PRE-ASSESSMENT

Let’s Check What You Know

Let’s find out how much you already know about the lessons in this learning kit. PLEASE
DO NOT FLIP THE PAGES OF THIS LEARNING KIT AT THIS STAGE. If you make an
error with your choices, you can always go back to this page later. Choose the letter that
you think best answers the question. ENCIRCLE the letter of your answer. Please answer
all items. After taking this short test, check for the right answer using the answer keys.
Take note of the items that you were not able to correctly answer and learn why they are
incorrect as you go through this learning kit.
Let’s begin.

1) The following pictures models a point EXCEPT

A. B. C. D.

2) In reference to the figure below, which of the following is NOT true?

A B C D

A. CB and BA are opposite rays.

B. DB contains every point in DC.
C. AB is the same as AD.
D. Point C is the common endpoint of DC and CB.

3) Which of the following angles has a measure greater than 90° but less than 180°?
A. acute B. obtuse C. right D. straight

Page | 1
4) What is the relationship between interior and exterior angles of a polygon?
A. They are congruent.
B. They are complementary.
C. They are supplementary.
D. They form vertical angles.

5) In the figure, p and q are parallel lines and t is a transversal. Which of the following
statements about ∠1 and ∠2 is true?
A. ∠1 and ∠2 are complementary.
B. ∠1 and ∠2 are adjacent.
C. ∠1 and ∠2 are congruent.
D. ∠1 and ∠2 form a linear pair.

6) How many sides does a polygon have if the sum of the measure of its interior angles is
1440°?
A. 8 B. 10 C. 12 D. 14
7) In the figure below, which is NOT a radius of the circle?

A. FE B. CE C. AE D. BC

8) All of the following illustrates an acute angle EXCEPT

A. a man reaching his hands to his toes
B. the angle formed by the two legs when the man is walking
C. the angle formed by a pair of scissors when it about to cut a material
D. a man stretching his back

Page | 2
9) Which of the following figures is not a polygon?
A. B. C. D.

10) Which of the figures below shows that line m is a transversal?

A. C.

B. D.

Page | 3
 UNIT TITLE: GEOMETRY
LESSON: FUNDAMENTAL CONCEPTS OF GEOMETRY

I. CONTEXT

Learning Skills

To do well in this lesson, you can solve problems involving sides and angles of a polygon.

Lessons and Coverage

This unit will cover the following:

Title Specific Skills

Fundamental Concepts of Geometry

Represents points, lines, and planes using concrete and

Points, Lines, and Planes pictorial models.

Subsets of a Line Illustrates subsets of a line.

Angles and Angle Classifies the different kinds of angles.

Measurement

Geometric Figures
Derives relationships of geometric figures.
Relationships

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

Circles Illustrates a circle and the terms related to it.

Solves problems involving sides and angles of a polygon.

Page | 4
 II. EXPERIENCE
What You Need To Know

PRELECTION

1.1 Introduction and Focus Question

The Hubble Space Telescope (HST) is used by scientists to observe clearly the universe, stars,
galaxies, and other heavenly bodies. The HST helps us understand the outer space and the celestial
bodies. In some ways, we can relate the study of outer space to Geometry. The stars, constellations,
galaxies, and celestial bodies are related to each other in terms of points, lines, and planes. The HST
is very important for Astronomy in exploring some astronomical phenomena. Similarly, Geometry uses
different tools and instruments in applying its principles in various ways, (Quan, 2013).

ESA – Hubble overview

Source: esa.int

This chapter deals with the study of the basic theories and principles of Geometry, as well as how
they are applied to everyday experiences. You should also be able to answer the following question:

 How can we use the concept of Geometry to solve

real-life problems?

Page | 5
1.2 Initial Task (Activating Prior Knowledge)
Let’s Try This

Below is a generalization table. Your task is to fill in the “My Initial Thoughts” column about Geometry.
The “My Findings and Corrections” and “My generalizations” columns will be completed at the
evaluation part of this learning kit.

MY FINDINGS
MY INITIAL THOUGHTS AND MY GENERALIZATIONS
CORRECTIONS

Page | 6
 2.0 LESSON DISCUSSION Do You Know?

1.1 Pre-Activity to Lesson Discussion

Let us start this unit with the picture analysis below.

Source: smithsonianmag.com

Look at the plant closely.

Process Questions:

1. What geometric figures can you see that compose the plant? ______________________

2. How do these figures connect to each other to form the plant?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. Geometric figures exist in many objects around us, and from what you’ve observed, how
are geometric figures formed? How are they reflected in real-life objects/situations?

Geometry, just like any other mathematical system is based on undefined

terms, unproven statements (postulates and assumptions), and theorems.
Now, you will solve problems involving relationships among sides and angles
of a polygon.

Page | 7
 2.2 Activities What Can I Do?

LESSON 1: FUNDAMENTAL CONCEPTS OF GEOMETRY

EXPLORE

History of Geometry
The word geometry was derived from two Greek words,
geo and metron, which mean “earth” and “measure”,
respectively. Egyptian surveyors used geometry at least
5000 years ago, in reestablishing land boundaries
obliterated by the annual flooding of the Nile River. As early as 2000 B.C, the Babylonians
were already familiar with ways of determining the areas of some geometric figures such as
rectangles and triangles. Today, engineers and architects use geometry together with other
mathematics in their work. (Orines, 2017)

1.1. Represents Points, Lines, and Planes Using Concrete and Pictorial Models

A definition is a statement of the meaning of the word. You are already familiar with the terms point,
line, and plane. In Geometry, point, line, and plane are undefined terms, that is, they are not formally
defined. It is necessary to have a general agreement about these fundamental concepts of Geometry.

These are the undefined terms in Geometry.

1. A point has no dimension and denotes an exact location.
2. A line is a collection of points that extends in opposite directions without end.
It has one dimension and no thickness and width.
3. A plane is a flat surface made up of points and extends in two dimensions.
Take note that a plane has no depth and also extends without end.

