 170! 10. 71!
Activity 3 Processing Activity

1. Vertical angles 1) D
2. Adjacent angles 2) G
3. Linear pair 3) A
4. Congruent angles 4) H
5. Adjacent angles 5) B
6. Vertical angles 6) C
7. Adjacent angles 7) E
8. Linear pair 8) F
9. Congruent angles
10. Adjacent angles
Prepared by:
CRISTOBAL A. FELIPE
JUN DARIANO
Writer
27
MATHEMATICS 7
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________
Learning Activity Sheet

Let us Determine Angles Formed by Parallel Lines Cut by a Transversal
A transversal is a line intersecting two or more coplanar lines at different points.

If parallel lines are cut by a transversal, then eight angles and pairs of angles are formed.
Exterior
Interior
Exterior
Corresponding Angles
A pair of non-adjacent interior and exterior angles on the same side of a transversal.
The pairs of corresponding angles are: ∠1 and ∠5; ∠4 and ∠7; ∠2 and ∠6; ∠3 and ∠8
28
Interior Angles
Angles that lie on the interior of the parallel lines cut by a transversal.
The Interior angles are ∠4, ∠3, ∠5, and ∠6
Alternate Interior Angles

A pair of non-adjacent interior angles on opposite sides of a transversal.
The pairs of alternate interior angles are: ∠4 and ∠6; ∠3 and ∠5
Same-Side Interior Angles

Interior angles on the same side of the transversal.
The pairs of same-side interior angles are: ∠4 and ∠5; ∠3 and ∠6
Exterior Angles
Angles that lie on the exterior of the parallel lines cut by a transversal.
The Exterior angles are ∠1, ∠2, ∠7, and ∠8
Alternate Exterior Angles

A pair of non-adjacent exterior angles on opposite sides of a transversal.
The pairs of alternate exterior angles are: ∠1 and ∠8; ∠2 and ∠7
Same-Side exterior Angles

Exterior angles on the same side of the transversal.
The pairs of same-side interior angles are: ∠1 and ∠7; ∠2 and ∠8
Observe the measure of the angle pairs.
Example:
Find the measure of all angles if the measure of ∠2 = 22x – 5, and ∠3 = 7x + 10.
29
1
3 2
4
5
6
7
8
Solution:
Find the value of x. Since ∠2 and ∠3 are of equal measurements,
22x – 5 = 7x + 10 Corresponding angles
22x – 7x = 5 + 10 Combining like terms
15x = 15 Divide both sides by 3.
x =1
Substituting the value of x to the given expression,

∠2 = 22x – 5 ∠3 = 7x + 10
∠2 = 22(1) – 5 ∠3 = 7(1) + 10
∠2 = 22 – 5 ∠3 = 7 + 10
∠2 = 17º ∠3 = 17º
To find the value of ∠1, Since ∠1 and ∠2 is supplementary, therefore,

∠1 + 17º = 180º Supplementary Angles
∠1 = 180º - 17º combining like terms
∠1 = 163º
Now we can identify the measurement of all remaining angles through corresponding
angles, etc.
163º
22(1) – 5 = 17º
7(1) + 10 = 17º
163º
163º
17º
17º
163º
30
Derive relationships among angles formed by parallel lines cut by a transversal using
measurement and by inductive reasoning. M7GE-IIIc-1
Activity 1: Be Observant!
Directions: Answer briefly what is being ask.

What did you observe with the measurement of the pair of angles?
1. Corresponding angles?
2. Alternate interior angles?
3. Interior angles on the same side of the transversal?
4. Alternate exterior angles?
5. Exterior angles on the same side of the transversal?
Activity 2: Find my Partner, Quickly!
Directions: Identify the following using the figure at the right side.
a
1. The transversal
2. 4 pairs of corresponding angles 1
8 2 b
3. 2 pairs of alternate interior angles 7
1 3
4. 2 pairs of alternate exterior angles 6 4
5. 2 pairs of same-side interior angles 5
6. 2 Pairs of same-side exterior angles
c
Activity 3: Finding Measurements is Fun!
Directions: Determine the measurement of the numbered angles if the measures of ∠1 is 53º
and ∠3 is 94º.
1 2 3 4
v
8 7 6 5
9 10 11 12 w
1 15 14 13
6
s t
31
Activity 4: Sometimes “x” can be your friend too!
Directions: Find the measure of all angles if the measure of ∠6 = 5x – 10; ∠3 = 8x – 34; and
the value of x.
z
p
3 1
q
2
4
5
7 6
8
Activity 5: Mathematical Challenge!
Directions: Find the value of x, y, and z.
7x
(x + 45)º
5z - 10 4y - 35
(3x - 3)º 5y 3x 2z + 15 4y - 65
Reflection
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
32
References
• Oronce, Orlando A; Mendoza, Marilyn O. (2015). E-MATH Worktext in Mathematics
7 Revised Edition. Quezon City: REX Book Store.
• Rivera, Gladys C. (2014). Grade 7 Mathematics PATTERNS AND PRACTICALITIES
2nd Updated Edition. Makati City: SalesianaBOOKS by Don Bosco Press, Inc.
• Bundang, M. (2016, November 25). A visual aid for teaching pairs of angles formed by
parallel lines cut by transversal. Retrieved from
https://www.slideshare.net/maybundang/angles-formed-by-parallel-lines-cut-by-
transversal
Answer Key
Activity 01:
1. Corresponding angles are congruent.
2. Alternate interior angles are congruent.
3. Interior angles on the same side of the transversal are supplementary.
4. Alternate exterior angles are congruent.
5. Exterior angles on the same side of the transversal are supplementary.
Activity 02:
1. The transversal. Line c
2. 4 pairs of corresponding angles. ∠1 and ∠3; ∠8 and ∠6; ∠2 and ∠4; ∠7 and ∠5
3. 2 pairs of alternate interior angles. ∠2 and ∠6; ∠3 and ∠7
4. 2 pairs of alternate exterior angles. ∠1 and ∠5; ∠8 and ∠4
5. 2 pairs of same-side interior angles. ∠2 and ∠3; ∠6 and ∠7
6. 2 Pairs of same-side exterior angles. ∠1 and ∠4; ∠8 and ∠5
Activity 03:
53º 127º 94º 86º

v
127º 53º 86º 127º
53º 127º 94º 86º w

Activity 04: 127º 53º 86º 94º
Finding the value of x.
s t
8x – 34 = 5x – 10 Corresponding angles
8x – 5x = 34 – 10 Combining like terms
3x = 24 Divide both sides by 3.
x =8
33
z
p
8(8) – 34 = 30º 150º
q
30º
150º
150º
30º
5(8) – 10 = 30º
150º
Activity 05:
Figure 1: x = 24
Figure 2: x = 10; y = 18
Figure 3: y = 35; z = 25
Prepared by:
MARK JOSEPH L. LEAL

ROMMEL SIMON
Teacher
34
MATHEMATICS 7
Name of Learner: ________________________________ Grade Level: ______
Section: ________________________________________ Date: ____________

Using a Compass and Straightedge to Bisect Line Segments and Angles and
Construct Perpendiculars and Parallels

This learning activity sheet is all about bisecting a line segment, angles, and
construction of perpendicular and parallel lines by using compass and straightedge (ruler).
The main purpose of using these instruments will make your construction of line
segment, angles, parallel and perpendicular line accurate and reliable.
Prior to these you are already familiar with the geometrical terms like line segment,
angle bisector, perpendicular line and parallel lines with respect to measures and relationship
of angles of the said geometric figures.
Using Ruler and Compasses to construct line segment

Construct a segment that is congruent to a given segment
Given (a line segment )
1. Given any segment AB
2. Construct line l and a point P on l
3.Place the compass

at A and the compass pencil at B
4. Without changing the opening

place the point at the compass
𝐴𝐵 ≅ 𝑃𝑄
35
Example no 1: Find the measure of the line segment AC
C B A
Solution: Point B is between A and C

AC = AB +BC
AC = 2 cm +2 cm
AC = 4 cm
2. How to construct an angle using compass?

Example No 2: Given ∠A congruent to ∠B
36
Construction of angles
Example No.2 Angle and angle bisector
Divide ∠ABC with two congruent angles
Given : ∠ABC
Solution:
1. Bisect a ∠ ABC place angle bisector mark it as line D
2. ∠ABD ≅∠CBD
3. Perpendicular lines are intersecting lines forming four right angles

How to construct perpendicular line from a given point
1. Read through the following steps.

