DEPARTMENT OF EDUCATION

DIVISION OF SAN JOSE DEL MONTE CITY

San Ignacio St., Poblacion, City of San Jose del Monte, Bulacan 3023
7
Mathematics
Quarter III – Module 3
Parallel Lines Cut by a
Transversal
Mathematics - Grade 7
Alternative Delivery Mode
Quarter 3 - Module 3: Parallel Lines Cut by a Transversal

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 7

Mathematics
Quarter III – Module 3
Parallel Lines Cut by a
Transversal

Department of Education • Republic of the Philippines

Introductory Message

This Self- Learning Module (SLM) is prepared so that you, our dear learners, can continue
your studies and learn while at home. Activities, questions, directions, exercises, and
discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as you
discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell
you if you need to proceed on completing this module or if you need to ask your facilitator or
your teacher's assistance for better understanding of the lesson. At the end of each module,
you need to answer the post-test to self - check your learning. Answer keys are provided for
each activity and test. We trust that you will be honest in using these.

Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use
a separate sheet of paper in answering the exercises and tests. And read the instructions
carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks in this
module do not hesitate to consult your teacher or facilitator.

Thankyou.

ii
 What I Need to Know

CONTENT STANDARD
The learner will be able to demonstrate understanding of key concepts of geometry of shapes
and sizes, and geometric relationships.

PERFORMANCE STANDARD
The learner will be able to create models of plane figures and formulate and solve accurately
authentic problems involving sides and angles of a polygon.

LEARNING COMPETENCY:
The learner derives a relationship among angles formed by a parallel lines cut by a transversal
using measurement and by inductive reasoning.

This module is about the angles formed by parallel lines cut by a transversal. You will
learn to determine the relation between pairs of angles formed by parallel lines cut by a
transversal.

After going through this module, you are expected to:

1. Identify the angles formed by parallel lines cut by a transversal;
2. Determine the relationship between pairs of angles formed by parallel lines cut by a
transversal using measurement and by inductive reasoning

1
 What I Know

Let us check your prior knowledge about parallel lines cut by a transversal by answering
the questions below.

Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1. Which of the following statements is CORRECT when parallel lines are cut by a
transversal?
A. The sum of the degree measure of corresponding angles is 180 O.
B. The sum of the degree measure of complementary angles is 180O.
C. The angles in a vertical pair are acute.
D. Corresponding angles are congruent.
2. Which of the statements below is ALWAYS TRUE?
A. Any two acute angles are complementary.
B. Alternate exterior angles are both obtuse angles.
C. Complementary angles are both acute angles.
D. Supplementary angles are both obtuse angles.

For numbers 3-6, refer to Figure 1. l1║l2 and t is a transversal.

t
1 2 l1
4 3
5 6 l2
8 7
Figure 1
3. Which of the following are corresponding angles?
A. ∠1 and ∠5, ∠2 and ∠6 C. ∠3 and ∠5, ∠4 and ∠6
B. ∠1 and ∠7, ∠2 and ∠8 D. ∠3 and ∠6, ∠4 and ∠5
4. Which of the following are alternate interior angles?
A. ∠1 and ∠5, ∠2 and ∠6 C. ∠3 and ∠5, ∠4 and ∠6
B. ∠1 and ∠7, ∠2 and ∠8 D. ∠3 and ∠6, ∠4 and ∠5
5. Which of the following are alternate exterior angles?
A. ∠1 and ∠5, ∠2 and ∠6 C. ∠3 and ∠5, ∠4 and ∠6
B. ∠1 and ∠7, ∠2 and ∠8 D. ∠3 and ∠6, ∠4 and ∠5
6. Which of the following are same-side interior angles?
A. ∠1 and ∠5, ∠2 and ∠6 C. ∠3 and ∠5, ∠4 and ∠6
B. ∠1 and ∠7, ∠2 and ∠8 D. ∠3 and ∠6, ∠4 and ∠5
7. In Figure 2, line t is perpendicular and transversal to line a and line b. Which statement
is NOT correct? a b
A. ∠1 and ∠6 are congruent angles.
B. ∠1 and ∠4 form a linear pair.
C. ∠2 and ∠3 are supplementary. 1 2 3 4
5 6 7 8 t
D. ∠3 and ∠5 are congruent angles.
Figure 2
2
For numbers 8 -11. Refer to Figure 3, Parallel lines a and b are cut by transversal t.
t