Page | 8
Lines and planes are named by the use of points. Points are denoted by capital letters. The letters of
the points can be in any order, (Quan, 2013).

Point Line Plane

Model •A

a straight line with an

Description a dot arrowhead at each a slanted 4-sided figure
end
the letters the letters naming three
representing two points not on the same
Identification a capital letter
points on the line or a line or a capital script
lowercase script letter letter
plane PQR, plane PRQ,
line l, line XY or XY, plane RPQ, plane RQP,
Symbol/Name point A
line YX or YX plane QPR, plane QRP,
or plane T

The following are some real-life representations of points, line, and plane.
Point Line Plane

target power lines board

TRY THIS.

Tell whether each object most likely describes a point, line or a plane.
1. a wall ___________
2. the trails of a jet ___________
3. a granule of sugar ___________
4. a sheet of paper ___________
5. a star in the night sky ___________ Visit these links!
Points, Lines and Planes

https://tinyurl.com/y3g28ge9

Page | 9
 1.2. Subsets of a Line

Points that lie on the same line are called collinear points, while points that lie on
the same plane are called coplanar points.

Points A, B, and E are collinear points since they lie on the same line.
Points B, C, and D are coplanar since they lie on the same plane.

You can determine and define other important terms in Geometry from these undefined terms.
You can derive line segment and ray from a line. Consider the line AB (AB or BA)

The line segment or segment AB (symbolized as AB) consists of the endpoints A and B, and all
points between A and B. Note that the line segment BA (BA) or AB refers to the same segment.

You already know that a circle is a closed plane figure but it is not a polygon. Now, you will look at
terms commonly used in circles.
Every segment has exactly one midpoint.

In segment AB, Point C is the midpoint.

The ray AB (symbolized as AB) consists of initial point (or endpoint) A and all points that lie on the
same side of A, as point B. Ray AB (or AB) is illustrated below.

Here is another ray, which will be called Ray BA or BA.

Page | 10
Given AB and suppose there is a point C between the points A and B. Then CA and CB are called
opposite rays since they share common endpoint and extend to opposite directions.

Segments and rays are collinear if they lie on the same line; they are coplanar if they lie on the same
plane.

TRY THIS.

Draw two points A and B.

Then, sketch AB.
Add point C on AB to form opposite rays AB and AC.

Visit these links!

Lines, Segments, and Rays

https://tinyurl.com/yxl69fls

1.3. Angles and Angle Measures

An angle is the union of two collinear or noncollinear rays with a common endpoint.
The two rays are called the sides and the common point is called the vertex.

Any angle may be named by its vertex. Look at Figure 1.

Figure 1

Page | 11
This angle can be named as angle B or ∠𝐵 in symbol, or by three points, as ∠𝐶𝐵𝐴 or ∠1; or ∠𝐴𝐵𝐶 or
∠2. Note that in using three points to name an angle, the name of the vertex must always be in the
middle.The protractor is the instrument used in measuring angles. Many protractors have two scales
from 0° to 180°. It can be read from left to right or from right to left. In measuring an angle using the
protractor, follow these steps:

Step 1
Align the protractor with one side of the angle (initial side).
Step 2
Position the center of the protractor on the vertex of the angle.
Step 3
Then, read the measure of the angle on the correct scale up to the terminal
side.

In the figure above, the measure of the angle 𝑚 ∠𝐷𝑉𝐴 is 120°.

Study the given figure. What is the measure of 𝑚 ∠𝐷𝑉𝐵? What is 𝑚 ∠𝐷𝑉𝐶?
Evaluate 𝑚 ∠𝐷𝑉𝐶 + 𝑚 ∠𝐵𝑉𝐶. Compare the sum to the measurement of 𝑚 ∠𝐷𝑉𝐵.

Angles are classified according to their measure.

Acute Angle
An acute angle is an angle is an angle whose
measure is greater than 0° but less than 90°. ∠𝐴𝐵𝐶 is
an acute angle.
Right Angle
It is an angle whose measure is 90°.∠𝐷𝐸𝐹 is a right
angle. The symbol at E is used to show that
𝑚 ∠𝐴𝐵𝐶 is 90°.

Page | 12
Obtuse Angle
An obtuse angle measures greater than 90° but less
than 180°. ∠𝐺𝐻𝐼 is an obtuse angle.

Zero Angle
It is an angle whose measure is 0°. The initial side
and terminal side of this angle are in the same
position because the initial side did not move. So,
∠𝐽𝐾𝐿 is a zero angle.
Straight Angle
A straight angle is an angle which is 180°. The two
sides of these angles are collinear. ∠𝑀𝑁𝑂 is a
straight angle.
Reflex Angle
An angle which is greater than 180° but less than
360° is called a reflex angle. ∠𝑃𝑄𝑅 is a reflex angle.

TRY THIS.

Find the measure of the following angles and classify each angle
according to its measure.

a. ∠𝐴𝑉𝐶 m = _____ __________

b. ∠𝐵𝑉𝐷 m = _____ __________

Visit these links!

Measure and Classify an Angle

https://tinyurl.com/y4y89lpw

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 1.4. Relationships of Geometric Figures
1.4.1. Congruent Angles
In the following figures, two angles have the same measures. Angles such as these are said to be
congruent.

Since 𝑚 ∠𝐴 = 50° and 𝑚 ∠𝐵 = 50°, then ∠𝐴 ≅ ∠𝐵. The symbol “≅” is read as “is congruent to”.

Two angles are congruent if and only if their measures are equal. In symbols,
∠𝐴 ≅ ∠𝐵, if and only if 𝑚 ∠𝐴 = 𝑚 ∠𝐵.

1.4.2. Adjacent and Complementary Angles

Adjacent angles are two angles which have a common vertex and a common side but
have no interior points in common.

