Eden Grace Arnan

Republic of the Philippines
NORTHEASTERN MINDANAO STATE UNIVERSITY

Tandag City, Surigao del Sur
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EFFECTIVENESS OF SELF LEARNING ACTIVITY SHEETS (SLAS)

ON THE MATHEMATICAL ABILITY OF GRADE-7 STUDENTS
IN THE NEW NORMAL
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A Graduate Thesis
Presented to
The Faculty of the Graduate School
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In Partial Fulfillment
Of the Requirements for the Degree
MASTER OF SCIENCE IN TEACHING MATHEMATICS (MST-M)
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EDEN GRACE O. ARNAN
July 2022
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APPROVAL SHEET
In partial fulfillment of the requirements for the degree, Master of Science In

Teaching – Major in Mathematics Education this Thesis entitled: “Effectiveness of
Self Learning Activity Sheets (SLAS) On The Mathematical Ability of Grade-7
Students In The New Normal” has been prepared and submitted by Eden Grace O.
Arnan is hereby recommended for approval and acceptance.
DR. GERALDINE V. DARAO DR. MYLA P. MILLONDAGA

Censor Adviser
APPROVED in partial fulfillment of the requirements for the degree Program by

the Oral Examination with a grade PASSED.
DR. JOHN MANUEL G. BUNIEL

Chairman
DR. ERWIN R. BUCJAN DR. ODINAH C. ENTERIA

Member Member
DR. ELAN ELPIDANG

Member
ACCEPTED in partial fulfillment of the requirements for the degree Master of

Science in Teaching – Major in Mathematics Education.
July, 2022 DR. MARDIE E. BUCJAN

Date Dean, Graduate School
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ACKNOWLEDGMENT
The researcher would like to extend her earnest gratitude to the few individuals
who contributed much for the realization of this study.
Dr. Myla P. Millondaga, the Thesis Adviser, for her patience in checking the
thesis paper, sharing her expertise and extending her all-out support in conducting the
study.
Mr. Victorino S. Nimes, the School Head of the researcher, for granting the
researchers request to conduct the study and gather the needed data from the four
sections in Parang National High School.
Mrs. Reu R. Gomez, English Teacher III and English Coordinator, for her efforts in
validating the content of the questionnaire and for giving comments and suggestions for
the improvement of the test question used in the study.
Mr. April Joseph A. Huerte, MT-I of PNHS, Mr. Alwin A. Luarez, MT-I of
CANHS, Mrs. Myracell P. Buenaflor, MT-I of ANHS, for giving their expertise in
validating the researcher’s questionnaire and learning material in both content and phase
validation.
To the panelists, Dr. John Manuel Buniel, Dr. Odinah C. Enteria, Dr. Erwin C.
Bucjan, Dr. Elan Elpidang for giving their precious time and sharing their expertise to
make this study a successful one.
To the researcher’s Censor, Dr. Geraldine V. Darao, for sharing her knowledge
and giving her time and efforts in polishing the researcher’s study.
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To the researcher’s husband Jerom L. Arnan, children, Yzla Savannah O.
Arnan, Samantha Grace O. Arnan, Yzach Sebastian O. Arnan,
father, Eutiquio A. Ornilla, sisters and brothers, aunts and uncles, friends, for giving their
financial and moral support, for the prayers and encouragements in the realization of the
ii
researcher’s ambition.
Above all, to the Almighty Father, the Source of Life and Wisdom, Who is always
present in all our undertaking. All these are God-given graces and abilities.
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DEDICATION
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To my dearest
husband Jerom L. Arnan,
children, Yzla Savannah O. Arnan,
Samantha Grace O. Arnan,
Yzach Sebastian O. Arnan,
father, Eutiquio A. Ornilla,
sister Elia Mae O. Pedrablanca,
siblings, cousins, aunts, uncles,
loved ones and friends
this piece of work is heartily and lovingly dedicated.
E. G. O. A.
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Abstract
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“Effectiveness of Self Learning Activity Sheets (SLAS) on the Mathematical Ability of Grade-7
Student In The New Normal”
Author: Eden Grace O. Arnan
Degree: Master of Science in Teaching Mathematics Education
Adviser: Myla P. Millondaga, Ph.D.
The researcher is in dire need to determine the “Effectiveness of Self Learning
Activity Sheets (SLAS) On the Mathematical Ability of Grade-7 Students In The New
Normal” under the K-12 curricula. The study was implemented during the third and fourth
quarters within the school year 2021-2022 in Parang National High School. Students were selected
through their Mathematics grades on achievement and performance during the previous quarter.
This study used the quasi-experimental pre-test and post-test method to determine
its effectiveness. Based on the results presented, students who were exposed to Self-Learning
Activity Sheets (SLAS) have high scores in the test for they showed their greatest interest during
the process. With the obvious increase of their gain marks, it proves that the students have really
understood and performed well in all the activities given to them as well as the concepts using
SLAS or Self-Learning Activity Sheets. The result likewise indicates that the Self-Learning Activity
Sheets (SLAS) and the level of Mathematics ability has a significant interaction effect on the
mathematical performance of the students, which means that the effect of the SLAS on the
performance of the students is dependent on the level of Mathematical ability of the students. This
further explains that whatever teaching modality is applied by the teacher, the students with high
grades could still get a better outcome on the performance than those students with average and
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low ratings. Parallel results in the control group show that the students with high grades performed
better than the students with average and low grades.
Keywords: Effectiveness, Self-Learning Activity Sheets, Mathematical Ability
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Table of Contents
Page
Title Page i
Approval Sheet ii
Acknowledgement iii
Dedication iv
Abstract V
Table of Contents vi
List of Appendices vii
List of Tables viii
List of Figures ix
Chapter 1 The Problem and Its Background 1
Introduction 1
Theoretical Framework of the Study 2
Conceptual Framework of the Study 5
Statement of the Problem 7
Scope and Limitations of the Study 8
Significance of the Study 8