2 1
a
3 4
8 7 b
5 6

Figure 3

8. If m∠1 = 85, what is m∠5?

A. 5 B. 85 C. 95 D. 275
9. If m∠3 = 85, what is m∠7?
A. 85 B. 90 C. 100 D. 110
10. If m∠6 = 95, what is m∠8?
A. 55 B. 95 C. 105 D. 125
11. If m∠4 = (4x) and m∠8 = (x +72), what is x?
A. 24 B. 40 C. 60 D. 120

For numbers 12 -15, refer to Figure 4.

1
4 5x—14
3
3x + 18 2

Figure 4
12. What is m∠1?
A. 22 B. 84 C. 90 D. 96
13. What is m∠3?
A. 22 B. 84 C. 90 D. 96
14. What is m∠2?
A. 96 B. 90 C. 84 D. 22
15. What is m∠4?
A. 96 B. 90 C. 84 D. 22

3
 What’s In

Activity 1. Identify Me!

Directions: Identify each pair of angles as adjacent, complementary, linear pair,
supplementary, or vertical. Write your answer on a separate sheet of paper.

1. _________________ 4. _________________

1 2 7 8

2. _________________ 5. _________________

350
3 4 550

3. _________________

5
6

4
Activity 2: Find Me!
Directions: Find the measures of ∠1 and ∠2 in the figures below. Write your answer on a
separate sheet of paper.

1. m∠2 = _____ 2. m∠1 =_____ 3. x =_____

x0
1 2x0
2
300 200

Questions:
1. How did you find the answer?
2. Did you use concepts about pairs of angles to solve it? How?

Activity 3. True or False.

Directions: Tell whether each statement is True or False. Write your answer on a
separate sheet of paper.
1. If two lines do not intersect, they are parallel.
2. Skew lines do not intersect.
3. Perpendicular lines do not intersect at exactly one point.
4. Two parallel lines lie in a plane.
5. Parallel lines are coplanar.

5
 What’s New

Activity 4. Look at me carefully!

Direction: In the diagram below, two lines a and b are cut by a third line t and eight angles
are formed.

Questions:

1.  1 &  4 are vertical angles, what are other pairs of vertical angles?
2.  2 & 4 form a linear pair, can you write other angles which form linear pairs?
3.  1 & 2 are exterior angles, can you name other exterior angles?
4.  5 & 6 are interior angles, can you name other interior angles?
5. How about the following pairs of angles?
a.  2 &  6 ______________ d.  1 &  8 ______________
b.  3 &  5 ______________ e.  3 &  6 ______________
c.  2 &  8 ______________
6. Can you determine the measures of all eight angles formed if given only one angle
measure?

What is It

In the previous module, you have learned the two pairs of angles; the vertical angles which
are congruent; and the linear pair which are both adjacent and supplementary since they
formed a straight angle and the sum of their measure is 180O. In this module, you will learn
how to name and identify angle pairs formed by parallel lines and transversal and recognize
their relationships to find a missing angle.

Parallel Lines and Transversal

A transversal is a line that intersects two lines in
the same plane at two different points.

In the diagram on the right, let ⃡𝐶𝐷 and ⃡𝐴𝐵 be

parallel. Because ⃡𝐸𝐹 cuts ⃡𝐶𝐷 and ⃡𝐴𝐵, the ⃡𝐸𝐹 is
transversal.

So, the two parallel ⃡𝐶𝐷 and ⃡𝐴𝐵 cut by the transversal
⃡ and G and H are points of intersection.
𝐸𝐹

6
Activity 5: Measure Me!

Directions: Use the figure on the right to measure the

angles formed by the parallel lines and the transversal
using a protractor. Write the angle measures in the
table below. Then make a conclusion about their
angle measures.