In the figure below, ∠𝐴𝐵𝐷 and ∠𝐶𝐵𝐷 are adjacent angles. The common vertex is B, and the common
side is BD. The interiors of ∠𝐴𝐵𝐷 and ∠𝐶𝐵𝐷 do not intersect and therefore, they have no interior points
in common.

∠𝐸𝐹𝐺 and ∠𝐺𝐹𝐻 are not adjacent angles. The common vertex of the two angles is F, and the common
side is FG. However, the interiors of ∠𝐸𝐹𝐺 and ∠𝐺𝐹𝐻 intersect, and the intersection is the interior of
∠𝐺𝐹𝐻.

Two angles are complementary if the sum of their measures is 90°. Each angle is
called the complement of the other.

Page | 14
 𝑚 ∠1 = 30°, 𝑚 ∠2 = 60°
∠1 and ∠2 are complementary.
Note that 𝑚 ∠1 + 𝑚∠2 = 90°.
𝑚 ∠𝐴 = 40°, 𝑚 ∠𝐵 = 50°
∠𝐴 and ∠𝐵 are complementary.
Note that 𝑚 ∠𝐴 + 𝑚∠𝐵 = 90°.
Complementary angles need not be adjacent.

TRY THESE.

A. Use the figure to answer the following question:

Are ∠𝐴𝐵𝐷 and ∠𝐶𝐵𝐸 adjacent angles? Why?
_____________________________________
_____________________________________
_____________________________________

B. Find the measure of the complementary angle with the following

measure.
1. 32° _____ 2. 16.5° _____ 3. 75.25° _____

Visit these links!

Complementary Angles

https://tinyurl.com/yydwwxk2

1.4.3. Supplementary Angles

The sum of the measures of two angles is not always equal to 90°, or greater than 0° but less
than 90°. The sum may be equal to 180°. Angle pairs of this type are called supplementary angles.

Two angles are supplementary if the sum of their measures is 180°. Each angle is
called the supplement of the other.

Page | 15
In the figure, 𝑚 ∠1 = 140°. Find the measure of ∠2, its supplement.
Since 𝑚 ∠1 = 140° and 𝑚 ∠1 + 𝑚 ∠2 = 180°, then
140° + 𝑚∠2 = 180°
𝑚∠2 = 180° − 140°
= 40°

TRY THIS.

Find the 𝑚 ∠𝐴𝐵𝐷 if the 𝑚 ∠𝐶𝐵𝐷 is 70°.

Visit these links!

Supplementary Angles

https://tinyurl.com/yxgcmwoq

1.4.4. Linear Pairs

There are times when the uncommon sides of adjacent angles are collinear. When this happens,
a pair of angles called linear pair is formed.

Two angles form a linear pair if and only if they meet these conditions:
a. they are adjacent angles; and
b. their uncommon sides are opposite rays.

∠𝐴𝐵𝐷 and ∠𝐶𝐵𝐷 are adjacent angles and their common side is BD. Their uncommon sides BA and
BC are opposite rays. Hence, ∠𝐴𝐵𝐷 and ∠𝐶𝐵𝐷 form a linear pair.

TRY THIS.

Identify all linear pairs in the figure.

Page | 16
 Visit these links!
Linear Pair: Definition, Theorem and Examples

https://tinyurl.com/y4paq9tt

1.4.5. Vertical Angles

When two lines intersect, four sides are formed. There exists a relationship between any two of these
angles. Some of these pairs are called vertical angles.

Two angles are vertical if and only if they are nonadjacent angles formed by two
intersecting lines.

∠1 and ∠3 are nonadjacent angles formed by two intersecting lines. Thus, ∠1 and ∠3 are
vertical angles. ∠2 and ∠4 are also vertical angles.

TRY THIS.

Identify all pairs of

vertical angles.

Visit these links!

Vertical Angles

https://tinyurl.com/y6xctoxt

Page | 17
 1.4.6. Perpendicular Lines

When two lines intersect, four angles are formed. If each of these angles is a right angle, then the
intersecting lines are perpendicular.

In the figure, ∠𝐴𝐸𝐷, ∠𝐴𝐸𝐶, ∠𝐵𝐸𝐶, and ∠𝐵𝐸𝐷 are all right angles. AB is perpendicular to CD.
In symbols, AB ⊥ CD. The symbol ⊥ is read as “is perpendicular to”. Note that the following are also
perpendicular: AB ⊥ CD, EA ⊥ CD, EA ⊥ EC, EA ⊥ ED, and so on.

 Two lines are perpendicular if and only if they intersect to form right angles.
 Segments or rays are perpendicular if and only if they are contained in
perpendicular lines.
 A line is perpendicular to a plane if and only if it intersects the plane at a point
and every line lying on the plane containing that point of intersection is
perpendicular to the line.

TRY THIS.
Compare parallel lines from perpendicular lines.

Every segment has exactly one midpoint. This midpoint divides the segment into
two congruent segments. Any line, ray, segment, or plane that passes through it is
a bisector of the segment. If the bisector of the segment is perpendicular to the
segment, then it is a perpendicular bisector of the segment.

MN is the perpendicular bisector of AB.

Page | 18
 Visit these links!
What Are Perpendicular Lines?

https://tinyurl.com/y5kzbl6j

1.4.7. Parallel Lines and Transversals

The relationship of a line to another line can be described based on its position with respect to
another.

Parallel lines are coplanar lines that do not intersect.

Source: alamandamaths.com

Two lines may be:

a. Coplanar and b. Coplanar but not c. Noncoplanar and
intersecting intersecting nonintersecting

𝑙1 and 𝑙2 are intersecting 𝑙3 and 𝑙4 are parallel lines, 𝑙5 and 𝑙6 are noncoplanar
lines and coplanar. coplanar, and and nonintersecting.
nonintersecting.