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Definition of Terms 9
Chapter 2 Review of Related Literatures and Studies 11
Related Literatures 11
Foreign 11
Local 13
Related Studies 14
Foreign 14
Local 15
Synthesis of the study 17
Chapter 3 Research Methodology 18
Research Design 18
Research Locale 19
Research Participants 19
Research Instruments 20
Research Sampling 20
Data Gathering Procedures 21
Statistical Treatment 22
Chapter 4 Presentation, Analysis, and Interpretation of Data 24
Chapter 5 Summary, Findings, Conclusions and Recommendations 28
References 33
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List Of Appendices
Appendix viii
A Validation Checklist 34
B Test Questions Validation (Item Analysis) 42
C Letter of Permission to the Division Superintendent 43
D Letter of Permission to the District Supervisor 44
E Letter of Permission to the Research Participants 45
F Letter of Permission to the Research Participants’ 46

Parents
G Letter of Permission to the EPS MATH 47
H Letter of Permission to the School Head 48
I Letter of Permission to the Validator 49
J Validated Self- Learning Activity Sheet (SLAS) 51
K Validated Pre-test with TOS 52
L Pre-test Validity 53
M Spot Map 47
N Pictorials 58
O Curriculum Vitae 66
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List of Figures ix
Figure Page
1 Schematic Diagram of the 6
Study
2 The Format of the Research 18
Design
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List of Tables
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Table Page
1 Distribution of Participants in Terms of 19
Mathematical Ability
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Scores in the Pre-test and Post-test
2 Significant Difference on The Pre-Test and Post- 24