Angle ∠CGE ∠DGE ∠CGH ∠DGH ∠AHG ∠BHG ∠AHF ∠BHF

Measure

Questions:

1. What can you say about the measures of the following pairs of angles?
a. ∠CGE and ∠AHG, ∠DGE and ∠BHG, ∠CGH and ∠AHF, ∠DGH and ∠BHF
b. ∠CGH and ∠BHG, ∠DGH and ∠AHG
c. ∠CGE and ∠BHF, ∠DGE and ∠AHF
2. What can you say about the sum of the measures of the pairs of angles ∠CGH and
∠AHG? ∠DGH and ∠BHG?

Answers:
1. Pairs of angles from a to c are equal in measures or congruent.
2. Their sum is 180O, so they are supplementary.

Based on the figure above, the angles have special names identifying their
positions with respect to the parallel lines cut by a transversal and it can be
summarized as:

If two parallel lines are

cut by a transversal, Illustration If-then form
then…
If ⃡𝐶𝐷 ║ ⃡𝐴𝐵, then
∠CGE ≅ ∠AHG.

Example:
If m∠CGE = 140,
then m∠AHG = 140.
⃡ ║𝐴𝐵
If 𝐶𝐷 ⃡ , then
…corresponding ∠DGE ≅ ∠BHG.
angles are congruent.
Example:
If m∠DGE = 40,
then m∠BHG = 40.
⃡ ║𝐴𝐵
If 𝐶𝐷 ⃡ , then
∠CGH ≅ ∠AHF.

Example:
If m∠CGH = 40,
then m∠AHF = 40.

7
 If ⃡𝐶𝐷 ║𝐴𝐵
⃡ , then
∠DGH ≅ ∠BHF.

Example:
If m∠DGH = 140,
then m∠DHF = 140.
If ⃡𝐶𝐷 ║𝐴𝐵
⃡ , then
∠CGH≅∠BHG.
…alternate interior
Example:
angles are congruent.
If m∠CGH = 40,
then m∠BHG = 40.
If ⃡𝐶𝐷 ║𝐴𝐵
⃡ , then
∠DGH≅∠AHG.

Example:
If m∠DGH = 140,
then m∠AHG = 140.
⃡ ║𝐴𝐵
If 𝐶𝐷 ⃡ , then
∠CGE≅∠BHF.
…alternate exterior
Example:
angles are congruent.
If m∠CGE = 140,
then m∠BHF = 140.
If ⃡𝐶𝐷 ║𝐴𝐵
⃡ , then
∠DGE≅∠AHF.

Example:
If m∠DGE = 40,
then m∠AHF = 40.
If ⃡𝐶𝐷 ║𝐴𝐵
⃡ , then
∠CGH and ∠AHG are
supplementary.
…same-side interior
angles are Example:
supplementary If m∠CGH = 40,
then m∠AHG = 140
because they are
supplementary.
⃡ ║𝐴𝐵
If 𝐶𝐷 ⃡ , then
∠DGH and ∠BHG are
supplementary.

Example:
If m∠DGH = 140,
then m∠BHG = 40
because they are
supplementary.

8
 If ⃡𝐶𝐷 ║𝐴𝐵
⃡ , then
∠CGE and ∠AHF are
supplementary.
…same-side exterior
angles are Example:
supplementary If m∠CGE = 140,
then m∠AHF = 40
because they are
supplementary.
If ⃡𝐶𝐷 ║𝐴𝐵
⃡ , then
∠DGE and ∠BHF are
supplementary.

Example:
If m∠DGE = 40,
then m∠BHF = 140
because they are
supplementary.

Definition
Corresponding angles – a pair of non-adjacent interior and exterior angles on the same
side of a transversal.
Alternate interior angles – a pair of non-adjacent interior angles on opposite side of a
transversal.
Alternate exterior angles – a pair of non-adjacent exterior angles on opposite side of a
transversal.
Same-side interior angles – interior angles on the same side of a transversal.

Same-side exterior angles – exterior angles on the same side of a transversal.

9
Finding Unknown Angle Measures

We can find any unknown angle measure when two parallel lines are cut by a
transversal if one angle measure is given.