If line m and line n are two coplanar and nonintersecting lines, then they are parallel to each other. In
symbols, line m ∥ line n. The symbol “∥” is read as “is parallel to”.

In the next pair of figures below, a third line t intersects the two lines in two different points Q and R.
Line t is a transversal. On the other hand, the third line b intersects the two lines a and d at only one
point. This third line b is not a transversal.

Page | 19
Even if the two lines m and n are not parallel lines, t is a transversal. The third line can still be a
transversal for as long as it cuts the two lines at two different points.

A transversal is a line that intersects two or more coplanar lines at two or more distinct
points.

Pairs of Angles Formed by Parallel Lines Cut by a Transversal

Definition of Angles Formed by Lines and Transversal

Alternate interior angles are two nonadjacent interior angles on opposite

sides of the transversal.
Alternate exterior angles are two nonadjacent exterior angles on opposite
sides of a transversal.
Corresponding angles are two nonadjacent angles, one interior, and one
exterior on the same side of the transversal.

In the figure below, ∠4 and ∠5 are alternate interior angles, ∠1 and ∠7 are alternate
exterior angles, and ∠2 and ∠6 are corresponding angles. There are some other pairs
of alternate interior, alternate exterior and corresponding angles in the figure. Can you
identify all of them?

Relationship Between Pairs of Angles Formed by Parallel Lines Cut by a Transversal

There exist some relationships between pairs of angles formed by parallel lines cut by a transversal.

If two parallel lines are cut by a transversal, then

 any pair of alternate interior angles are congruent.
 any pair of alternate exterior angles are congruent.
 the corresponding angles are congruent.
 the interior angles on the same side of the transversal are supplementary.
 the exterior angles on the same side of the transversal are supplementary.

Page | 20
 Given the figure, if 𝑚 ∠1 = 73°, then

𝑚 ∠2 = 107°
𝑚 ∠3 = 107°
𝑚 ∠4 = 73°
𝑚 ∠5 = 73°
𝑚 ∠6 = 107°
𝑚 ∠7 = 73°
𝑚 ∠8 = 107°

TRY THIS.

Use the figure to answer the following.

A. Name all pairs of alternate interior angles.

B. Name all pairs of alternate exterior angles.
C. Name all pairs of corresponding angles.
D. If 𝑚 ∠8 = 124°, find all the other measures.

Visit these links!

Angles, Parallel Lines, and Transversals

tinyurl.com/1xivj7tj

You already know angles and parts of a line such as segments and rays. Now, you will investigate
plane figures formed by fitting together segments end to end.

Explore Defining Polygons

These are polygons. These are not polygons.

Page | 21
 Guide Questions:
a. What characteristics do the examples of polygons have in common?
______________________________________________________
______________________________________________________
b. In your own words, define a polygon.
______________________________________________________
______________________________________________________

1.5. Illustrate Polygons

The word polygon was derived from two Greek words poly meaning “many” and gon meaning
“angle”. It is often thought of as many-sided plane figure. Not all many-sided plane figures, however,
can be classified as polygons.
There is an infinite variety of geometric shapes in nature and many of them are polygonal in shape.
Honeycombs, snowflakes and some crystals are 6-sided or hexagonal in shape. Some flowers and
starfish are 5-sided or pentagonal in shape.

www.google.com/clipart-honeycomb;starfish;snowflakesjpar123PPG

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

Example 1. State whether the figure is a polygon or not.

a. c. e.

b. d. f.

Page | 22
ANSWERS:
a. Polygon
b. Not a polygon (it is not bounded by line segments)
c. Not a polygon (it is not bounded by line segments)
d. Not a polygon (it is not a closed plane figure)
e. Not a polygon (it is not a plane figure)
f. Not a polygon (because two of the segments intersect three other segments)

TRY THIS.
Which of these figures are polygons? Encircle the letter of your answer.

a. b. c. d.

e. f. g. h.

Visit these links!

Polygon

tinyurl.com/ygpgzdbp

In a polygon, each line segment is called a side and each endpoint where the sides
meet is called the vertex of the polygon.

Page | 23
 Classification of Polygons
Number
Name A polygon is classified by the number of
of sides
3 Triangle (tri = three) sides it has. The table on the left shows
4 Quadrilateral (quadri = four) the names of polygons.
5 Pentagon (penta = five)
6 Hexagon (hexa = six)
7 Heptagon (hepta = seven)
8 Octagon (octa = eight) A polygon with 18 sides is called an 18-sided
9 Nonagon (nona = nine)
polygon or an 18-gon. To name a polygon,
10 Decagon (deca =ten)
11 Undecagon (un+deca = eleven) the vertices are listed in consecutive order.
12 Dodecagon (duo+deca = twelve)
n n - gon B C
A diagonal of
pentagon ABCDE
A D is ̅̅̅̅
𝐵𝐸 .

A diagonal of a polygon is a line segment that connects two nonconsecutive vertices.

A polygon also separates the points on the plane into three sets: the interior of the
polygon, exterior of the polygon, and points on the polygon itself.

In the figure below, point A is in the exterior of the polygon, point B is on the polygon, and point C is in
the interior of the polygon.