Test Mean Scores of The Students When
3 Grouped According To Their Mathematical Ability 26
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Chapter 1
The Problem and Background of the Study
Introduction
With utmost consideration to provide education as a fundamental human right,
educational systems around the globe were once again challenged to produce different
measures to immediately sustain education efforts (UNESCO, 2020), but this does not
consider giving solutions to the problems of every student. Generally, the education
system seems unprepared and may transpire unpredicted consequences during and
beyond the crisis (Bozkurt & Sharma, 2020).
Meeting the needs of the whole child in our nation’s public schools requires an
integrated approach to include social, emotional, and academic learning. According to a
certain study, there is a close relation between students’ learning styles and the teachers’
teaching strategies (Usdan et al., 2001, Trigwell, 1999). However, students and teachers
may have different goals and their perspectives on how to learn and what to teach can
create a gap between the teaching strategies and the students’ learning styles (Hedin,
2006). Any gaps should be addressed at the soonest possible time for the successful
mastery of competencies as prescribed in the curriculum. At this pandemic period, as we
are embracing the various distance learning modalities, a big challenge for teachers and
learners alike is facing our way on how to effectively bridge the identified learning gaps.
Based on the records of the different secondary schools in Cantilan District of
Surigao del Sur Division specifically, that Mathematics as one of the core subjects in
Grade-7 show the Mean Percentage Score in the second quarter’s formative test, written
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test, and performance task has an average of 75.76%, 78.93 and 81.50% respectively.
The result is way lower than the expected result (MPS data on Learner’s Assessment,
S.Y.2021-2022). This can be attributed to poor performance of the students based on the
result of the formative assessment administered during the second quarter of the school
year 2021-2022. ( MPS data on Learner’s Assessment, S.Y.2021-2022. Retrieved from
DepEd Surigao del Sur Division).
With the problem encountered on the academic achievement of the students, the
worst case is that students will suffer for the rest of their lives while trying to learn new
concepts and ideas in the school and it is quiet alarming. It is within this context that the
researcher is opted to address the dilemma by developing a Self-Learning Activity Sheets
(SLAS) that will improve the performance of the students. Based on the given scenario,
the researcher would like to conduct a study to determine the effectiveness of Self-
learning Activity Sheet (SLAS) on the Mathematical Ability of Grade 7 Students in the New
Normal.
Theoretical Framework of the Study
This study adheres to the Transactional Distance Theory (Moore, n.d.). It states
that distance education is not only the separation or the distance between the teacher and
the learner geographically but as well as the time or space. In this theory, distance is a
pedagogical phenomenon rather than geographical. Transactional distance is a function of
elements namely: (a) dialogue, (b) learner’s autonomy, and (c) structure. In this study,
students are given self-learning activity sheets which is self-directed and simplified,
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designed to be understood by the participants alone without the influence of the peers and
parents where they can explore and discover it on their own and learn on their own.
The theory is also supported by Thorndike (1911), Pavlov (1927), and Skinner
(1957) theory of behaviorism in which they emphasized that knowledge should be
delivered in a curriculum where each subject is taught discretely. Also, during the course
of the lesson, the students are expected to do the activity and demonstrate their learning
on their own. As stated in the objectives of the SLAS, knowledge together with the skills
and affective domains are important things to be measured on the participants to see if
there is learning that takes place after going through all the activities.
The theory is also linked to the Constructivism theory by Piaget (1896) where he
exclaimed that teachers are mere facilitators of learning and they should allow students to
perform the activities individually. Thus, in giving self-learning modules teacher must
consider empowering the students to perform and achieve such a goal on his own.
Another theory related to Constructivism was introduced by Keller (1964) called
Individualized Instruction Theory. His theory relates to the crafting of learning materials
and centers on the four key principles which are: (1) Learners should be able to complete
the work autonomously. As a result, they have the opportunity to focus on their own
strengths and areas for improvement; (2) Each lesson should be followed by an
assessment to gauge learner progress; (3) Written learning materials are preferred over
presentation; (4) Facilitators support learners and add a level of social interactivity to the
experience.
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Moreover, this study is supported by Bloom’s theory on developing a learning
material starting at the most basic wherein he included: Remembering, Understanding,
Applying, Analyzing, Evaluating, and Creating. As evident in the crafting of SLAS, Higher
Order Thinking Skills (HOTS) is being applied to reach the highest form of the said theory
which is to create.
According to Natividad (2021), dialogue is the interaction between the teacher
and the learner. Learners' autonomy is the capacity or the varying capacity of learners to
learn. The structure is the course design and programs that can be delivered via various
communication media. In this study, dialogue represents the means that the teacher uses
to deliver education which is primarily the use of Self Learning Modules. Teacher
intervention will also be considered as the dialogue since teacher-learner communication
happens during the conduct of those activities to support the learner to become more
effective in modular distance learning.
In this study, the researcher will validate how the aforementioned theories relate
to the context of determining the effectiveness of Self Learning Activity Sheets On the
Mathematical Ability of Grade-7 Students in the New Normal. Furthermore, the researcher
will determine the effectiveness of Self Learning Activity Sheets On the Mathematical
Ability of Grade-7 Students in the New Normal through Transactional Distance Theory.
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Conceptual Framework
Further analysis of the study is presented in figure 1 below. The schematic
diagram presents the variable necessary in the process in order to arrive with an outcome
of the study.
The first box in the diagram shows the developed Self- Learning Activity Sheets
(SLAS) used during the implementation of the study. The Self- Learning Activity Sheets
(SLAS) is a contextualized learning materials based on the DepEd’s SLM’s and LM’s.
On the other hand, the second box will serve as the significant process in
achieving the sole purpose of this study. As seen in the box, the variables will be the Pre-
test, Conduct of Developed SLAS for experimental group and the Post- test. Pre-test will
determine the least learned competencies of the learners to be improved by giving the
developed Self-Learning Activity Sheets to be answered at home. Then during the post-
test, increase in performance rating of the learners in Mathematics 7 is expected. Lastly,
the third box contains the covariate.
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Input Process Output
Mathematical
Performance
Developed Self-
Learning Activity
Covariate
Sheets (SLAS)
Mathematical Ability
Figure 1. Schematic Diagram of the study
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Statement of the Problem
This study aims to determine the effectiveness of Self-Learning Activity Sheet
(SLAS) on the Mathematical Ability of Grade-7 Students in the New Normal.
Specifically, this study seeks to answer the following questions:
1. What are the pre-test and post-test scores of the learner participants in two groups of
classes, when grouped according to their mathematical abilities?
2. Is there a significant difference in the learners’ performance among the two groups of
classes and when grouped according to their mathematical abilities?
3. Is there a significant interaction effect in the learners’ performance between the two
groups of classes and when grouped according to their mathematical abilities?
Hypothesis:
This study tested the null hypotheses at 0.05 level of significance.
H01: There is no significant difference between the pre-test and post-test mean scores of
the students when grouped according to their mathematical ability.
H02: There is no significant interaction effect between the mathematical performances of
the students when exposed to the two groups of classes and when grouped according to
mathematical ability.
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Scope and Limitation of the Study
The comparative analysis of the effectiveness of Self-Learning Activity Sheet
(SLAS) and Deped modules on the mathematical performance of Grade 7 students in
Parang National High School was the basis of the scope of the study. The participants
covered the two sections of the said school with a total population of 60 students
composing of section A and section B. The study sought the effect of Self-Learning
Activity Sheet (SLAS) on the mathematical performance of the students in the third and
fourth quarters competencies specifically on the major concepts of geometry of shapes
and sizes and geometric relationships and statistics. The experiment was entirely
conducted during the third and fourth quarter of the school year 2021-2022 with a total of
30 sessions. The lessons included in the SLAS were key concepts in geometry and kinds
of angles, pairs of angles and lines, parallel lines cut by a transversal, basic geometric
construction, polygons, relationship of exterior and interior angles of a convex polygon,
circles and terms related to it, solving problems involving sides and angles of polygons,
introduction to statistics, data gathering and organizing, presentation of data, measures of
central tendency, measures of variability and analysis and interpretation of statistical data.
Significance of the Study
The findings of this study will furnish relevant information to the following:
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Parents. This study will help parents to understand their role in the process and guide
them exactly where to intervene since their children are the main consumer of the services
of the schools and teachers.
Students. The output of this study will help students comprehend Mathematics self-
learning module that will enable them to finish the task or activities on their own without
relying on their peers and teacher.
Teachers. This study will help teachers succeed in implementing modular distance
learning since this is the first time that public schools nationwide implement distance
learning of this magnitude.
Administrators. The administrators will craft and implement policies to address the
problem on the least learned competencies not mastered by the students during the
school year.
Future researchers. The study will serve as a basis to further explore and study aspects
of the implementation of distance learning specifically in this scale and magnitude.
Community. This study will help the community provide moral support to the learners by
giving awareness on the importance of self-learning activity sheet to be answered at home
under the implementation of distance modular learning.
Definition of Terms
The following terms are operationally defined within the study. To better
understand the study, the following concepts are defined according to how they are used
and contextualized in the study:
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Effectiveness. In the context of the study, this refers to the positive result of the Self-
Learning Activity Sheets (SLAS) to the Grade 7 students of Parang National High School.
Grade 7 students. In the context of the study, they are the students who are officially
enrolled in Parang National High School during S.Y. 2021-2022.
Mathematical Ability. This refers to the MPS or the performance rating of participants
categorized as follows: below average: 75-80; average: 81-89; and above average: 90-99.
New Normal. A state with the pandemic where education continues thru Basic Education-
Learning Continuity Plan designed by Department of Education that ensures the safety of
the students, teachers and staff while giving quality distance learning using self-learning
modules.
Post-test. This refers to the test given to the participants after the treatment is given to
determine the effectiveness of the Self-Learning Activity Sheets (SLAS).
Pre-test. In the study, the term refers to the test given to an initial examination taken by
the participants before the experimental treatment is administered.
Self-Learning Activity Sheets (SLAS). It is the primary teaching tool in modular distance
learning. It will be validated by an expert who are Master Teachers and Supervisors in the
Department of Education. SLAS is self-faced, contains concepts of the lesson and
activities for self-assessment of the learner of their progress and achievement. It contains
the learning competencies, objectives, lesson proper, activities, and performance task.
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Chapter 2
REVIEW OF RELATED LITERATURES AND STUDIES
This chapter contains the reviews of related literatures and studies, both local
and foreign that are relevant to this study.
Related Literature
Foreign
Teachers are always accountable of the learning of the students. It is their duty
to ensure that learning must be absorbed effectively. To achieve it, they take crucial steps
in making the learning activity effective, timely feedback on formative assessment should
be comprehensive and attainable since students are expected to perform the task on their
own.
. For secondary teachers, it is really a great challenge to ensure quality education
as to the achievement level of the diverse group of learners whom they often have to
submit and cater to the needs of the students so that the learning process would not be
compromised (Farihah, Ampera & Chalid, 2019).
According to Kuliyeva (2020), one develops professional skills through the use
of modular technology. He added that it promotes efficient learning, meets the
requirements of the labor market, lays the groundwork for the training of independent
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inquisitive and develop a potential junior specialist. In the article published by Simonson et
al. (1999), they presented theories according to the classification of Desmond Keegan
(1986) namely: theories of independence and autonomy, theories of industrialization of
teaching, interaction, and communication. In this article, the theories of independence and
autonomy include the work of Charles Wedemeyer and Michael Moore. Wedemeyer
referred to distance education as independent study and characterized by the separation
of the teacher and the student, normal processes of teaching and learning are carried out
in writing or through some other medium, individualized teaching, learning takes place
through the student activity, learning is made convenient for the student’s in the student’s
environment, and learner takes responsibility for the pace of learning with the freedom to
start and stop at any time. He also noted four elements of every teaching and learning
situation: a teacher, a learner, a communication system or mode, and something to be
taught or learned.
Often, depending on the circumstances, teachers will exercise the use of
module for instruction. Sweet (2020) defines module relative to education as an
instructional material that focuses on a particular topic. The module is based on the level
of understanding of the students and includes information about the topic. She also added
that the instructional material will commence with a project as proof of understanding.
According to Struyven, Dochy, and Janssens (2010) as cited from the study of
Dejene (2019), in order for students to acquire Creativity, flexibility, and lifelong learning
skills, schools need to be organized around the learner not the teacher, and interaction
became multidirectional to seek information and understand their learning.