Step 1 Step 2 Step 3
Example: Determine the perpendicular line on the given

figure and identify the four right angles
Solution :
1. AB ⊥ CD
2. ∠AEC, ∠BEC, ∠AED and ∠BED are four right angles.
3. Each angle measures 900
37
4. Parallel Lines are two lines in the same plane that do not intersect. A line drawn
which intersects at two points on the parallel lines is called a transversal . The
intersection forms several sets of angles.
5. Parallel lines cut by a transversal If two parallel lines are cut by a transversal, the
interior angles on the same side of the transversal are supplementary. If two lines are cut by
a transversal and the interior angles on the same side of the transversal are supplementary,
the lines are parallel. ( Figure below is an example of parallel lines cut by a transversal
where line a parallel to line b cut by a transversal line l)
l
a
How to construct Parallel lines with the aid of compass?
1. Using your straightedge, draw a transversal through point P. This is simply a straight line
which passes through P and intersects with given line. Drawing the line slanted will make the
construction easier than if you draw the line vertical. Be sure to draw the line well above P.
2. Using the construction COPY AN ANGLE, construct a copy of the angle formed by the
transversal and the given line such that the copy will be located UP at point P. The vertex of
the copied angle will be point P.
3. When you draw the line to complete the angle copy, you will be drawing a line parallel to
the given line.
Example:
1. If m of ∠1 = 1300 then what is the measure of ∠4 ?
Solution : the measure of ∠4 is also 1300, because vertical angles are congruent.
1. If If m of ∠1 = 1300 then what is the measure of ∠2 ?
Solution: the measure of ∠1 is also 1300 , then ,
∠2 is 500. Ssupplementary angles measure1800
38
Refer to the figure above to identify each pair of angles
1. Alternate exterior angles = ∠1 𝑎𝑛𝑑 ∠8, ∠2 𝑎𝑛𝑑 ∠7,
2. Corresponding angles ∠1 𝑎𝑛𝑑 5, ∠2 𝑎𝑛𝑑 ∠6,
3. Consective interior angles ∠ 3 𝑎𝑛𝑑 ∠5, ∠4 𝑎𝑛𝑑 ∠6
4. Corresponding interior angles ∠3 𝑎𝑛𝑑 ∠6, ∠4𝑎𝑛𝑑 ∠5
5. Alternate interior angles ∠3𝑎𝑛𝑑 ∠6, ∠4𝑎𝑛𝑑 ∠5
6. Exterior angles ∠1 𝑎𝑛𝑑 ∠2, ∠7 𝑎𝑛𝑑 ∠8
7. Interior angles ∠3𝑎𝑛𝑑 ∠4, ∠5𝑎𝑛𝑑 ∠6
Uses a compass and straightedge to bisect line segments and angles and construct
perpendiculars and parallels – M7GE-llld-e-1
Activity 1. Measure my distance

A. Find the length of each line segment in centimeter (refer to the figure below)
1. AC 6. DE
2. BD 7.AB
3. AE 8. BC
4. AD 9. BE
5. CE 10. CD
A B C D E F
B. Find the measure of each line segment assume that each figure is not drawn at the scale
1. point F is between ⃐$$$$$

𝐸𝐺 and ⃐$$$$$
𝐸𝐺 = 6 cm if ⃐$$$$$ ⃐$$$$$$$
𝐸𝐹 =5 what is the measure of 𝐹𝐺?
2. Point Y is between ⃐$$$$$ ⃐$$$$$ 𝑖𝑠 = 3cm

𝑋𝑍 𝑤ℎ𝑒𝑟𝑒 𝑋𝑍 if YZ = 2.25, XY =_________
39
3. If point B is between point ⃐$$$$$ ⃐$$$$$$$$$$$= 15 cm. point ⃐$$$$$
𝐴𝐶 where point 𝐴𝐶 𝚤𝑠 𝐴𝐵 = 7.25, what
⃐$$$$$
is 𝐵𝐶 ? = __________
4. point S is between ⃐$$$$$

𝑅𝑇, 𝑤ℎ𝑒𝑟𝑒 , ⃐$$$$$
𝑅𝑇 = 4.25 If point ⃐$$$$$
𝑅𝑆 = 10 cm , what is the
⃐$$$$
measure of 𝑆𝑇 ? = ____________
5. Point X is between 𝑊𝑍 ⃐$$$$$$ 𝑎𝑛𝑑 𝑊𝑍

⃐$$$$$$ = 12.5 cm ⃐$$$$$$$ = 7.32 what is the
where 𝑊𝑋
⃐$$$$$ ? ____________
measure of 𝑋𝑌
Activity 2: Show me your Angle
A. with the aid of the protractor find the measure of the following angles
1. ∠JLK
2. ∠KLM
3. ∠KLN
4. ∠MLN
5. ∠MLJ
B. Identify the angles whose degree measure is given ( refer the measure on the figure
above)
1. 900
2. 350
3. 1200
4. 600
5. 1800
40
Activity 3 : Construct a perpendiculars
A. Construct the perpendicular bisectors of the following segments
1. 2.
3.
B . Identify the perpendicular line from the given figure and the four right angles
Activity 4: Parallels never meet but related. Refer your answer to the figure below.
A. In the diagram, a II b complete the following statements

1. If m ∠1 is 108, then m ∠5 = ___________
2. If m ∠2 𝑖𝑠 72, 𝑡ℎ𝑒𝑛 𝑚 ∠6 = ____________
3. If m ∠3 = 108, 𝑡ℎ𝑒𝑛 ∠7 = _____________
4. If m∠4 = 72, 𝑡ℎ𝑒𝑛 𝑚∠8 = _____________
41
Reflection:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
Curriculum Guide in Grade 7 Mathematics

Learning Modules in Grade 7 Mathematics
E-Math Worktext in Mathematics 7 , Orlando Oronce, Marilyn Mendoza
1. https://byjus.com/maths/methods-draw-line-segment/
2. https://d1avenlh0i1xmr.cloudfront.net/67fa6e40-f082-439a-b8e2-
bf585f952107/slide6.jpg
3. https://www.siyavula.com/read/maths/grade-8/construction-of-geometric-
figures/11-construction-of-geometric-figures?id=toc-id-11
4. https://mathbitsnotebook.com/Geometry/Constructions/CCconstruction3.html
5. https://www.mathopenref.com/constcopyangle.html
Answers Key
Activity 1. Measure my distance

(A)
1. AC = 5cm 6. DE= 3 cm
2. BD = 4.5 cm 7.AB = 3.5 cm
3. AE = 11 cm 8. BC = 1.5 m
4. AD = 8 cm 9. BE =7.5 cm
5. CE = 6 cm 10. CD = 3cm
(B)
1. (B) EFG = 6 cm where EF =5 , FG = 1cm
2. XYZ = 3cm where YZ = 2.25, XY =.75 cm
3. ABC = 15 cm Where AB = 7.25 BC = 7.75 cm
4. RST = 10 cm Where RS =5.65 ST = 4.35 cm
5. WXY = 12.5 cm Where WX = 7.32 XY = 5.18 cm
Activity 2: Measure my angles Angle
(A)
𝟏. ∠JLK =900
𝟐. ∠KLM= 300
𝟑. ∠KLN=900
𝟒. ∠MLN = 600
𝟓. ∠MLJ= 1200
42
(B)
1. 900 = ∠JLK, ∠KLN
2. 300 = ∠KLM
3. 1200 = ∠MLN
4. 600 = ∠MLN
5. 1200 =∠MLJ
Activity 3 : Construct perpendiculars

1. 2.
3.
Activity 4: Parallels never meet but related.
1. If m ∠1 is 108, then m ∠5 = _108__________

2. If m ∠2 𝑖𝑠 72, 𝑡ℎ𝑒𝑛 𝑚 ∠6 = ___72_________
3. If m ∠3 = 108, 𝑡ℎ𝑒𝑛 ∠7 = _____108________
4. If m∠4 = 72, 𝑡ℎ𝑒𝑛 𝑚∠8 = _____72________
Prepared by:
JULIE B. AGCAOILI
Teacher 3
Rosario National High School
JHOANNA D. BALAYAN
Teacher 3
Sagana National High School
43
MATHEMATICS 7
Name of Learner: ________________________________ Grade Level: _____

Section: _________________________________________ Date: ____________

MR. POLYGON’S CARPENTRY
This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
as it specifically aims for students’ mastery on polygons.
This is an introductory lesson on polygons. A clear understanding of the concepts in

this lesson will help you easily grasp the terms used in studying polygons.
Important Terms to Remember
The following are terms that you must remember from this point on.
1. Polygon is a closed figure formed by joining three or more line segments that meet only at
their endpoints. The segments are called the sides of the polygon; each endpoint are called
vertex. It is by using the letter of the vertices written in order of consecutive vertices.
Example:
B
vertex A C
side
E D
Name: polygon ABCDE or BCDEA or CDEAB or DEABC

Vertices: A, B, C, D, E
Sides: AB, BC, CD, DE, EA
Angles: ÐA, ÐB, ÐC, ÐD, ÐE
2. Types of Polygons
a. Regular Polygon –These are polygons whose sides and angles are equal.
Example.
Square is a perfect example of a regular polygon.
b. Irregular Polygon – These are polygons with unequal sides and angles
44
Example
c. Convex Polygon – These are polygons where its diagonals lie entirely inside of it
Example
Note: The blue lines are the diagonals of the polygon

d. Concave Polygon –These are polygons where some of its diagonals lie outside of it
Example
Note: The blue lines are the diagonals of the polygon
The learner illustrates polygons (a) convexity; (b) angles, and (c)sides.(M7GE-IIIe-2)
Activity 1 POLY or NOT POLY?