A B
C

Page | 24
Example 2.
Name the polygon. Identify its angles, vertices, sides, and diagonals.
Identify a pair of each: consecutive angles, consecutive vertices, and consecutive sides.
E A
Answers: Name: pentagon CDEAB
̅̅̅̅, 𝑩𝑫
Diagonals: 𝑨𝑪 ̅̅̅̅̅, 𝑪𝑬
̅̅̅̅, 𝑫𝑨
̅̅̅̅, 𝒂𝒏𝒅 𝑬𝑩
̅̅̅̅
Angles: ∠𝑨 , ∠𝑩, ∠𝑪, ∠𝑫 , 𝒂𝒏𝒅 ∠𝑬
Consecutive angles: ∠𝑪 𝒂𝒏𝒅 ∠𝑫 D B
Vertices: A, B, C, D and E
Consecutive vertices: D and E
C
Sides: ̅̅̅̅
𝑨𝑩, ̅̅̅̅
𝑩𝑪, ̅̅̅̅
𝑪𝑫, ̅̅̅̅
𝑫𝑬, 𝒂𝒏𝒅 ̅̅̅̅ 𝑬𝑨
̅̅̅̅
Consecutive sides: 𝑨𝑩 𝒂𝒏𝒅 𝑩𝑪 ̅̅̅̅

TRY THIS.
Name the polygon. Identify its angles, vertices, sides, and diagonals. Identify a
pair of each: consecutive angles, consecutive vertices, and consecutive sides.
Angles: ______________________
Vertices: _____________________ R S
Sides: _______________________
Diagonals: ____________________ W T

Consecutive angles: _____________

V U
Consecutive vertices: ____________
Consecutive sides: ______________

Number of diagonals in a polygon

Observe the number of diagonals (d) that can be drawn from the given polygons below.

Quadrilateral Pentagon Hexagon

4 sides 5 sides 5 sides
2 diagonals 5 diagonals 5 diagonals

Page | 25
 Number of Diagonals in a Polygon
The number of diagonals (𝒅) that can be drawn in a polygon of 𝑛 sides
is given by the formula:
𝒏(𝒏 − 𝟑)
𝒅 =
𝟐

Example 3.
How many diagonals can be drawn in a polygon of 14 sides?
Solution:
𝑛(𝑛−3)
Given: 𝑛 = 14, 𝑑= 2
14(14−3)
𝑑= 2
14(11)
𝑑= 2
𝑑 = 77

TRY THIS.

How many diagonals can be drawn in a polygon with 16 sides?

Visit these links!

Polygon Diagonals

https://tinyurl.com/tn7nl9xl

1.5.1. Convex and Concave Polygons

Polygons may be convex or concave. A polygon is convex if no diagonal is in the

exterior of the polygon. A polygon is concave if at least one diagonal is in the exterior
of the polygon.

Page | 26
 These are convex polygons. These are concave polygons.

To illustrate, let us draw the diagonals of a figure from each group.

No diagonal is in A diagonal is in
the exterior of the the exterior of the
polygon. polygon.

Convex Concave

Visit these links!

Convex and Concave

https://tinyurl.com/43d422o7

Regular Polygons
Consider the following polygons.

D C H G L K

A B E F I J

Polygon EFGH is equiangular Polygon IJKL is equilateral and

Polygon ABCD is equilateral
because all angles are at the same time equiangular
because all sides are congruent.
congruent but not equilateral.

Figures like polygon IJKL are called regular polygons. Identical “tick marks” are used to indicate congruent
sides.
Some regular polygons
have special names. A
regular quadrilateral is a
square. A regular triangle is
an equilateral triangle.

A polygon is equilateral if all sides have equal length.

A polygon is equiangular if all the angles have equal measure.
A regular polygon is both equilateral and equiangular. Page | 27
 - Triangles
A triangle may be named using its three vertices. To name a triangle, use the triangle symbol (⊿)
followed by the three vertices (in any order). For instance, in the figure below, ⊿𝑋𝑌𝑍 describes a triangle
whose vertices are the points X, Y, and Z.
Z

X Y

There are two ways by which triangles may be classified. One way is by determining the size of its
angle and the other way is by the lengths of the sides.
Classification of Triangles by the Size of the Angles

Acute Triangle Obtuse Triangle

A triangle whose three angles are acute is An obtuse triangle is a triangle that has one
called an acute angle. If all three angles of a obtuse angle.
triangle measure less than 90°, then it is an
acute triangle.

Equiangular Triangle
If all three angles of a triangle are
congruent, the triangle is an equiangular
triangle.
Right Triangle
A triangle with one right angle is called a
right triangle. In other words, if one angle of
a triangle is 90°, the triangle is a right
triangle.

Classification of Triangles by the Length of the Sides

Equilateral Triangle
A triangle with three congruent sides is
called an equilateral triangle.

Page | 28
 Isosceles Triangle Scalene Triangle
An isosceles triangle is a triangle with at A triangle with no congruent sides is called
least two congruent sides. a scalene triangle.

Visit these links!

Triangles

https://tinyurl.com/56c8fecu

- Quadrilaterals

Quadrilateral just means "four sides" (quad means four, lateral means side).

A quadrilateral has:

 four sides (edges)

 four vertices (corners)
 interior angles that add to 360 degrees:

Classifications of Quadrilaterals

There are special types of quadrilateral:

The Rectangle The Square

A rectangle is a four-sided shape where every A square has equal sides and every
angle is a right angle (90°). Also opposite angle is a right angle (90°) and also,
sides are parallel and of equal length. opposite sides are parallel.

The Rhombus The Parallelogram

A rhombus is a four-sided shape where all
sides have equal length. Opposite sides are
parallel and opposite angles are equal. A
rhombus is sometimes called a rhomb or
a diamond.
A parallelogram has opposite sides which are
parallel and equal in length and opposite
angles are equal.
Page | 29
 The Trapezoid

Trapezoid has a pair of parallel opposite sides

and a trapezium is a quadrilateral with NO
parallel sides.

Visit these links!

What Are Quadrilaterals?

https://tinyurl.com/6gcybj2f

1.5.2. Sum Of The Interior And Exterior Angles Of A Polygon

The angles formed by the sides of a polygon are called interior angles of a
polygon. The angles formed in the exterior of the polygon when its side are
extended are called exterior angles of a polygon.

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

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

𝑺𝒊 = (𝒏 − 𝟐)𝟏𝟖𝟎°

Page | 30
Example 4 Find the sum of the measures of the interior angles of the following:
a. Convex polygon b. A polygon with 13 sides
Solution:
Let 𝑆𝑖 be the sum of the measures of the interior angles.
a. 𝑆𝑖 = (𝑛 − 2)180°
= (5 − 2)180
= 3(180)
= 540

b. 𝑆𝑖 = (𝑛 − 2)180°
= (13 − 2)180
= 11(180)
= 1980

We can find the measure of an interior angle of a regular polygon by dividing the sum of the measures
of the interior angles by the number of sides.