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Moreover, in the study of Oladejo, Olosunde, Ojebisi, Amos O. & Isola (2011),
they opined that utilization of improvised instructional materials promote and enhance
effective teaching-learning process. Therefore, it is very important to determine the
perception of respondents on self-learning module used in modular distance learning.
It was stressed out by Balderas (2016) as cited in the study of Vergara (2017) that
the characteristics of module should contain specified objectives, organized instruction
and immediate diagnostic test must be administered to assess the progress of the
learners.
Furthermore, the said literature pointed out specifically the features of a module
which she identified as self-contained, self-pacing, short and well-defined, adequately
motivating, properly sequenced, providing opportunities for interaction with learners,
clearly written with correct language, accurate, not in conflict with other subject matter and
values, and utilizing every opportunity to achieve learning outcomes.
Local
Columbano (2019) concluded in her literature that the desired performance set
can be achieved by students of varying levels of ability on condition that the developed
modules are well constructed and the topics are sequenced logically, the constructed
modules are written in simple language; examples and problems appropriately apply to
the concepts presented, and they are sufficient for attaining mastery of the subject matter;
the self-assessment questions motivate students in studying the lesson actively, and the
students are likely to benefit much in this approach of teaching because they are given
more chance to study the topics less understood.

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In line with this, according to Deped Secretary Leonor Briones (2020), utilizing
SLMs or Self-Learning Module and the other alternative learning delivery modalities are in
place to address the needs, situations, and resources of each and every learner and will
cover all the bases in ensuring that basic education will be accessible amid the present
crisis posed by COVID-19”.
In connection to that, the learning material must be accessible and appropriate
for individuals with different backgrounds, learning styles, cognitive abilities and disabilities
in widely varied learning contexts which may include the following provisions with
alternative/multiple means of representation, expression and engagement that enable
students achieved their learning goals (DepEd, 2009).
Developers of learning modules must consider contextualization.
Contextualization engages the students in teaching-learning process wherein the students
can relate their situations on their lesson. It makes the lesson meaningful and relevant to
students’ lives by relating the students’ context to a course (Reyes, Insorio, Ingreso,
Hilario, & Gutierrez 2019).
However, Madrazo and Dio (2020) pointed out a challenge in contextualizing a
learning module since it consumes much time for preparation with the unavailability of the
local materials and difficulty in pedagogy and considering that not all topics are applicable
and individual differences pose a challenge to contextualization.
Related Studies
Foreign
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In the study entitled Instructional Materials and Students’ Academic
Achievement in Physics: Some Policy Implications by Oladejo, Olosunde, Ojebisi, & Isola
(2011) the findings revealed that that there is a significant difference in the achievement
of students taught using standard instructional materials, those taught with improvised
instructional material and those in the conventional instruction. It means that Physics
teachers need to be resourceful in instructional materials selection, planning and
utilization so as to reduce the cost of production and maintenance of instructional
materials. The researchers concluded that the utilization of improvised instructional
materials promote and enhance effective teaching-learning process.
The same finding was unfolded in the study of Suryawati and Osman (2017), in
their study there was a significant implication of contextualize learning as it was
appropriate in achieving the progress of students. They believed that it was the right way
to learn.
In addition to that, according to Cheng, Am, Melaka, et.al., (n.d.) when they
analyzed the lecturers’ views and perceptions on the impact of using modules in the
teaching and learning of English in 9 of Malaysian Polytechnics. The findings revealed that
more than 75% of the lecturers agree that the module is useful as a resource book for
both students and lecturers and very helpful in providing guidance and support for new
and inexperienced lecturers.
Although there were studies that prove the positive effect of the learning
modules, it is undeniable that learning module is believed to be effective amongst above
average students who are able to study and learn on their own, unlike, those who are left
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behind and have limited understanding on the content. Nevertheless, learning module was
found useful academically up to some level in improving the standards of students
(Reddy, 2005).
Local
When Ambayon (2020) attempted to validate a mythology and folklore module
and evaluate its effectiveness in teaching the subject of mythology and folklore, the finding
prevailed that the performance of the college students in literature in experimental group
had improved from poor to excellent achievement whereas the control group had relatively
improved from poor to fair achievement. Hence, it was recommended that the module be
used in similar contexts particularly in learning mythology and folklore.
Along with the study conducted by Joseph D. Reyes et. al. (2019) that through
contextualization, for example in teaching circle, students’ interest and achievement in the
said topic improve dramatically when they are helped to make connections between new
knowledge and experiences they had, or with another knowledge they have already
mastered. Also, contextualized instruction has been shown effective in teaching
mathematical computation which provides students greater access to understand
mathematics curriculum (Flores, 2010). It was concluded that participants were very much
satisfied with the utilization of the learning modules that bridged their learning gaps in the
conic section through independent learning. Thus, contextualized modular instruction in
teaching Math specifically word problem solving, is an effective teaching approach.
On the other hand, Larawan (2013) investigated the acceptability of teacher-
designed programmed modules in Production Management for classroom learning using