Direction: Mr. Archie Polygon is looking for some of the things in his shop if it is a polygon
or not. Determine whether the following is a polygon or not. Put a check(Ö) if it’s a polygon
and wrong(X) it is not.
1 2 3 4
_________________ _________________ ________________ _________________
45
5 6 7 8
_________________ _________________ ________________ _________________
9 10 11 12
_________________ ________________ ________________ _________________
13 14 15 16
________________ _______________ _________________
46
Activity 2. CONVEX OR CONCAVE?
Directions: Mr. Polygon cut some woods in making furniture. He spent looking for convex and
concave shapes of cut woods. Help him by placing thumbs up sign if it is convex, thumb
down sign if it is concave.
1. 2. 3. 4.
______________ ________________ _______________ _______________
5. 6. 7. 8.
_________________ ________________ ________________ ________________

9. 10. 11. 12.
________________ ________________ ________________ ________________
13. 14. 15 16
________________ ________________ ________________ ________________
17 18 19 20
________________ ________________ _________________ _________________
47
Activity 3 SHAPE UP!
Directions: Mr. Polygon plays with his nails in his carpentry shop and forms different shapes
of polygons. Help him form the rest of the nail activity.
Materials needed: Nails. Consider each piece of nails as the side of a polygon. For our purpose,
we may draw the following:
(Recall: A polygon is ___________________________.)
Procedure:
1) Using three pieces of nails form a polygon.

a) How many sides does it have? 3
b) How many vertices does it have? 3
c) How many interior angles does it have? 3
Number 1 is done for you.
2) Using four pieces of nails form a polygon.

a) How many sides does it have? _________
b) How many vertices does it have? _______
c) How many interior angles does it have? _______
3) Using five pieces of nails form a polygon.

4) Using six pieces of nails form a polygon.

5) Using seven pieces of nails form a polygon.

6) Using eight pieces of nails form a polygon.

48
Were you able to observe a pattern? ____________
Complete the sentence below:
A polygon with n sides has ___ number of vertices and ______ number of interior angles.
Activity 4 PAINT MY HOUSE
Direction. Mr. Polygon is requesting you to paint his house. Color it red for triangles, color it
light brown for quadrilaterals, color it blue for pentagon, color it orange for hexagon, color it
yellow for heptagon, color it pink for octagon, color light green for nonagon, color it dark
green for decagon. Happy Painting!
49
Activity 5 WHERE DO I BELONG?
Direction: From activity 4, identify the following parts of the house to where it belongs.
Roof Tree 1 wall

Window 1 Tree 2 Swimming pool
Window 2 Chimney
1. Triangle:___________________ side:___________angle:________________
2. Quadrilaetrals:_______________side:___________angle:________________
3. Pentagon:___________________side:___________angle:________________
4. Hexagon:___________________side:___________angle:________________
5. Heptagon:__________________side:___________angle:________________
6. Octagon :___________________ side:___________angle:________________
7. Nonagon:___________________ side:___________angle:________________
8. Decagon:___________________ side:___________angle:________________
Reflection
How did you go about doing the activity?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
References
1. Math 7 Teaching Guide on Algebra

2.Oronce, O. & Mendoza, M.(2012) E-Math. Quezon City, Philippines:Rex Book Store,Inc.
3.Malvar, M. et al. (2014) Simplified Math for Grade 7. Makati City, Philippines: Salinlahi
Publishing House, Inc.
50
Answer Key
Activity 1
1. Ö 7. X 13. Ö
2. Ö 8. X 14. X
3. Ö 9.X 15. X
4. Ö 10. Ö 16. Ö
5. Ö 11. X
6. X 12. Ö
51
52
Activity 5
1.triangles – roof; 3 ; 3
2. quadrilaterals – wall; 4 ; 4
3. pentagon – chimney; 5 ; 5
4. hexagon – window 2; 6; 6
5. heptagon – window 1; 7; 7
6. octagon – swimming pool; 8; 8
7. nonagon – tree 1; 9; 9
8. decagon – tree 2; 10; 10
Prepared by:
JOY ALPHA FLOR C. DE LEON

EMERSON S. RESPONZO
T-3, Patul National High School
53
MATHEMATICS 7
Name of Learner: _______________________ Grade Level: _____________

Section: _______________________________ Date: ___________________

Relationship of Exterior / Interior Angles of a Convex Polygon
Background Information for learners
Can you identify a convex from a concave polygon?

Which of the following figure below is convex? and which figure is concave?
Figure 1 Figure 2 Figure 3

Your answer must be: Figures 1 and 3 are convex polygons, while figure 2 is a concave
polygon.
Remember: A polygon is said to be convex if the lines containing the sides of the polygon do
not cross the interior of the polygon.
There are two types of angles associated to a convex polygon, the exterior angle and interior
angle.
An interior angle is an angle inside the polygon, while an exterior angle is an angle formed
by extending the side of a polygon.
Exterior angle
Interior angles
Figure 4
54
How can I find angle measures in polygon without using protractor?
Let’s look closer to figures below.
Note:Let x be the interior angles and y be the exterior angles.
x
y
1100 700
Figure 5
y
x
300 1500
Figure 6
x=1120 x=680
Figure 7
What have you noticed about the sum of the interior and exterior angles of a polygon at a
common vertex?
Remember: The interior angle is always supplementary to an exterior angle at that vertex
or the sum of their angles is 1800.
A polygon is named according to its shape, sides, sum of interior angles and measure of one
interior angle for a regular polygon.
Shape Sides Sum of Interior Measure of one Sum of
Angles Interior Angle Exterior
(Regular Polygon) Angles
Triangle 3 1800 600 3600
Quadrilateral 4 3600 900 3600
0 0
Pentagon 5 540 108 3600
Hexagon 6 7200 1200 3600
Heptagon 7 9000 128.570 3600
0 0
Octagon 8 1080 135 3600
Nonagon 9 12600 1400 3600
0 ! 3600
Any Polygon n (n-2)(180 ) (n − 2)(180 )
𝑛
55
Based from the table the following formulas or results are concluded.
1. Interior Angle Sum Theorem. If a convex polygon has n sides, then its interior angle
sum is given by the following equation: S = ( n −2) ( 180°).
Illustrative Example A.What is the sum of the interior angles of a 20 sided polygon?
Solution: Use the formula S = ( n −2) ( 180°) wherein n = 20
S = ( 20 −2) ( 180°)
S = ( 18) ( 180°)
S = 3240°
Note. A 20-sided polygon is called Icosagon or 20-gon
Answer: The sum of any icosagon's interior angles is 3240 degrees.
2. Polygon Exterior Angle Sum Theorem. If a polygon is convex, then the sum of the
measures of the exterior angles, one at each vertex, is 360°
Illustrative example B. What is the sum of the exterior angles of the pentagon below?
Solution:
0
102 Add the exterior angles
1020+810+630+900+240=3600
810 Answer: The sum of the exterior angles

of the pentagon is 3600.
240
630
900
Figure 8 ( illustration not ot scale)

3. Each exterior angle for a regular polygon is given by the
equation:
(360! )
𝑛
Illustrative Example C. What is the measure of each exterior angles of a 12 sided

polygon ?
Solution: Use the formula and substitute 12 as a value of n

(360! ) !
(360 )
= 300
𝑛 12
56
Answer: One of the exterior angle of
0
the 12 sided polygon is 30
4. Each interior angle for a regular polygon is given by the

equation:
(n − 2)(180! )
𝑛
Illustrative Example D. What is the interior angle of the polygon below?
Solution: Use the formula and substitute n=9