The measure of each interior angle of a regular polygon (𝑚∠𝑖) with n sides is

(𝒏 − 𝟐)𝟏𝟖𝟎
𝒎∠𝒊 =
𝒏

Example 5. Find the measure of each interior angle of each polygon:

a. regular 15-sided polygon b. regular octagon
Solution:
(𝑛−2)180 (15−2)180 (13)180
a. 𝑚∠𝑖 = = = = 𝟏𝟓𝟔°
𝑛 15 15

(𝑛−2)180 (8−2)180 (6)180

b. 𝑚∠𝑖 = = = = 𝟏𝟑𝟓°
𝑛 8 8

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

Page | 31
 The measure of each exterior angles of a regular polygon 𝑚∠𝑒 with 𝑛 sides is
𝟑𝟔𝟎°
𝒎∠𝒆 =
𝒏

Example 6. What is the measure of each exterior angle of the given polygons?
a. regular pentagon b. regular nonagon
Solution:
360 360
a. 𝑚∠𝑒 = = = 𝟕𝟒°
𝑛 5

360 360
b. 𝑚∠𝑒 = = = 𝟒𝟎°
𝑛 9
Visit these links!
Sum of Interior and Exterior Angles

https://tinyurl.com/yvmand29

1.6. Illustrates Circles

Explore Wheels, anyone?

Name four appliances or machines that have wheels.
What are the wheels for? Why are wheels circular in shape?
Does it make sense if the wheels of a car are triangle or rectangular in shape?

A circle is the set of all points in a plane at a given distance (radius) from a given
point (center) in the plane.
A radius of a circle is a line segment from the center to ay point on the circle.
A chord of a circle is a linr segment whose endpoints lie on the circle.
A diameter of a circle is a chord containing the center.

Page | 32
 A circle is named by its center. Note that the radius
M of a circle is not unique. You can draw as many
radii on a circle as there are points on the circle.
Circle P The same is true for a diameter of a circle.

P Radius ̅̅̅̅̅
𝑃𝑀

Visit these links!

Example 1. R Circles

https://tinyurl.com/pu3kqt3r
P
Refer to the figure on the right.
a. Name the circle. O
b. Identify all diameters. T
c. Identify two radii.
d. Identify two chords.

ANSWERS:
a. Circle O
̅̅̅̅
b. 𝑇𝑃
c. ̅̅̅̅
𝑂𝑃 and ̅̅̅̅
𝑂𝑇
̅̅̅̅ and 𝑇𝑃
d. 𝑅𝑇 ̅̅̅̅

TRY THESE.
D

a. Refer to the figure on the right.

b. Name the circle ___________________ C
A
c. Identify al lthe diameters. _______________ B

d. Identify all radii. ______________________

E
e. Identify all chords. ____________________ F

A arc of a circle is two points on the circle and the continuous part of the circle between
two points. The two points are called the endpoints of the arc. Arc measure is found
by measuring the central angle. Page | 33
 ̂ and 𝑌𝑋
Arc XY is written as 𝑋𝑌 ̂.

X Y

There are three types of arcs, namely: semicircles, minor arcs, and major arcs.
A semicircle is an arc of a circle whose endpoints are the points of the diameter.
A minor arc is an arc of a circle that is smaller than a semicircle.
A major arc is an arc of a circle that is larger than a semicircle.
A central angle is the angle with its vertex at the center of the circle and whose
sides pass through the endpoint of the arc.

Example 2 C D
Refer to the figure on the right.
a. Name 2 semicircles. 70°
b. Identify at least 3 minor arcs. B
c. Identify at least 3 major arcs.
E
̂.
d. Find the arc measure of 𝐵𝐶 A

ANSWERS:
̂ and 𝐷𝐸𝐴
a. 𝐷𝐵𝐴 ̂ . Semicircles are named using their endpoints and a third point on
the arc, which is placed in the middle.
̂ 𝐵𝐶
b. 𝐴𝐵, ̂ , 𝐶𝐷
̂ , 𝐵𝐷
̂ , 𝐴𝐶
̂
̂ , 𝐴𝐶𝐸
c. 𝐵𝐷𝐸 ̂ , 𝐶𝐷𝐴
̂ , 𝐵𝐷𝐴
̂ , 𝐷𝐸𝐶
̂ , 𝐷𝐴𝐵
̂ , 𝐷𝐴𝐶
̂ . Major arcs are named in the same way as
semicircles
̂ = 70° . Arc measure is found by measuring the central angle.
e. m𝐵𝐶
f.

Definition of Degree measure of Arcs

The degree measure of the minor arc is equal to the degree measure of the central angle.
The degree measure of the major arc is equal to 360° minus the degree measure of its
related minor arc.
The degree measure of a semicircle is 180°
The degree measure of a full circle is 360°
Page | 34
 TRY THIS. B
Refer to the figure on the right.

C
a. Identify a semicircle. _____________ 96°
b. Identify 2 minor arcs. ____________________
c. Identify 2 major arcs. ____________________
A
̂ . ______________
d. Find the arc measure of 𝐴𝐶

A secant of a circle is a line that intersects the circle in two points.

A tangent of a circle is a line lying on the same plane as the circle and that
intersects the circle in exactly one point. The point where the tangent touches the
circle is called point of tangency.

Example 3

Refer to the figure below. Identify a secant and a tangent of the circle. Also, identify the point of
tangency.
𝓵
X
⃡
ANSWERS: Secant: 𝐗𝐘 R

Tangent: line 𝓵
Point of tangency: R
Y

TRY THIS.