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the evaluations of expert jurors and student-users. The findings showed that the modules
with timely feedback are generally very satisfactory in terms of physical aspects,
objectives, instructions, learning, and evaluative instrument using separate and combined
evaluations of the two groups of evaluators. Thus, it is accepted as a learning intervention
towards a diverse group of learners.
Furthermore, there have been many studies that shows positive effect of giving
timely feedback to the students’ achievement. As what Perin (2011) claimed in her studies
that contextualizing showed promising acceleration on the progress of unprepared
students. In her study it was found out that contextualizing also developed skill and
motivated students to work. Thus, the method holds a potential to increase achievement
amongst students.
However, when Vergara (2017) determined the acceptability of the developed
module in Critical Thinking and Problem Solving, it was found out that there was no
significant difference on the level of performance of the learners after exposure to the
developed module in problem solving and critical thinking skills in terms.
Synthesis of the Study
The review of related literature and studies both foreign and local capitalized that
using a module as learning material posts positive effect on the academic performance of
the students, however, there were studies that revealed no significant effect of learning
materials to the performance should consider the students’ ability to capacitate and
thereby work autonomously without relying to peers and subject teacher and progress in
his own learning and understanding.

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Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research methods used in this study. It also contains
the research locale, research participants, research instrument, data gathering procedure,
and statistical tools that will be utilized to analyze the data.
Research Design
The researcher used the quasi-experimental, a pretest, a posttest, non-equivalent
group design which entails the use of non-randomized group where the researcher cannot
randomly sample and assign subject because complete class was used to administer the
treatment. The format for the research design is shown below.
Fig. 2 The Format of the Research Design
E: Q1 T O2
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E = Experimental Group
O1 = is the first observation (pretesting) of the experimental group before treatment
T = Treatment
O2 = is the second observation (post-testing) of the experimental group after treatment by
administering posttest.
C = Represent the control group exposed to Deped Modules
O3 = is the first observation of the control group by administering pretest
O4 = is the second observation (pos-testing) of the control group.
This type of research design enabled relevant information to be collected from the
participants through the use of their previous average grade.
Research Locale
This study was conducted at Parang National High School, Parang, Cantilan,
Surigao del Sur. This school offers Junior High School curriculum teaching all subjects
including Mathematics and Senior High School offering core subjects including TVL and
HUMSS. It is committed to always give quality education to all its clients. The school is
located at the south of Parang Barangay Social Hall, approximately 25 meters away from
the national highway.
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Research Participants
The participants of the study were the Grade 7 students in Parang National
High School. There were two sections which are having 30 students in each class. The
researcher randomly assigned one (1) section as the experimental group and the other
section as the control group. The researcher chose thirty (30) participants according to
their Mathematics grades from the first and second quarters to ensure that the two groups
were comparable. The participants were equally distributed in each group namely, control
group and experimental group; Above Average (90-99%) – 7, Average (81-89%) – 13, and
Below Average (75-80%) – 10, with a total of 30.
Table 1
Distribution of Participants in Terms of Mathematical Ability
Quantitative Reasoning Level Control Group Experimental Total

Group
Above Average 7 7 14
(90-99%)
Average 13 13 26
(81-89%)
Below Average 10 10 20
(75-80%)
TOTAL 30 30 60
Research Instrument
The study utilized a pre-test-post-test experimental research design, the
researcher developed Self Learning Activity Sheets (SLAS) validated based on the
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Guidelines and Processes for LRMDS Assessment and Evaluation (2019) to be used as
the treatment. The researcher also developed test questionnaire for pre-test and posttest
validated by Mathematics Master Teachers of Cantilan District and Carrascal District
which was administered by the researcher personally under limited face to face classes
following the safety health protocols. The researcher made sure that the pretest and
posttest were answered solely by the participants and not by the influence of the parents
or peers to ensure the reliability of the result of both pretest and posttest.
Research Sampling
The researcher used the purposive sampling in this research. Grade 7 students
were selected as participants because they needed immediate attention with regards to
their performance in Mathematics.
The researcher identified the students’ Mathematics grades grouping based on the
average of the second quarter. Students were having a rating within the range of 90 and
above are considered to have a high mathematical ability, while students whose ratings
fell within the interval of 85-89 were identified to have an average mathematical ability.
Those grades that fell below 85 were identified to have low mathematical ability.
The researcher has chosen the same sample size of subjects to both Control and
Experimental Group concerning to their Mathematics grades. The researcher chose (15)
students for above average, ten (10) for average and five (5) below average. For those
groups with an excess number of students, the researcher did not employ any sampling
method. Instead, those students in other groups with almost equal average were taken.
Data Gathering Procedure