(n − 2)(180! )
𝑛
(9 − 2)(180! )
9
(7)(180! )
9
(1260! )
9
1400
Figure 9
Answer: The interior angle of the nonagon is 1400.
Exterior Angle Theorem. The measure of an exterior angle of a triangle is equal to the sum
of the two opposite interior angles of the triangle.
Illustrative Example E. What is the measure of the exterior angle as shown in the figure
below?
Solution: Since the measure of the

exterior angle = the sum of two
opposite interior angles then, 800 Two opposite
Exterior angle interior angles
Exterior angle= 800+400
Exterior angle= 1200 ? 400
Answer: The exterior angle is 1200 Figure 10
57
Derives inductively the relationship of exterior and interior angles of a convex polygon.
M7GE-IIIf-1
Directions/Instructions
Answer the following activities, you are expected to pass the different activities. A rubric for
scoring tells your mastery level for the competency on the relationship of exterior and interior
angles of a convex polygon.
Let’s start here…
Activity 1. Match My Relationship

Directions: Match Column A to its corresponding answers in Column B. Write the letters of
your correct match on the space provided.
COLUMN A COLUMN B
1. ________dodecagon a. 3
2. ________triangle b. 20
3. ________pentagon c. 11
4. ________nonagon d. 4
5. ________quadrilateral e. 10
6. ________hexagon f. 8
7. ________octagon g. 9
8. ________heptagon h. 5
9. ________decagon i. 7
10. ________icosagon j. 6
Activity 2. Use My Relationship

Directions: Complete the table below and round your answer to the nearest tenth if
necessary.
Numbers of sides Interior angle sum Measure of one interior angle
(Regular polygon)
1 4
2 7
3 12600
4 14400
5 154.290
Activity 3. My Relationship with Exterior
Directions: Complete the table below and round your answer to the nearest tenth if
necessary.
Numbers of sides Exterior angle sum Measure of one exterior angle
(Regular polygon)
1 4
2 7
3 400
4 360
5 25.710
58
Activity 4. Tell Me My Sides
Directions: Find the number of sides of a regular polygon with an exterior angle of:
1) 40˚
n= sides
2) 30˚
n= sides
3) 36˚
n= sides
4) 90˚
n= sides
5) 20˚
n= sides
Activity 5. Find X
Directions: Find the missing angle of the following .
1. 2.
x0
800
950 47 0 x0
600
500 1020
3. 4.
x0
840
x0
1280
1000 1210
59
5.
900
1200
1080
1000 x0
Reflection
I have learned that

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
60
References for Learners
Most Essential Learning Competencies (MELS),(2020) Retrieved From

https://lrmds.deped.gov.ph/detail/18275 Retieved on May 29,2020.
https://www.mathsisfun.com/geometry/interior-angles-polygons.html Retrieved on July 10,

2020
https://www.google.com/search?q=relationship+of+interior+and+exterior+angles+of+a+conv
ex+polygon&oq=relationship+of+interior+and+exterior&aqs=chrome.2.0j69i57j0l6.31867j1j
8&sourceid=chrome&ie=UTF-8 Retrieved on July 10, 2020
https://www.slideshare.net/anukutty1048/sum-of-interior-and-exterior-angles-in-polygons-
72308290 Retrieved on July 11, 2020
https://www.google.com/search?q=interior+and+exterior+angles+definition&oq=interior+an
d+exterior+angles+definition&aqs=chrome..69i57j0.16247j0j8&sourceid=chrome&ie=UTF-
8 Retrieved on July 15, 2020
https://www.google.com/search?source=univ&tbm=isch&q=interior+and+exterior+angles+d
efinition&sa=X&ved=2ahUKEwjG1MiOsjqAhUXZt4KHSS6BMYQiR56BAgMEBA&biw=
1024&bih=657 Retrieved on July 16, 2020
https://www.khanacademy.org/math/geometry/hs-geo-foundations/hs-geo-polygons/v/sum-
of-the-exterior-angles-of-convex-polygon Retrieved on July 16, 2020
https://www.google.com/search?q=exterior+angle+theorem+proof&oq=exterior+angle+theor
em&aqs=chrome.2.69i57j0l7.18948j1j8&sourceid=chrome&ie=UTF-8Retrieved on July 17,
2020
https://www.rcboe.org/cms/lib/GA01903614/Centricity/Domain/1405/Polygon_Angle_Sum_
Packet.pdfRetrieved on July 20, 2020
https://www.onlinemathlearning.com/exterior-angle-worksheets.html Retrieved on July 26,

2020
61
Answer Keys
Activity 1. Match My Relationship

1. ___c_____dodecagon
2. ___a_____triangle
3. ___h_____pentagon
4. ___g_____nonagon
5. ___d_____quadrilateral
6. ___j_____hexagon
7. ___f_____octagon
8. ___i_____heptagon
9. ___e____decagon
10. ___b_____icosagon
Activity 2. Use My Relationship
Numbers of sides Interior angle sum Measure of one interior angle

(Regular polygon)
1 4 3600 900
2 7 9000 128.570
3 9 12600 1400
4 10 14400 1440
5 14 21600 154.290
Activity 3. My Relationship with Exterior
Numbers of sides Exterior angle sum Measure of one exterior angle

(Regular polygon)
1 4 3600 900
2 7 3600 51.430
3 9 3600 400
4 10 3600 360
5 14 3600 25.710
Activity 4. Tell me My Side
1) 9 sides 2) 12 sides 3) 10 sides 4) 4 sides 5) 18 sides
Activity 5. Find X
1 2.
660
800
950 470 1400
0
60
500 1020
62
3. 4.
840 1170
520
1280
1000 1210
590
5.
900
1200
1080
1000 1220 580
Prepared by:
GEORGE M. VIBA
NAPOLEON B. PICIO
Rizal National High School
63
MATHEMATICS 7
Name of Learner: _____________________________ Grade Level: ___________________
Section: _____________________________________ Date: ________________________

Circle
Background Information for Learners:

In your previous lesson, you have learned about polygons. Polygons are named according
to the number of sides and angles they have. The most familiar polygons are the triangle, the
rectangle, and the square. Are you ready to learn more? In this lesson, you will learn about
circle. A circle is the set of all points in a plane that are equidistant from a fixed point in the
plane. The fixed point is the center of the circle and fixed distance is the radius. You could
think of a circle as a hula hoop. It's only the points on the border that form the circle. The points
within the hula hoop are not part of the circle and are called interior points.
Circles can be denoted by their centers. The circle below is called circle O or, in
symbols ⊙ O.
The following are some terms related to the circle:
J 1. Radius is also used to name a line segment that joins

the center of the circle to a point on the circle.
••• is a radius.
⊙ O, 𝑂𝐽
2. A chord is a segment whose endpoints are any two

•••• is a chord.
points on the circle. ⊙ O, 𝐴𝐵
O
M N 3. A diameter is a chord which passes through the
center of a circle.
It is twice the length of a radius. The word “diameter”
can also refer to the segment or the length of the
segment. In ⊙ O, 𝑀𝑁 ••••• is a diameter.
A
B
64
4. A central angle is an angle formed by two radii of
A
a circle with its vertex in the center
of the circle. In the figure at the left, ∠𝐴𝑂𝐵 is a central
angle.
_________ 5. An arc is a connected part or portion of a circle. If

C O B it is half a circle, it is called a semicircle. In the
figure, arc CAB, denoted by 𝐶𝐴𝐵 ‚ , and arc CDB,
denoted by 𝐶𝐵𝐷‚ , are semicircles. If an arc is less than
half a circle, it is called a minor arc. In the figure, 𝐶𝐴ƒ
‚
is minor arc while 𝐶𝐴𝐷 is a major arc.
D
6. An inscribed angle is an angle whose vertex is on the circle and whose sides contain
chords of the circle. The arc that lies in the interior of an inscribed angle and has endpoints on
the angle is called the intercepted arc of the angle.
ƒ.
In the figure, ∠𝑇𝑂𝑃 is an inscribed angle and its intercepted arc is 𝑇𝑃
O
S
T P
7. A secant is a line which intersects the

Q ⃖$$$⃗ is
circle at two distinct points. ⊙ O, 𝑃𝑇
a secant.
O 8. A tangent to a circle is a line, a ray, or