Draw a secant ⃡𝐴𝐵 and line 𝓅 that is tangent to circle O at point C.

Page | 35
 Knowing the fundamental concepts of geometry contributes to various
fields of study. As you are about to explore the beauty of structures in your
environment, you’ll then appreciate the beauty of geometry.

GEOMETRY

A. True or False

Write TRUE if the statement is true and FALSE if the statement is false.

__________ 1. A point has dimension.

__________ 2. A plane has infinite number of lines.
__________ 3. Opposite rays are not coplanar.
__________ 4. Angles with a common side are adjacent.
__________ 5. Two intersecting lines form two pairs of vertical angles.

B. Name the following.

S
1. Two pairs of opposite rays
2. 3 acute angles A
O
3. Vertex of ∠SKG
4. Sides of ∠HKS
5. m ∠RKX
H K G
6. Pair of complementary angles
7. Two linear pairs
8. 3 adjacent angles
9. Two pairs of vertical angles
10. m ∠GKX + m ∠SKR R X

Page | 36
 C. Given the figure, find the following.
A x
1. The transversal
2. A pair of corresponding angles D B
3. A pair of alternate exterior
C
angles F
y
4. Two pairs of same-side interior E H
angles G
5. If m ∠ D is 85°, find the other
measures.
z
D. Complete the table below.

No. of Measure of each

Polygon No. of diagonals Sum of interior angles
sides interior angle

Heptagon

Octagon

Nonagon

Dodecagon

15-gon

E. For the given figure, name or identify the following:

1. the circle ___________________

2. two diameters ________________ r

3. four radii _____________________ A E

4. three chords ____________________

5. a secant _____________________ C
B
6. a tangent ____________________ D

7. the point of tangency ___________

Page | 37
 Fundamental concepts of geometry are often encountered in many fields of
mathematics. Activities like these give you opportunities to explore the
concepts you have encountered in the lesson.
At this point, you should already understand the fundamental concepts of
geometry.

Guide Questions:

1. Give at least one real-life representation of each of the undefined terms of geometry.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

2. Describe polygons. How do you differentiate polygons from nonpolygonal geometric figures?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

3. How can the fundamental concepts of geometry be applied in real-life situations? Explain and cite
examples.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Do you have queries? concerns?

Do you need some guidance? Let’s talk.
I am available at our Facebook Messenger.

Page | 38
2.3 Learning Content
What Is It?

GEOMETRY

Angles Circles
Undefined Terms

Acute diameter center

Line Point Plane
Obtuse radius secant
Line segments, rays, Polygon
midpoint
Right chord tangent
Concave Convex
Intersecting Lines
Angle Pair arc
Quadrilateral Triangle
Parallel Lines
Linear semicircle
Parallelogram Acute
Perpendicular Lines
angles
Vertical Major arc
Rectangle Right
Complementary Transversal Lines Minor arc
Square Obtuse
Supplementary

Rhombus Equiangular
Corresponding

Trapezoid Scalene
Adjacent
sides

Equilateral
Alternate Interior

Isosceles

Do you have queries? concerns?

Do you need some guidance? Let’s talk.
I am available at Facebook FMessenger.

Page | 39
 2.4 Attaining the Power Standard

In your previous activities, you learned how to solve problems involving sides and angles of
a polygon. The skills you have learned will help you solve real-life problems.
Plane figures, specifically polygons and their properties are widely used in different fields
like surveying, optics, architecture, visual arts, computer graphics, and graphic designs.
Real-life representations of the relationships of these geometric figures help you understand
the concepts related to polygons for you to get a better grasp of things around you.

In this part, you will apply your knowledge of sides and angles of a polygon in solving some
real-life situations.

SOLVE TO KNOW!

Read and analyze the given situations carefully. Solve by following the steps in problem-solving.

1. ∠𝐸 and ∠𝐹 are supplementary. The measure of ∠𝐸 is 54° more than the measure of ∠𝐹. Find
the measure of each angle.

2. A stained glass window is in the shape of a regular hexagon. What is the measure, in degrees,
of ∠𝐻 in the window?

∠𝐻

Page | 40
3. A soccer ball consists of repeating regular pentagons and hexagons. Find the measure of one
interior angle of a pentagon.

4. Maddie entered her design for an environmental club flag in the school contest. What is the
value of x in her flag?

74°
26°

2𝑥

Do you have queries? concerns?

Do you need some guidance? Let’s talk.
I am available at Facebook Messenger.

Page | 41
 Let’s Connect
III. REFLECTION

How are the fundamental concepts of geometry applied in real-life situations?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Page | 42
 My Claim, My Evidences, My
Reasoning
IV. Synthesis

How can we use the concept of Geometry to solve real-life problems?

My Claim

The concepts of geometry can be used in real life through…

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

My Evidence

Some examples that I can provide to show how the concepts of geometry can be used in real
life are…
______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

My Reasoning
I can now confidently say that the concept of geometry is useful in real life because…
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Page | 43
 Self Check

V. Evaluation

Rewrite your initial thoughts.

Then fill in the “My Findings and Corrections” and “My Generalizations” column with your new
knowledge of the topic.

MY FINDINGS
MY INITIAL THOUGHTS AND MY GENERALIZATIONS
CORRECTIONS

Page | 44
VI. Values Integration

Let’s Integrate the 5C’s

Every day we are surrounded by space, and the shape of things. The very planet
we live on is situated in a universe full of interesting stars, surrounded by other
planets. All of them have different shapes and sizes.

As a student, you are surrounded by various characteristics of individuals around

you which helps you build relationship with them. You create patterns and figures
of how you will be interacting with them. The world gives you opportunities to
discover different life patterns, and therefore, helps you recognize and describe
and make predictions accurately.

Page | 45
 VII. Action

What I Have Learned ? How Can I Relate This To The World ?

Now you are ready to apply the concepts you have learned in your day-to-day activities. Let us relate
the concepts learned in the real world. Do this activity.