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Before the administration of the study, the researcher sought a permit to conduct a
study from the Division Superintendent for approval and this will be used to present to the
district supervisors, school head, participants, and participants’ parents. After the letter is
secured, the researcher arranged a schedule to conduct the study.
Moreover, the researcher crafted a strong and clear mechanism that the research
participants were the ones who were answering the SLAS, and not the parents. In the
conduct of the pre-test and post-test, the proponent asked permission from the school to
let students enter the school premises under limited face to face classes. Questions in the
pre-test were restated/twisted for the post-test, but the concept/idea was the same. The
proponent also considered ethics in conducting the study.
The students were informed that they were undergoing the research right after the
secure of a letter of permission from the parents of the student. Health protocols were
strictly followed. The control group used modules form DepEd; the experimental group
used modules and the developed SLAS materials. The questionnaire for pre-test and
post-test underwent pilot testing to get the Cronbach alpha value, the reliability index level
of the questionnaire. The pilot testing was given to 30 or more grade 8 students. The
following procedures were adopted during the conduct the experiment:
Phase 1 (Pre-Test Phase)
In this phase the pretest was administered before the 3 rd and 4th quarter for both
control and experimental groups.
Phase 2 (Experimental Phase)
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In this phase, distribution of developed SLAS for experimental group and the
control group was the regular learning modules.
Phase 3 (Post Test Phase)
Immediately after the treatment was done, the subjects will take the post
test for 3rd and 4th quarters.
Statistical Treatment
After the administration of the instruments, the researcher tallied the results
and used the following statistical tools.
Mean and Standard Deviation was used to determine the pre-test and post-test
mean scores of the students using the two groups of classes.
Analysis of Covariance(ANCOVA) utilized in the study to determine the
interaction effect influenced by the two groups of classes and mathematical
abilities.
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Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter covers the presentation, analysis, and interpretation of data gathered
in the study. The sequence of the discussion was based on how problems are stated in
chapter 1.
Pre-Test And Post-Test Scores of The Learner Participants In Two Groups Of
Classes when Grouped According To Their Mathematical Abilities
Presented in Table 1 is the performance of the students in the pre-test and post-
test using the Self-Learning Activity Sheets (SLAS) and Deped modules.
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Table 2
Scores in the Pre-test and Post-test
Pretest Posttest
Group
Control Experimental Control Experimental
Above
21.00 1.63 22.36 3.93 22.86 4.98 47.57 5.50
Average
Average 17.08 3.07 18.92 3.20 17.92 2.93 41.46 3.73
Below
11.50 1.90 14.90 2.38 13.60 3.17 39.00 2.79
Average
As shown in the table, many of the students in experimental group got the above
average scores with the mean value of 22.36 during the pre-test compared to the control
group having a mean value of only 21.00. There were students in the experimental group
who got the average scores with 18.92 mean value and there were also students who got
the below average scores with the mean value of 14.90. While the students in control
group who got the average scores has a mean value of 17.08 and 11.50 for the students
who got below average scores. On the other hand, almost of the students in the
experimental group got the above average scores during the post-test with the mean
value of 47.57 while the control got only 22.96 mean value. The mean value of 41.46 in
the experimental group and 17.92 in the control group denotes the students who got the
average scores during the post test. While there were also students who got below
average scores in the experimental group with the mean value of 39.00 and 13.60 for the
control group respectively. This implies that students who were exposed in Self-Learning
Activity Sheets (SLAS) performed better during the post-test. While the control group,
having the same foundations in Mathematics with the experimental group obtained lesser
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mean value in the post-test. This might be because of the effectiveness of the Self-
Learning Activity Sheets (SLAS).
This result confirms with the notion of Kuliyeva (2020), one develops professional
skills using self-made or improvised modular technology. He added that it promotes
efficient learning, meets the requirements of the labor market, lays the groundwork for the
training of independent inquisitive and develop a potential junior specialist. This further
explains that with the use of Self-Learning Activity Sheets (SLAS) students have better
understanding with the Math concepts and improved their Mathematical abilities.
Table 3
Significant Difference on The Pre-Test And Post-Test Mean Scores Of The

Students When Grouped According To Their Mathematical Ability
Source of Sum of Degrees Mean F-ratio p- Description