S
R a segment in the plane of the circle
which intersects the circle at exactly
one point. This point is called point of
P tangency. ⊙ O, 𝑄𝑅⃖$$$$⃗ is a tangent line.
65
Examples:
A
1. Identify each of the following as related to the given circle O. S
Y
•••• ---chord
a. 𝑃𝑅
•••••-----radius
b. 𝑂𝑀
•••••-----diameter
c. 𝑇𝑀 O M
d. ∠𝑇𝑂𝑆---central angle T S
e. 𝑆𝑀ƒ ------minor arc

R
‚
f. 𝑆𝑀𝑃-----major arc
g. ∠𝑃𝑆𝑅---inscribed angle P
⃖$$$$⃗-------secant N
h. 𝑇𝑁
i. ⃖$$$$⃗
𝐴𝑌--------tangent
O
2. Name each of the following. Refer to circle P.
a. a circle-----P
•••• and 𝑃𝑅
b. two radii----𝑃𝐴 •••• and •••••
••••, 𝑃𝑂 𝑃𝑀
c. two diameters------𝐴𝑅•••• and 𝑂𝑀••••• P
•••••
d. a chord-------𝑀𝑅 A R
e. central angle-----∠𝑀𝑃𝑅
‚ and 𝐴𝑀𝑅
f. major arc--------𝐴𝑂𝑅 ‚
g. minor arc-------𝐴𝑂,ƒ 𝑂𝑅ƒ , 𝑅𝑀 ƒ , 𝑀𝐴ƒ
Most Essential Learning Competency:

The learner will illustrate a circle and the terms related to it: radius, diameter
chord, center, arc, chord, central angle, and inscribed angle. (M7GE-IIIg-1)
Activity 1
I. Directions: Using circle P, identify the following.
1. point P B
2. ••••
𝑃𝐴
••••
3. 𝐵𝐶 P A
••••
4. 𝐵𝐷 D
5. ••••
𝐵𝑃
••••
6. 𝐵𝐴 C
7. ∠𝐵𝑃𝐴
8. ∠𝐷𝐵𝐴
ƒ
9. 𝐵𝐴
66
‚
10. 𝐵𝐴𝐷
‚
11.𝐵𝐴𝐶
12. ∠𝐴𝑃𝐶
••••
13. 𝑃𝐶
••••
14. 𝑃𝐷
15. ••••
𝑃𝐵
II. Directions: Using the figure at the right, Circle M, name the following:
1. center O
2. 4 radii
3. 4 chords not passing through the center M
4. 4 central angles N P
5. 2 diameters
6. 3 inscribed angles L
7. 2 semi-circle
8. 3 minor arcs
9. 2 major arcs
10. 2 chords that passes the center
Activity 2.
I. Directions: Draw a circle in each number and illustrate what is asked for.
Drawing/ illustration
1. Circle T
••••
2. radius𝑇𝑅
67
••••
3. Diameter 𝑆𝑀
••••
4. Chord 𝑂𝑃
5. Central angle ∠𝑅𝑇𝑆
II. TRUE or FALSE

Directions: Read carefully the statement, if the statement is TRUE write CIRCLE and if the
statement is FALSE write OBLONG then underline the word that makes the statement false,
then write the word that will make the statement TRUE.
____________1. The center is a point in the interior of a circle equidistance from any
point on the circle.
____________2. A diameter is a chord that passes through the center.
____________3. A chord is a diameter whose endpoints are points on the circle.
____________4. All radii are congruent.
____________5. A radius is a segment joining the center and any point on the circle.
____________6. A central angle is an angle whose vertex is the center of the circle.
____________7. The measure of a minor arc is greater than a semicircle.
____________8. A diameter is the longest chord of a circle.
____________9. An inscribed angle is an angle formed by two chords whose vertex is
the common endpoint.
____________10. The measure of major arc is less than the measure of semicircle.
68
Activity 3.
I. WORD HUNT TIME!!!
Directions: Hunt the word related to circle diagonally, horizontally and vertically then
shade the word using a crayon.
C O C E N T E R S E A M C I R C L E T A
E S S O R S T M L N O I Q R S A G F B S
N C A D E K O S U N W K E A P Z C N Q E
T S C R T Y M A D E G E X T E R I O R M
R O A S C T R E I M I Q E A E B F B H I
A T L A S S H E A T C O V E R S E O U C
L E A N T I A G M Y H O P E L O V E R I
A L E A R N T H E B O C L O W E R S Y R
N G A I N M O R T O R E H E A L T H E C
G N E V E R G R E A D T P O L L I T S L
L A D E E L O A R A D I U S R L H I R E
O D I E T N A O K A L E R T S S I N H T
O E N O O D N H U D D L E S P I K T I E
K B E L L I N O B R O I L E R L E E D Q
S I L O M O R E O V E R I Q F G R R J U
P R A C A T T E S I E R E U R A Y I O E
R C T K D H U N G R Y O R A Y I A O Y E
E S E E S M A J O R A R C T A L L R A N
T N S R I N S E C H I C K E N L E G S Y
Y I S S O O N E R E A C H S E L F F Y O
II. MATCHING TIME

Directions: Match the description in Column A to Column B. Write the letter of your
answer before the number.
Column A Column B
_____1. A segment whose endpoints are center and A. chord
a point on the circle B. major arc
_____2. The longest chord. C. central angle
_____3. An angle whose sides are radii and vertex is D. circle
the center of the circle. E. radius
_____4. When a diameter is drawn the circle is divided F. semicircle
Into two arcs. G. diameter
_____5. A segment whose endpoints are points on the circle. H. inscribed angle
_____6. An angle whose vertex is on the circle and I. arc
sides are chords of the circle. J. minor arc
69
_____7. An arc whose measure is less than 180! . K. secant
_____8. An arc whose measure is greater then 180! . M tangent
_____9. It can be the circumference or a portion of it.
_____10. A closed plane figure formed by infinite
Number of points equidistant from a fixed point.
Activity 4.
I.TRIVIA: “Who is the mathematician known for using the symbol 𝜋 (𝑝𝑖)? "
Directions: To decode the answer in the trivia, answer the given problem then match
your answer to the right. Write the letter that corresponds your answer in the boxes below.
Refer to the figure below
circle Q. L
M Q N
P R
S
1. ••••
𝑄𝑁 A. Inscribed angle
•••
2. 𝐿𝑆 E. Radii
••••
3. 𝑃𝑅 I. Center
4. ∠𝐿𝑃𝑅 J. Major Arc
5. ∠𝑁𝑄𝑅 L. Diameter
ƒ
6. 𝐿𝑅𝑆 M. Chord
‚
7.𝑆𝑃𝑀 N. Semicircle
‚
8. 𝑀𝑅𝑃 O. Central Angle
9. point Q S. Radius
•••• , 𝑆𝑄
10. 𝑅𝑄 ••••, •••••
𝑀𝑄 W. Minor Arc
7 9 2 2 9 4 3 8 5 6 10 1
70
II. CIRCUSENTENCE
Directions: Using the terms related to circle, construct a sentence.
Example: radius
There are two computer houses within a one-block radius of our school.
1. chord _________________________________________________________
2. center _________________________________________________________
3. circle _________________________________________________________
4. diameter _________________________________________________________
5. arc _________________________________________________________
Activity 5.
Artistic Circle
Direction: Draw circles which produce artistic design. You may use crayon to enhance the
beauty of your work. Make an improvised frame for additional artistry of your work. Or you
may collect any circular objects like caps of mineral bottles and the like. And make any hanging
decor out of this plastic cups
RUBRIC
Drawing
ORGANIZATION 10% 20% 30%
30% The circles are not The circles are The circles are
properly drawn properly drawn but properly drawn and
and not organize. not organize. well organized.
ARTISTRY 10% 25% 40%