Use the figure below of parallel lines cut by a transversal to answer the example problems.

Example: If m1= 55, what are the measures of:

1. 2 5.  6
2. 3 6.  7
3. 4 7.  8
4. 5

Solution:

1. If 1 & 2 are a linear pair, then they

Therefore, m∠2 = 180 – 55 = 125
are supplementary.

2. If  1 & 3 are vertical angles, then

Therefore, m3 = 55
they are congruent.

3. If  2 & 4 are vertical angles, then

Therefore, m4 = 125
they are congruent.

4. If  1 & 5 are corresponding angles,

Therefore, m5 = 55
then they are congruent.

5. If  4 & 6 are alternate interior angles,

Therefore, m6 = 125
then they are congruent.

6. If  1 & 7 are alternate exterior

Therefore, m7 = 55
angles, then they are congruent.

7. If  1 & 8 are same-side exterior

Therefore, m∠8 = 180 – 55 = 125
angles, then they are supplementary.

10
 What’s More

Direction: Analyze the figure below and complete the table. Write your answer on a
separate sheet of paper.

Question Answer

1. Name at least 4 pairs of congruent

angles.

2. Name 2 pairs of alternate-interior angles.

3. If m∠1 = 79, what is m∠4?

4. If ∠1 and ∠7 is alternate-exterior angle,

what is the relation of ∠7 to ∠8?

5. If m∠6 =101, what is m∠8?

6. From your answer in number 5, what is

m∠3?

7. What is the sum of m∠3 and m∠4?

8. What is the relation between ∠3 and ∠5?

9. The pair of alternate-exterior angle is ∠2

and _____.

10. The m∠4 + m∠5 = ___________.

11
 What I Have Learned

Activity 6. CROSSWORD PUZZLE.

Directions: Complete the puzzle by writing the correct answer on the missing word/s from
the statements below. Write your answer on a separate sheet of paper.

ACROSS

1. These are exterior angles found on opposite sides of the transversal.

3. A line that intersects two or more lines at different points is _______________.
5. These are interior angles found on opposite sides of the transversal.
7. Two interior angles on the same side of the transversal.
9. If two lines are parallel and are cut by a transversal, then all pairs of: corresponding
angles, alternate exterior angles and alternate interior angles are _______________.

DOWN

2. If two parallel lines are cut by a transversal, then the interior angles on the same side
of the transversal are _______________.
4. Alternate exterior angles are _______________ found on opposite sides of the
transversal.
6. Two nonadjacent angles on the same side of the transversal such that one is an
exterior angle and the other is an interior angle.
8. Two or more lines are _______________ if and only if they are coplanar and do not
intersect.
10. Alternate interior angles are _______________ found on opposite sides of the
transversal.

12
 What I Can Do

Know Your Path

A square tile path walk in Marina’s garden can create parallel lines between edges of
each tile. Once a piece of stick lies down on the ground slightly diagonal, it forms a transversal
line.

Directions: Refer to the figure above and answer the following questions. Write your answer
on a separate sheet of paper.