Variation Squares of Squares computed value
Freedo
m
Mathematica
l Ability 220.385 2 110.192 7.743 .001
Rejected
Groups 7610.169 1 7610.169 534.729 .000
Interaction 9.151 2 4.576 .322 .726
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Error 754.286 53 14.232
Presented in Table 3 is the significant difference on the Pretest and Posttest Mean
Scores of the Students when grouped according to their Mathematical Ability.
It can be gleaned from the Table 3 that the computed F-value of 7.743 has a p-
value of 0.001 which is significant at 0.05. It means that the performance of the students
across the level of their mathematical ability is significantly different. This implies that the
students in the experimental group with different ability levels (above average, average,
below average) and those students in the control group have significant difference in
their performance when taught using the Self-Learning Activity Sheets (SLAS).
Thus, the performance of the students in Mathematics will be affected by the type
of modality applied to them by their teacher. This result conforms to the study of Paragas
(2009) that there was a significant difference in the achievement of the students in the
specific ability group from that of the general ability group.
Likewise, as depicted from the table above, the F-value of 0.322 has a p- value of
0.726 which is greater than 0.05. The result revealed that the null hypothesis is rejected.
It implies that the Self-Learning Activity Sheets (SLAS) and the level of Mathematics
ability has a significant interaction effect on the mathematical performance of the
students, which means that the effect of the SLAS on the performance of the students is
dependent on the level of Mathematical ability of the students.
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The results agree with those of Hasibuan (2020) who did research on The
Utilization of Mathematics Module to Improve Student Learning Effectiveness in the
Pandemic Covid 19. According to him, the advantages of using modules for teachers
include, the teacher can approach students individually without disturbing the
environment around students, increasing teacher professionalism because teaching
modules raise questions that encourage teachers to think and be more scientific about
their profession
The result further implies that with the help of Self-Learning Activity Sheets, the
students with above average, average, and below average mathematical ability levels will
have an improved performance in Mathematics compared to the above average,
average, and below average mathematical ability that are not given with the SLAS.
Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents a summary of the study. Out of the findings, the
researcher draws the conclusions and offers the recommendations.
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Summary of Findings
After the analysis of data, the researcher reveals these findings:
1. The scores of the students in the pre-test and post-test reveals that the students in
experimental group got the above average scores with the mean value of 22.36
during the pre-test compared to the control group having a mean value of only 21.00.
There were students in the experimental group who got the average scores with
18.92 mean value and there were also students who got the below average scores
with the mean value of 14.90. While the students in control group who got the
average scores has a mean value of 17.08 and 11.50 for the students who got below
average scores.
On the other hand, most of the students in the experimental group got the
above average scores during the post-test with the mean value of 47.57 while the
control got only 22.96 mean value. The mean value of 41.46 in the experimental
group and 17.92 in the control group denotes the students who got the average
scores during the post test. While there were also students who got below average
scores in the experimental group with the mean value of 39.00 and 13.60 for the
control group respectively. This implies that students exposed to Self-Learning
Activity Sheets(SLAS) have an improved performance during posttest.
2. The computed F-value of 7.743 has a p-value of 0.001 which is significant at 0.05.
It means that the performance of the students across the level of their
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mathematical ability is significantly different. Thus, the mathematical ability of the
students will affect their performance in Mathematics.
3. Likewise, the F-value of 0.322 has a p- value of 0.726 which is greater than 0.05.
The result revealed that the null hypothesis is rejected. It implies that the Self-
Learning Activity Sheets (SLAS) and the level of Mathematics ability has a
significant interaction effect on the mathematical performance of the students,
which means that the effect of the SLAS on the performance of the students is
dependent on the level of Mathematical ability of the students.
Conclusions
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By the findings, the following conclusions were derived.
1. The Self-Learning Activity Sheets (SLAS) exposed the students who have high scores in
the test for they showed their utmost interest during the process. Students with below
average in the pre-test gained a high score during the post-test after the discussing the
lessons and answering the SLAS given. With the evident increase of their gain scores, it
proves that the students have really understood and performed well in all the activities
given to them as well as the concepts indicated in their SLAS.
2. Due to the significant difference of the mean scores of the students during the pretest
and post-test, the performance of the students who were given the SLAS is better than
those who were given the DepEd SLMs. The teacher facilitated the lessons so that the
learners will have deeper learning and improved performance in Mathematics.
3. The mathematical ability of the students affected their performance in Mathematics. This
will also imply that the students in the experimental group with different ability levels
(above average, average, below average) and those students in the control group have a
significant difference in their performance when given with SLAS. Thus, the performance
of the students in Mathematics was also affected by the type of modality which is applied
to them by their teacher.
4. The Self-Learning Activity Sheets (SLAS) and the level of Mathematics ability has a
significant interaction effect on the mathematical performance of the students, which
means that the effect of the SLAS on the performance of the students is dependent on
the level of Mathematical ability of the students. The result likewise indicates that
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whatever teaching strategy is applied by the teacher, the students with high grades could
still get a better outcome on the performance than those students with average and low
ratings. Parallel results in the control group show that the students with high grades
performed better than the students with average and low grades.
Recommendations
From the preceding findings and conclusions drawn, the researcher offers
the following recommendations:
1. The study conducted revealed that the use of developed Self-Learning Activity Sheets
(SLAS) can impact the mathematical performance of the students. Therefore, it is
recommended that the mathematics teachers of Parang National High School may have
training on how to craft SLAS to gain a higher chance of boosting scores in the
achievement test.
2. The use of Self-Learning Activity Sheets (SLAS) should be carefully imposed to every
grading period in every grade level to be able to achieve a high academic performance of
the students and a sense of urgency in the development of their intellect to attain quality
education. The teachers and the administrators must include the developed SLAS in their
teaching plans to provide the teaching-learning process a vital component to their
professional development.
3. The interaction effect of the student’s mathematical performance when exposed using
the developed SLAS and when grouped to mathematical ability should provide
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opportunities for teachers to form inter and intra- school teams according to the students
above average, average and below average grades. Below average grades should be
encouraged to achieve a higher level of proficiency and greater impact.
4. Other researchers are appreciated to have a sequel of this study, wherein, they are
encouraged to contextualize and indigenize the other Self Learning Materials and
determine its effectiveness to other areas of specialization.
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Result of the Validation Conducted with The Experts

VALIDATION SHEET
To the Evaluator: Please check the appropriate box for your ratings
Score Suggestion and
Recommendation
1-Not Acceptable Section
(Major
modifications *Question NOT
needed) meeting
2 – Below standard(List page
Expectations and question
(Some number) and need
Criteria Operational modifications to be revised.
Definitions needed)
3 – Meets
Expectations (No *Please use the
modifications comments and
needed but could suggestions section
be improved with to recommend
minor changes) revisions.
4 – Exceed
Expectations (No
modifications
needed)
1 2 3 4
Clarity The questions are 5
direct and specific.
Only one question 1 4
is asked at a time.
The students can 2 3
understand what is
being asked.
Wordiness Questions are 1 4
concise.
There are no 1 4
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necessary words.
Overlapping No response covers 5
Responses more than one
choice.
All possibilities are 5
considered.
There are no 5
ambiguous
questions.
Balance The questions are 2 3
unbiased and do
not lead the
participants to a
response. The
questions are asked
using a neutral
tone.
Use of Jargon The terms used are 5
understandable by
the target
population/subjects
Appropriateness The responses 5
of Responses apply to all
Listed situations or offer a
way for those to
respond with unique
situations.
Use of Technical The use of technical 2 3
Language language is minimal
and appropriate.
Application To The questions 5
Praxis asked to relate to
the daily practices
or expertise of the
students.
Relationship to The questions are 5
Problem sufficient to answer
the research
questions.
The questions are 5
sufficient to obtain
the purpose of the
study.
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Test Questions Validation (Item Analysis)