40% The circles are not The circles are The circles are
properly in place properly drawn and drawn properly and
to look appealing. followed certain followed a certain
sequence to look sequence to look
appealing but not appealing and
properly colored. properly colored.
Neatness 10% 20% 30%
30% There are visible There are no There are no visible
erasures, and the visible erasures, erasures and
colours are not and the colours are properly coloured
properly applied. properly applied and framed.
And not frame. but not framed.
.
71
Hanging Décor
ORGANIZATION 10% 20% 30%
30% The circular objects The circular objects The circular objects
are not arrange are arrange properly are arrange properly
properly. but no colour and the colour of
coordination. caps coordinate with
each other
ARTISTRY 10% 25% 40%
40% The caps are not The caps are The caps are
place properly to properly place and a properly place and
form a sequence and follow a sequence follow a sequence
not appealing. but not appealing. and appealing.
DURABILITY 10% 20% 30%
30% The caps are falling The caps are partly No parts are falling.
and the other parts falling and other The parts are firmly
can easily detached. parts are firm. attached to each
other.
Reflection
1. How did you find the lesson and activities? Why?
2. Relate your life in a circle.
References:
1. Dilao, Soledad Jose, Ed.D. and Bernabe, Julieta G. Geometry (2009) SD
Publications, Inc.
pp. 22-23
2. mathplanet.com/education/geometry/circles/basic-information-about-circles
Answer Key
Activity 1
I.
1. Center 6. Chord 11. Semicircle
2. Radius 7. Central angle 12. Central angle
3. Diameter 8. Inscribed angle 13. Radius
4. Chord 9. Minor arc 14. Radius
5. Radius 10. Major arc 15 Radius
II.
1. point M
72
•••••, •••••
2. 𝑀𝑂 𝑀𝑃, 𝑀𝑁 •••••, 𝑀𝐿
••••
••••, ••••
3. 𝑁𝑂 𝑂𝑃, 𝑃𝐿 ••••, ••••
𝐿𝑁
4. ∠𝑂𝑀𝑃, ∠𝑃𝑀𝐿, ∠𝐿𝑀𝑁, ∠𝑁𝑀𝑂
5. ••••
𝑂𝐿, ••••
𝑁𝑃
6. ∠𝑁𝑂𝑃, ∠𝑂𝑃𝐿, ∠𝑃𝐿𝑁, ∠𝐿𝑁𝑂, ∠𝑁𝑂𝐿, ∠𝐿𝑂𝑃, ∠𝑂𝑃𝑁, ∠𝑁𝑃𝐿, ∠𝑃𝐿𝑂, ∠𝑂𝐿𝑁, ∠𝐿𝑁𝑃, ∠𝑃𝑁𝑂
‚ , 𝑃𝐿𝑁
7.𝑂𝑃𝐿 ‚ , 𝐿𝑁𝑂 ‚ , 𝑁𝑂𝑃 ‚
ƒ , 𝑃𝐿
8. 𝑂𝑃 ƒ , 𝐿𝑁 ƒ , 𝑂𝑁ƒ
‚ , 𝑂𝑃𝑁
9. 𝑁𝑂𝐿 ‚ , 𝑃𝐿𝑂 ‚, 𝑁𝑃𝐿 ‚ , 𝑃𝑁𝑂
‚ , 𝑂𝐿𝑁 ‚ , 𝐿𝑂𝑃
‚
10. ••••
𝑂𝐿, ••••
𝑁𝑃
Activity 2
I.
Drawing/ illustration
1. Circle T
T
••••
2. radius𝑇𝑅
T R
••••
3. Diameter 𝑆𝑀
S M
••••
4. Chord 𝑂𝑃
P
5. Central angle ∠𝑅𝑇𝑆

R
T S
II
1. circle 6. circle
2, circle 7. greater – oblong - less
3. diameter – oblong – segment 8. circle
4. circle 9. circle
5. circle 10. less – oblong - greater
73
Activity 3
I.
C O C E N T E R S E A M C I R C L E T A
E S S O R S T M L N O I Q R S A G F B S
N C A D E K O S U N W K E A P Z C N Q E
T S C R T Y M A D E G E X T E R I O R M
R O A S C T R E I M I Q E A E B F B H I
A T L A S S H E A T C O V E R S E O U C
L E A N T I A G M Y H O P E L O V E R I
A L E A R N T H E B O C L O W E R S Y R
N G A I N M O R T O R E H E A L T H E C
G N E V E R G R E A D T P O L L I T S L
L A D E E L O A R A D I U S R L H I R E
O D I E T N A O K A L E R T S S I N H T
O E N O O D N H U D D L E S P I K T I E
K B E L L I N O B R O I L E R L E E D Q
S I L O M O R E O V E R I Q F G R R J U
P R A C A T T E S I E R E U R A Y I O E
R C T K D H U N G R Y O R A Y I A O Y E
E S E E S M A J O R A R C T A L L R A N
T N S R I N S E C H I C K E N L E G S Y
Y I S S O O N E R E A C H S E L F F Y O
II.
1. E. radius 6. H. inscribed angle
2. G. diameter 7. J. minor arc
3. C. central angle 8. B. major arc
4. F. semicircle 9. I. arc
5. A. chord 10. D. circle
Activity 4
I.
1. S. radius 6. N. semicircle
2. L. diameter 7. W. minor arc
3. M. chord 8. J. major arc
4. A. inscribed angle 9. I. center
5. O. central angle 10. E. radii
W I L L I A M J O N E S
7 9 2 2 9 4 3 8 5 6 10 1
Activity 5 (Answers may vary)
Prepared by:
MYRNA S. GUIRING, T-III/LEILANI T. SANTIAGO , T-III

SANTIAGO CITY NATIONAL HIGH SCHOOL
Writers
74
MATHEMATICS 7
Name: _____________________ Grade Level: ____
Date: ______________________ Score: __________

Construction of Polygons
This learning activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on construction of polygons.
A plane figure enclosed by three (3) or more non collinear segments is generally called
polygon. Thus, a triangle is a three-sided polygon and a quadrilateral is a 4-sided polygon. Here
are some polygons.
Triangle Quadrilateral Pentagon Hexagon Heptagon Octagon
Triangle – It is a polygon with three sides.
Construct a triangle with sides whose measures are a, b, and c.

Materials: Compass, Ruler and Pencil
1. Given: 3 segments whose lengths are a, b, and c. 2. Draw ray AP. Place the point of the compass on A
and make its opening equal to c intersecting ray AP
c at B.
b
a A c B P
3. With the point of the compass still on A, make its 4. Place the point of the compass on B and make its
opening equal to b and draw an arc. opening equal to A. draw an arc intersecting the arc
in step 3 at point C.
A c B P
A c B P
75
5. Connect the points A and C and points B and C.
C
b a
*∆ABC with AB = c, AC = b, and BC = a

A c B P
Square – It has four equal sides. All angles measure 90o.
Construct a square with the use of compass, ruler, and pencil.
1. Draw a line perpendicular to l that passes through 2. Place the tip of compass at point Q and adjust
Q. compass width to beyond the line.
l
Q l
Q
3. Draw two (2) arcs across the line creating point P 4. From each point P and Point R, draw arcs above
and point R. intersecting at Q.
l
P Q R
l
P Q R
5. Using your ruler, draw a line from N to Q. 6. With the same opening of the compass, place the
tip of the compass at P, then draw an arc.
N
M N
l
P Q R l
P Q R
76
7. With the same opening of the compass, place the 8. Using your ruler, connect point M to point N and
tip of the compass at N, then draw an arc intersecting point M to point P to form □PQNM
the arc drawn in step 4.
M N
M N
l
l P Q R
P Q R
Rectangle – It is a parallelogram with four right angles and two pairs of parallel.
Construct a rectangle ABCD with the use of compass, protractor, ruler, and pencil.
1. Draw a line segment AB. 2. Place the center of the protractor at point A and
mark an angle of 90o. Then, draw a line.
A B
A B
3. Placing the compass on the ruler indicating the 4. Place again the center of the protractor at point B
desired measurement. Then, Place the tip of the and mark an angle of 90o. Then, draw a line.
compass at point A and draw an arc.
D C
A B A B
77
5. Make a line connecting to point C to point D. 6. Rectangle ABCD.
D C D C
A B A B
Regular Pentagon – It is a five-sided polygon where all the sides are equal.
Construct a regular pentagon with the use of compass, ruler, and pencil.
1. Draw a circle with a center O. Then, draw diameter 2. Construct a perpendicular to line segment AB at O
AB. and intersecting the circle at C.
A
A
O
O
C
B
B
3. Place the tip of the compass at point C and make 4. Repeat step 3 but this time place the tip of the
the opening more than one-half of CO. Draw an arc compass at point O and let the arcs intersect.
up and down.
A
A
O
O C
C
B
B
78
5. Draw a line on the intersection of arcs and mark the 6. Using your compass, draw a circle with a radius
midpoint D. CD.
A A
O O
C D C D
B B
7. Draw a line BD intersecting circle D at E and F. 8. With the compass on B and radius BF, draw an arc
intersecting the larger circle at G and H.
A
A
E
E
O
C D O
C D
F
F
B G H
B
9. With the tip of the compass at point B and radius 10. Connect A and I, A and J, J and H, H and G, and
BE, draw an arc intersecting the larger circle at I and G and I to form the sides of AE, AJ, JH, HG, and GI
J. of the regular pentagon AJHGI.
A A
E E
I J I J
O O
C D C D
F F
G H G H
B B
Regular Hexagon – It is a six-sided polygon where all sides are equal.
Construct a regular hexagon with the use of compass, ruler, and pencil.
79
1. Draw a line segment AB. 2. With line segment AB as the width of the compass,
place the tip of the compass at point A. Then, draw an
arc above the line segment AB.
A B
A B
3. With the same width of the compass, place the tip 4. With the same width of the compass, place the tip
of the compass at point B. Then, draw an arc above of the compass at point C. Then, draw a circle.
line segment AB intersecting the arc in step 2 at C.
A B C
A B
5. With line segment AB as the width, place the tip of 6. With line segment AB as the width, place the tip of
the compass at point A. Then, draw an arc the compass at point D. Then, draw an arc
intersecting the circle at D. This is the third vertex of intersecting the circle at E.
the regular hexagon.
D C
D C
A B
A B
80
7. With line segment AB as the width, place the tip of 8. With line segment AB as the width, place the tip of
the compass at point E. Then, draw an arc intersecting the compass at point F. Then, draw an arc intersecting
the circle at F. the circle at G.
E F E F
D C D C G
A B A B
9. Connect the vertices. 10. The result is a regular hexagon ADEFGB.
E F E F
D C G D C G
A B A B
Learning Competency: Construct triangles, squares, rectangles, regular pentagons, and