1. List all angles that are congruent to ∠5.

2. What is the relation of ∠1 and ∠6?

3. If ∠1 and ∠3 is congruent, how does ∠4 related to ∠3?

4. If m∠3 = 4(x + 5) and m∠4 = x , what is m∠6?

5. Based on the result given in question number 4, list all the degree measure of each angle.

m∠1=______ m∠2=______ m∠3=______ m∠4=______

m∠5=______ m∠7=______ m∠8=______

13
 Assessment

Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1. Which of the following statements is CORRECT when parallel lines are cut by a
transversal?
A. The sum of the degree measure of complementary angles is 180 O.
B. The sum of the degree measure of corresponding angles is 180 O.
C. The angles in linear pair are supplementary.
D. Corresponding angles are not congruent.
2. Which of the statements below is CORRECT?
A. Any two acute angles are supplementary.
B. Alternate exterior angles form a linear pair.
C. Corresponding angles are complementary.
D. Same-side interior angles are supplementary.
3. In Figure 1, which of the following guarantees that a║b?
A. ∠1 ≅ ∠7 t
B. ∠3 ≅ ∠5
C. ∠4 ≅ ∠5 1 2
3 4 a
D. ∠4 ≅ ∠7 6
5
7 8 b
Figure 1
4. In Figure 2, if a║b and t is a transversal, which angles are congruent to
∠5?
A. ∠1, ∠2 and ∠3 t
B. ∠1, ∠2 and ∠8 1 2
C. ∠1, ∠4 and ∠7 3 4 a
D. ∠1, ∠4 and ∠8 5 6
7 8 b
Figure 2
5. In Figure 3, lines a and b are parallel cut by a transversal t. Which statement is NOT
correct?
A. ∠1 and ∠6 are congruent angles. a b
B. ∠3 and ∠4 form a linear pair.
C. ∠2 and ∠3 are supplementary.
D. ∠3 and ∠5 are congruent angles.
1 2 3 4
t
5 6 7 8

Figure 3

14
 For numbers 6-7. Refer to Figure 4 below.

8 7
6 5 l1
4 3
l2
2 1
Figure 4

6. In Figure 4, l1║l2 and t is a transversal. Which of the following are corresponding

angles?
A. ∠1 and ∠7, ∠2 and ∠8
B. ∠2 and ∠6, ∠3 and ∠5
C. ∠3 and ∠6, ∠4 and ∠5
D. ∠3 and ∠7, ∠4 and ∠8
7. In Figure 4, l1║l2 and t is a transversal. Which of the following are alternate interior
angles?
A. ∠1 and ∠7, ∠2 and ∠8
B. ∠2and ∠6, ∠3 and ∠5
C. ∠3 and ∠6, ∠4 and ∠5
D. ∠3 and ∠7, ∠4 and ∠8

For numbers 8-11. Refer to Figure 5.

Figure 5

8. What is m∠4 if m∠6 = 78?

A. 78 B. 88 C. 92 D. 102
9. If m∠3 = 102, what is m∠8?
A. 45 B. 78 C. 125 D. 135
10. From Figure 5, what is m∠2, if m∠7 = 102?
A. 160 B. 150 C. 78 D. 20
11. Angles 1 and 8 are exterior angles on the same side of the transversal, if m∠1 = 102,
what is m∠8?
A. 50 B. 78 C. 120 D. 130

15
For numbers 12 -13. Parallel lines a and b are cut by transversal t. Refer to Figure 6.

Figure 6

12. If m∠4 = 2x + 5 and m∠8 = x + 75, what is the value of x?

A. 50 B. 60 C. 65 D. 70
13. From the same given in number 12, what is the m∠8?
A. 55 B. 75 C. 105 D. 145

For numbers 14 -15. Parallel lines a and b are cut by transversal t. Refer to Figure 7.

Figure 7

14. If m∠3 = 4x – 31 and m∠8 = 2x + 7, what is the value of x?

A. 24 B. 34 C. 44 D. 54
15. From the same given in number 14, what is the m∠3?
A. 105 B. 102 C. 68 D. 34

16
 Additional Activities

Let us Investigate!

Your task is to investigate the quality of the layout of the concrete section of the
sidewalk surrounding your school. The breaks between each concrete cement creates parallel
lines. You need to prove that those sections are indeed parallel.

Investigation process:

1. Find a section of sidewalk that contains at least three adjacent rectangular sections.
2. Draw a line transversal through all the sections.
3. Measure at least three angles to help you prove the relation of each angle. Record your
findings.
4. Measure the width of the outside edge of each rectangular section.
5. How are the outside width of the rectangular cement related? How do those measurements
prove that the line segment formed are parallel?

Rubrics on completing the table

Scores 4 3 2 1 0
Correct Most Some One or more No work or
solutions and solutions solutions incorrect solution is
appropriate and and approaches shown or
strategies are appropriate appropriate are explained.
shown or strategies strategies attempted or
Criteria explained are shown are shown explained.
with correct or explained or explained
label or but not but some
description. labeled key
correctly. elements
are missing.