Goal Interpret and apply geometry to a real-life scenario.

Role You are an architect and member of the Philippine Institute of Architects
(The Philippine Institute of Architects (PIA) is an architectural society in
the Philippines and is the oldest architectural society in Asia.)
Audience You will present your output to the PIA board.

Situation The PIA will be having an exhibit for March to showcase unique structural
designs using polygonal figures.

As a member of the PIA, you are tasked to design a structure made of

polygon figures to relate to architectural design. You may opt to design a
bridge, a tower, or some other type of building. Using rulers, templates,
and very creative imaginations, you will be designing structures.

Product/Performance You will design a structure made of polygon figures to relate to

architectural design.
In the examples below, notice the polygon figures. Your job is to use very
specific polygon figures in your design, and be able to name them
(according to the number of sides) and their properties (sum of interior and
exterior angles).

Page | 46
Please be guided by the following procedures in the accomplishment of
your tasks:

Task 1. Create your structural design. You may use any medium available
in your house for design.

Task 2. Using the design you have created, identify all polygons used and
give their properties.

Polygon Properties

Page | 47
 Task 3. Evaluate yourself using these questions:

a. Check your craftsmanship: Have you used rulers, and templates

effectively? Are your shapes and lines precise and clear?
___________________________________________________
___________________________________________________
___________________________________________________
b. Were you able to create a design that depicts a clear application of
polygons to architecture?
___________________________________________________
___________________________________________________
___________________________________________________

Standards
You will be graded according to the following criteria: Originality, Use of
Elements and Principles, Accuracy, and Craftsmanship.

Page | 48
Rubric

Criteria 4 3 2 1

The output is
exceptional and
The output is The output shows The output is not
detailed. Explores
Originality unique and developing ideas unique, detailed,
several different
detailed. but lacks details. and shows no
options and takes
original ideas.
many creative risks.

The output shows an

understanding and
The output shows The output shows No understanding
application of the
an understanding an understanding and application of
Use of elements and
and application of of the elements the elements and
Elements and principles of
the elements and and principles but principles of
Principles geometry. Relates
principles of the application is geometry are
the elements and
geometry. limited. evident.
principles to another
context or discipline.
Identifies and Identifies and Identifies and
describes polygon describes describes Failed to identify
figures and polygon figures polygon figures and describe
properties of their and properties of and properties of polygon figures
Accuracy
sides and angles in their sides and their sides and and properties of
art, with full angles in art and angles in art but their sides and
precision and the solutions are solutions are angles in art.
accuracy. accurate. inaccurate.
The output is
completely and
The output is The output is not
exceptionally done The output is
completely done completely done
Craftsmanship with care and done but lacks
with care and and no attention
attention to detail. It attention to detail.
attention to detail. to detail.
is presentable and
visually appealing.

Page | 49
VIII. Learning Log

Topic/Essential Question:

1. What were the main ideas in this unit’s lesson/s?

Page | 50
2. How do these ideas relate to what you have already learned?

3. What did you find interesting in what you learned?

Page | 51
4. What questions do you still have about what you learned?

Source: http://avidbmhs.weebly.com/learning-logs.html

CONGRATULATIONS!
You have successfully completed your activities in this learning kit.
Please turn this learning kit over to your subject teacher
for evaluation at the end of the month.

Page | 52
 Answer Keys

Pre-assessment
1. D 6. B
2. C 7. D
3. B 8. D
4. C 9. C
5. C 10.C

1.2 Initial Task

Generalization Table (Answers may vary)

LESSON DISCUSSION
1.1 Pre-activity to Lesson Discussion
Process Questions (Answers may vary)
Activity. Linear Equations in One Variable
A.
1. FALSE
2. TRUE
3. FALSE
4. TRUE
5. TRUE
B.
1. (Answers may vary)
2. (Answers may vary)
3. • K
4. Ray KS, Ray KH
5. ≈ 70°
6. (Answers may vary)
7. (Answers may vary)
8. (Answers may vary)
9. (Answers may vary)
10. ≈ 176°

C.
1. Line x
2. (Answers may vary)
3. (Answers may vary)
4. (Answers may vary)
5. ∠𝐴, ∠𝐶, ∠𝐹, ∠𝐺 = 95°
∠𝐵, ∠𝐻, ∠𝐸 = 85°

Page | 53
 D.

No. of Measure of each

Polygon No. of diagonals Sum of interior angles
sides interior angle

Heptagon 7 14 900 128.57°

Octagon 8 20 1080 135°

Nonagon 9 27 1260 140°

Dodecagon 12 54 1800 150°

15-gon 15 90 2340 156°

E.
1. Circle C
2. Segments BE and AD
3. Segments AC, CD, BC, and CE
4. Segments AB, BE, and DE
5. Line AB
6. Line r
7. Point E
ATTAINING POWER STANDARDS
1. Angle F= 63
Angle E = 117
2. Measure of angle H is 120°
3. 108°
4. x = 40°

Evaluation. (Answers may vary)

Page | 54
 References

Books:
Ogena, E., Diaz, R., Fortes, E., & Balagtas, M. (2012). Our Math Grade 7. Pasig City, Philippines:
Mc-Graw Hill Education.
Nivera, G.C. Ph.D.(2018).Grade 7 Mathematics: Patterns and Practicalities(Revised Edition). Makati
City, Ph: Don Basco Press Inc.
Oronce, O.A., Mendoza, M.O. (2019). E-Math 7.(Revised Edition). Manila, Ph: REX Book Store.
Orines, F.B., Manalo, C.B., Mercado, J.P., Suzara, J.L. (2017). Next Century Mathematics 7(Second
Edition K to 12). Quezon City, Ph: Phoenix Publishing House, Inc.

Website:
www.math-only-math.com
https://www.edx.org/course/introduction-to-algebra

Page | 55
Page | 56