regular hexagons. (M7GE-IIIh-I-1)
Activity 1: Decode to find me!
Direction: Answer the questions below by arranging the jumbled letters inside the
parenthesis. Write your answer on the space provided.
___________________1. It is a closed figure where the sides are all line segment.
(OPNLYOG)
___________________2. A plane figure with four equal side and four right angles.
(QERUSA)
___________________3. A part of circumference of a circle or other curve. (CRA)
___________________4. It is a four-sided polygon. (TAERIDALQULAR)
___________________5. It has eight sides. (TGOCANO)
___________________6. The simplest polygon with three sides. (LENGTARI)
___________________7. It is used in measuring and drawing angles. (CARTROPROT)
___________________8. A six-sided polygon with all sides equal. (RALGUER
NOHEGAX)
___________________9. An instrument for drawing circles and arc. (SAPMOCS)
___________________10. It has five sides. (NEPGATON)
81
Activity 2. Build me!
Direction: Construct a triangle XYZ by following the steps. Use the space below.
Steps
1. Draw ray XO. Place the tip of the compass on point X, then draw an arc intersecting
ray XO and mark that as point Y.
2. With the point of the compass still on X, make its opening equal to Y and draw an arc
above.
3. Place the point of the compass on point Y and make its opening equal to point X. Draw
an arc intersecting the arc in step 2 and mark it point Z.
4. Connect the points X and Z and points Y and Z using your ruler to form the ∆XYZ.
Activity 3. Sketch me with a recommended size!
Direction: Draw a rectangle ABCD, where AB = 10 cm and BC = 4 cm. Follow the steps
below.
Steps
1. Using your ruler, draw a line segment AB of 10 cm.
2. Place the center of the protractor at point A and mark an angle of 90o. Then, draw a line
through this.
3. Placing the compass on the ruler indicating of 4 cm. After, Place the tip of the compass
at point A. Then, draw an arc intersecting the above line and mark it point D.
4. Place again the center of the protractor at point B and mark an angle of 90o. Then, draw
a line. Repeat the step three and mark it point C
5. Make a line connecting to point C to point D to form the Rectangle ABCD.
82
Activity 4. Transforming into a real me!
Direction: Construct a regular pentagon ABCDE. Show your drawing in step by step.
1. Draw a circle with a center O. Then, draw diameter 2. Construct a perpendicular to line segment AG at O
AG. and intersecting the circle at I.
3. Place the tip of the compass at point I and make the 4. Repeat step 3 but this time place the tip of the
opening more than one-half of IO. Draw an arc up and compass at point O and let the arcs intersect.
down.
5. Draw a line on the intersection of arcs and mark the 6. Using your compass, draw a circle with radius IZ.
midpoint Z.
7. Draw a line GZ intersecting circle Z at P and Q. 8. With the compass on G and radius GQ, draw an arc
intersecting the larger circle at D and C.
83
9. With the tip of the compass at point G and radius 10. Connect A and E, A and B, B and C, C and D, and
GP, draw an arc intersecting the larger circle at E and D and E to form the sides of AE, AB, BC, CD, and
B. DE of the regular pentagon ABCDE.
Activity 5. Create me!

Directions: Construct a regular hexagon ABCDEF. Refer to the example above.
Reflection
How do you feel while constructing the polygons? Have you encountered difficulty in
constructing the polygons? Tell your experience.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
84
References
Next Century Mathematics 7, E-MATH 7 Revised Edition, POWERTOOLS IN MATH

6, MATH WORLD 5 Revised Edition, Soaring 21st Century Mathematics 5 2nd Edition
Answer Key
Activity 1 Activity 2 Activity 3

1. POLYGON
2. SQUARE Z
3. ARC
4. QUADRILATERAL
5. OCTAGON
6. TRIANGLE 4 cm
7. PROTRACTOR
8. REGULAR HEXAGON X Y O
9. COMPASS A B
10. PENTAGON 10 cm
Activity 4
1. A 2. A 3. A
O O O
I I
G G G
4. 5. 6.
A A A
O O O
I I Z I Z
G G G
85
7. 8. 9.
A A A
P P P
E B
O O O
I Z I Z I Z
Q Q Q
D C D C
G G G
10.
P
E B
O
I Z
Q
D C
G
Activity 5
10.
C E
B O F
A B
“Good Health and good sense are two of life’s greatest blessings”
Prepared by:
RANDY B. TOLENTINO REX C. ISLA

Teacher Teacher
86
MATHEMATICS 7
Name: __________________________________________ Grade Level: _____

Section: _________________________________________ Date: ____________

Sides and Angles Reveal Different World
This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for students’ mastery on problems involving sides and
angles of a polygon.
Important Terms to Remember
A polygon is a union of non-collinear segments, the sides, on a plane that meet at their
endpoints, the vertices, so that each endpoint (vertex) is contained by exactly two segments
(sides).
Polygons are named according to the number of sides. Here is a list of the polygons
Name of Polygon Number of Sides Name of Polygon Number of sides
Triangle 3 Dodecagon 12
Quadrilateral 4 Triskaidecagon 13
Pentagon 5 Tetrakaidecagon 14
Hexagon 6 Pentakaidecagon 15
Heptagon 7 Hexakaidecagon 16
Octagon 8 Heptakaidecagon 17
Nonagon 9 Octakaidecagon 18
Decagon 10 Enneakaidecagon 19
Undecagon 11 Icosagon 20
A regular polygon has equal length and equal angles. Any other polygon is an irregular
polygon, which by definition has unequal length sides and unequal angles between sides. When
a triangle has all the sides and angles the same, we know it as an equilateral triangle, or a regular
triangle. A quadrilateral with all sides and angles the same is known as a square, or regular
87
quadrilateral. A pentagon with all sides and angles the same is called a regular pentagon. An n-
gon with sides and angles the same is called a regular n-gon.
Angles of Regular Polygons
There are two types of angles associated with a convex polygon: exterior angle and
interior angle. An exterior angle of a convex polygon is an angle that is both supplement and
adjacent to one of its interior angles.
The sum of exterior angles of any polygon is 360º.
exterior angle
interior angle
The Sum of polygon’s interior angles

The formula to find the sum of the interior angles of any polygon is sum of
angles = (n- 2)180° , where n is the number of sides of the polygon.

The learner solves problems involving sides and angles of a polygon. (M7GE-IIIj-1)
Activity 1: Can you find me?

Find the number of sides of a regular polygon with an exterior angle of:
1. 45˚ n= sides
2. 24˚ n= sides
3. 36˚ n= sides
4. 72˚ n= sides
5. 20˚ n= sides
6. 15˚ n= sides
7. 30˚ n= sides
8. 90˚ n= sides
9. 60˚ n= sides
10. 18˚ n= sides
88
Activity 2: Count Me In!
Find the measure of each interior angle of a regular polygon with
1. 5 sides answer:
2. 18 sides answer:
3. 24 sides answer:
4. 12 sides answer:
5. 8 sides answer:
6. 10 sides answer:
7. 20 sides answer:
8. 36 sides answer:
9. 15 sides answer:
10. 40 sides answer:
Activity 3: Discover Me!