17
 18
What I can Do
What’s In
1. ∠8, ∠2 and ∠4
Activity 1
2. alternate-exterior angle
1. Adjacent
3. supplementary angle/adjacent
angle 2. Vertical
4. ∠6 = 148 3. Adjacent
What’s New
5. ∠1 = 148 ∠5 = 32 4. Supplementary/
1. ∠2 and ∠3
∠2 = 32 ∠6 = 148 Linear Pair
∠5 and ∠8
∠3 = 148 ∠7 = 148 5.Complementary
∠6 and ∠7
∠4 = 32 ∠8 = 32 Activity 2
2. ∠1 and ∠2
1. m∠2=60
∠1 and ∠3
What’s More 2. m∠1=70
∠3 and ∠4
1. All Possible answers 3. x=30
∠5 and ∠6
∠1 and ∠3, ∠2 and ∠6 Activity 3
∠5 and ∠7
∠2 and ∠4, ∠3 and ∠7 1.True
∠6 and ∠8
∠5 and ∠7, ∠1 and ∠5 2. True
∠7 and ∠8
∠6 and ∠8, ∠4 and ∠8 3. False
3. ∠7 and ∠8
2. ∠3 and ∠5 4. True
4. ∠3 and ∠4
∠4 and ∠6 5. True
5. a. Corresponding
3. 101 Angles
4. Supplementary angle / b. Same-side
adjacent angle Interior Angles
5. 101 What I Know
c. Same-side
6. 79 Exterior Angles 1. D 6. D 11. A
7. 180 d. Alternate 2. C 7. B 12. D
Exterior Angles
8. Alternate Interior Angles 3. A 8. B 13. B
e. Alternate Interior
9. ∠8 Angles 4. C 9. A 14. A
10. 180 6. Yes 5. B 10. B 15. C
Answer Key
 19
Assessment
1. C 6. D 11. B
2. D 7. C 12. D
3. C 8. A 13. D
Additional Activity 4. D 9. B 14. B
(Answer may vary) 5. D 10. C 15. A
What I Have Learned
A L T E R N A T E I N T E R I O R A N G L E S
S X
U I T
P N E C
P T R O
A L T E R N A T E E X T E R I O R A N G L E S
E R O R
S A M E S I D E I N T E R I O R E
E O A S
N P R N P
T A A G O
T R A N S V E R S A L N L N
R A G E D
Y L L S I
L E N
C O N G R U E N T S G
L
References
Bernabe, Julieta G and Jose-Dilao Soledad Ed.D.,. 2009. Geometry:. Revised Edition .
Deped. 2013. Mathematics Grade 8 Learner's Material. First Edition. Department of
Education.
Oronce, Orlando A. and Mendoza Marilyn O. 2010. e-math. Rex Book Store: Manila.

20
 This material was contextualized and localized by the
Learning Resource Management Section (LRMS)
SCHOOLS DIVISION OF SAN JOSE DEL MONTE

MERLINA P. CRUZ PhD, CESO VI

Officer-in-Charge
Office of the Schools Division Superintendent

ERICSON S. SABACAN EdD, CESO VI

Assistant Schools Division Superintendent

ROLANDO T. SOTELO DEM

Chief Education Supervisor
Curriculum Implementation Division

ANNALYN L. GERMAN EdD

Education Program Supervisor, LRMS

MA. CORAZON P. LOJA

Education Program Supervisor, Mathematics

JANE A. BALBAG / VENUSSA A. GERONA

Kakawate National High School
Writer

ERICKSON A. AVENDAÑO
Kakawate National High School
Illustrator

MARVIN G. COMAYAS
Kakawate National High School
Layout Artist

KHARLYN P. BANZON
Sapang Palay National High School
Cover Art Designer

MARIA ANGELA S. MAGSADIA

Minuyan National High School
Language Editor

ROSITA C. FALIBLE
Minuyan National High School
Content Evaluator

MICHAEL B. ZAMORA
Sapang Palay National High School
Layout Evaluator
 For inquiries or feedback, please write or call:

Department of Education – Division of San Jose Del Monte City –

Learning Resource Management Section (LRMS)

San Ignacio Street, Poblacion, City of San Jose Del Monte, Bulacan

Email Address: lrmssdosjdmc@gmail.com