Find the angles marked with letters.
Y
X Y 4. Z 1030
1.
X
680 350
660 420
2. A 620
750 5.
300
C
0
A 66 B
3. 1260 6.
500
X Z
Y W 540
x x
89
Activity 4: Find My X?
Determine the value of x in the given figure.
x x
1. 0
4. x – 410
x + 28
x – 20
1180
880
x – 160 x + 280
x – 150
x + 190
2x0 x + 750
2. 5. x + 480
1560
1300
730 x + 270
1170
x + 360
2x + 960
3x + 630 800
3.
2x + 230
x0 x0
390
2x – 170
x + 810
Activity 5: Fix Me!

Read the problem carefully and solve. Rubric for scoring is given below.
1. The sum of all the interior angles of a polygon is three times the sum of its exterior
angles. Find the number of sides in the polygon. Also, find the measure of each exterior
angle and each interior angles.
2. One of the angle of a polygon is 140° and each of the other angles is 116°. Find the
number of sides in the polygon.
3. The angle of a pentagon are in the ratio 1 : 2 : 3 : 5 : 7. Find the measure of the smallest
and the largest angles.
4. A man is trying to fit a washing machine into a corner of a four-sided room. He knows
that all the walls are perfectly straight, but he is not sure if the corner is an exact right
90
angle. If the other three corners are all 90° angles, what is the measure of the missing
corner?
5. A man mowing his six-sided yard who’s unable to remember all of its dimensions. He
remembers the five corners measure 95°, 98°, 109°, 1320 and 1410. What is the measure
of the sixth corner?
CRITERIA OUTSTANDING SATISFACTORY DEVELOPING BEGINNING

(4) (3) (2) (1)
Understands Identifies special Understands the Understands Doesn't
the problem factors that problem. enough to solve understand
influences the part of the enough to get
approach before problem or to get started or make
starting the part of the progress.
problem. solution.
Accuracy The computations The computations The computations The
are accurate. A are accurate. Use of are erroneous and computations
wise use of key key concepts in show some use of are erroneous
concepts in solving solving sides and key concepts in and do not show
sides and angles of angles of polygon. solving sides and some use of key
polygon. angles of concepts in
polygon. solving sides
and angles of
polygon.
Reflection
Complete the statement
I have learned that
91
Answer Key
Activity 1: Can you find me?
Find the number of sides of a regular polygon with an exterior angle of:
8
1. 45˚ n= sides
15
2. 24˚ n= sides
10
3. 36˚ n= sides
5
4. 72˚ n= sides
18
5. 20˚ n= sides
24
6. 15˚ n= sides
12
7. 30˚ n= sides
4
8. 90˚ n= sides
6
9. 60˚ n= sides
20
10. 18˚ n= sides
Activity 2: Count Me In!

Find the measure of each interior angle of a regular polygon with
108
1. 5 sides answer:
160
2. 18 sides answer:
165
3. 24 sides answer:
150
4. 12 sides answer:
135
5. 8 sides answer:
144
6. 10 sides answer:
162
7. 20 sides answer:
170
8. 36 sides answer:
156
9. 15 sides answer:
171
10. 40 sides answer:
92
Activity 3: Discover Me!
Find the angles marked with letters.
Y=720
4. 10
1. X=1120 Y=1450 Z =3 1030
X=1490
680 350 660 420
2. 5. A=900 620
750
300 C=1180
80
A= 1890
B= 2
660
3. 6.
1260 500
X=540 Z=54 0
Y=1260 W=1260 540
x=650 x=650
93
Activity 4: Find My X?
Determine the value of x in the given figure.
x x
1. 0
4. x – 410
x + 28
x – 20
1180
880
x – 150 x – 160 x + 280
x + 190
Answer: 107 Answer: 122
5. x + 750
2x0 1560 x + 480
2.
1300
730 x + 270
1170
x + 360
2x + 960
Answer: 19 3x + 630 800
x0
Answer: 72
3.
2x + 230
x0
390
2x – 170
x + 810
Answer: 69
94
Activity 5: Fix Me!
Read the problem carefully and solve. Rubric for scoring is given below.
1. The sum of all the interior angles of a polygon is three times the sum of its exterior
angles. Find the number of sides in the polygon. Also, find the measure of each exterior
angle and each interior angles.
Answer: Number of Sides = 8, exterior angle = 450 and interior angle = 1350
2. One of the angle of a polygon is 140° and each of the other angles is 116°. Find the
number of sides in the polygon.
Answer: 6
3. The angle of a pentagon are in the ratio 1 : 2 : 3 : 5 : 7. Find the measure of the smallest
and the largest angles.
Answer: smallest angle = 300 and largest angle = 2100
4. A man is trying to fit a washing machine into a corner of a four-sided room. He knows
that all the walls are perfectly straight, but he is not sure if the corner is an exact right
angle. If the other three corners are all 90° angles, what is the measure of the missing
corner?
Answer: 900
5. A man mowing his six-sided yard who’s unable to remember all of its dimensions. He
remembers the five corners measure 95°, 98°, 109°, 1320 and 1410. What is the measure
of the sixth corner?
Answer: 1450
References
K to 12 Curriculum Guide in Mathematics. Available
at:https://lrmds.deped.gov. ph/detail/5455 Mathematics 7 Teaching Guide
Worksheet on Interior Angles of a Polygon | Sum of the Interior Angles Formula.

(2020). Retrieved 27 July 2020, from https://www.math-only-math.com/worksheet-on-
interior-angles-of-a-polygon.html
(2020). Retrieved 27 July 2020, from https://mathsmadeeasy.co.uk/wp-
content/uploads/2017/11/GCSE-Maths-Revision-Box-Plots-Answers.pdf
Prepared by:
CRISEL C. BISTANTE, T-III

MARJORIE INGARAN, T-I
95

Mathematics 7 LAS Quarter 3

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7

LEARNING ACTIVITY SHEETS

Language Editor: PERFECTA BAUTISTA, Education Program Supervisor– ENGLISH

Practice Personal Hygiene protocols at all times. i

Illustrates subsets of a line. ______

Derives relationships of geometric figures using measurements and

Derives relationships among angles formed by Uses a compass and

Uses a compass and straightedge to bisect line segments and angles

Illustrates polygons: (a) convexity; (b) angles; and (c) sides.

Constructs triangles, squares, rectangles, regular pentagons, and

Solves problems involving sides and angles of a polygon

Name of Learner: ________________________Grade Level: ______________

LEARNING ACTIVITY SHEET

Background Information for Learners

Plane A Plane BCD

B. Name the point that intersects the given lines.

Exercises 4. Who I Am? Recognize the following as a point, a line , or a plane.

Exercises 3. Make Me Complete!

Exercises 5. Let’s make a Figure !

Gee P. Baltazar Mely C. Paulino

LEARNING ACTIVITY SHEET

Background Information for Learners:

A segment is named by its two endpoints, for example 𝑅𝑆 ⃐$$$$$ or 𝑆𝑅

Learning Competency with Code

Direction: Multiple Choice: Choose the best answer.

1. Which of the following has no endpoints?

Direction: Use the figure to name each of the following.

A. Use the figure below to answer each question.

1. Name two line segments

4. Name four rays

3. Line segment ⃖$$$$$

$$$$$$⃗ and the ray

LEARNING ACTIVITY SHEET

Background Information for Learners

Learning Competency with code

Acute Angle Right Angle Obtuse Angle

C) Name each angle in three different ways.

D) Draw and label following angles.

2. Why is this figure not an angle?

Exercise 4. In this activity, you are going to make a COMMUNITY OF

Complete this statement:

K to 12 Most Essential Learning Competencies.(2020). Retrieved from

K to 12 Curriculum Guide: Mathematics. (2017, July 5). Retrieved from

Teachers Guide in Mathematics 7. Retrieved from

Naming Angles. Retrieve from

Sample Map. Retrieved from

Rubric for city map. Retrieved from

Exercise 2. Answers may vary.

Exercise 3. Answers may vary.

GERALDINE S. CANLAS and LEONARD B. SAMBILE

LEARNER’S ACTIVITY SHEET

Background Information for Learners

Terms Definition Illustration Example

30o + 60o = 90o

Congruent Angles Two angles with 90! = 90!

Vertical Angles Non- adjacent a=b

Linear Pairs Formed when If ∠BCA and ∠ACD

Parallel Lines These L1 is parallel to L2

5. 71" 10. 19"

What are the topic you hardly catch up?

How much do you understand the lesson?

What are the topic that you understand very well?

Wikipedia contributors. (2020c, July 8). Geometry. Wikipedia.

Activity 3 Processing Activity

Name of Learner: __________Grade Level:

Name of Learner: ____________________________ Grade Level: _

_________ _ _________

_________ _ _________

_ _

________ _ ___________

______ _ _________

_

________ _ _________