Item Correct Difficulty Discriminating Final
Responses Evaluation Evaluation
No. Answer Level Power Recommendation
U 6 OPTIMUM HIGHLY VERY GOOD
1 D L 5
0.34
DIFFICULT ACCEPTABLE
0.13
ITEM
ACCEPTABLE IMPROVED
U 17 OPTIMUM HIGHLY VERY GOOD ACCEPTABLE
2 B L 5
0.61
0.67
ITEM
GOOD ITEM
U 9 OPTIMUM HIGHLY ACCEPTABLE
3 B L 2
0.31
0.39 GOOD ITEM GOOD ITEM
U 4 VERY ACCEPTABLE
4 C L 4
0.22 DIFFICULT ACCEPTABLE 0.38
DIFFICULT
GOOD ITEM
5 A L 6
0.39
0.11 DIFFICULT GOOD ITEM
U 11 OPTIMUM HIGHLY REASONABLY HIGHLY
6 C L 7
0.50
0.22
GOOD ACCEPTABLE
GOOD ITEM
7 A L 3
0.28
0.22
GOOD ACCEPTABLE
IMPROVED
U 10 OPTIMUM HIGHLY VERY ACCEPTABLE
8 A L 11
0.58
0.36
DIFFICULT
IMPROVED
9 C L 5
0.50
0.44
ITEM
IMPROVED
10 C L 3
0.39
0.44
ITEM
GOOD ITEM
U 10 OPTIMUM HIGHLY
11 C 0.39
0.33 GOOD ITEM ACCEPTABLE GOOD ITEM
L 4
U 14 OPTIMUM HIGHLY
12 B L 7
0.58
U 10 OPTIMUM HIGHLY
13 A L 8
0.50
0.11 DIFFICULT ACCEPTABLE GOOD ITEM
14 B L 6
0.64
0.61
ITEM
GOOD ITEM
15 C L 6
0.58
0.50
ITEM
IMPROVED
16 B L 6
0.61
0.56
ITEM
GOOD ITEM
17 B L 3
0.28
0.22
GOOD ACCEPTABLE
GOOD ITEM
18 A L 5
0.61
0.67
ITEM
IMPROVED
19 D L 6
0.64
0.61
ITEM
IMPROVED
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U 9 OPTIMUM HIGHLY REASONABLY HIGHLY VERY GOOD

20 D L 4
0.36
0.28
GOOD ACCEPTABLE ITEM
21 C L 7
0.53
0.28
GOOD ACCEPTABLE
IMPROVED
U 6
22 A 0.25 DIFFICULT ACCEPTABLE 0.17 DIFFICULT ACCEPTABLE GOOD ITEM
L 3
23 B L 8
0.58
0.28
GOOD ACCEPTABLE
IMPROVED
24 A L 4
0.36
0.28
GOOD ACCEPTABLE
IMPROVED
25 B L 3
0.31
0.28
GOOD ACCEPTABLE
GOOD ITEM
U 4 VERY ACCEPTABLE
26 D 0.25 DIFFICULT ACCEPTABLE 0.36
DIFFICULT
IMPROVED
L 5
27 B 0.61
0.56
ITEM
GOOD ITEM
L 6
28 A 0.61
0.67
ITEM
IMPROVE
L 5
29 C 0.50
0.22
GOOD ACCEPTABLE
IMPROVED
L 7
30 C 0.47
0.50
ITEM
IMPROVE
L 4
31 B 0.39
0.33 GOOD ITEM IMPROVE
L 4
U 3 VERY ACCEPTABLE
32 C 0.17 DIFFICULT ACCEPTABLE 0.38
DIFFICULT
IMPROVE
L 3
U 19 OPTIMUM HIGHLY VERY GOOD ACCEPTABLE VERY GOOD
33 B 0.64
0.83
ITEM ITEM
L 4
34 D 0.72
0.67
ITEM
GOOD ITEM
L 7
35 A 0.72
0.56
ITEM
GOOD ITEM
L 8
36 A 0.42
L 6
37 D 0.50
L 6
38 B 0.39
0.22
GOOD ACCEPTABLE
IMPROVE
L 5
39 C 0.33
L 3
40 B 0.53
0.61
ITEM
IMPROVED
L 4
U 14 OPTIMUM HIGHLY ACCEPTABLE VERY GOOD
41 A 0.58
0.39 GOOD ITEM
ITEM
L 7
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42 D 0.39
-0.11
DIFFICULT
IMPROVED
L 8
43 B 0.44
0.22
GOOD ACCEPTABLE
GOOD ITEM
L 6
44 C 0.61
0.56
ITEM
GOOD ITEM
L 6
45 B 0.64
0.72
ITEM
IMPROVE
L 5
L 16 OPTIMUM HIGHLY VERY GOOD ACCEPTABLE VERY GOOD
46 C 0.53
0.72
ITEM ITEM
U 3
L 7 OPTIMUM HIGHLY ACCEPTABLE VERY GOOD
47 C 0.31
0.37 DIFFICULT
ITEM
U 4
L 12 OPTIMUM HIGHLY REASONABLY HIGHLY
48 B 0.53
0.28
GOOD ACCEPTABLE
U 7 IMPROVED
L 14 OPTIMUM HIGHLY ACCEPTABLE
49 A 0.61
0.33 GOOD ITEM
U 8 IMPROVED
L 7 OPTIMUM HIGHLY VERY ACCEPTABLE
50 B 0.36
0.36
DIFFICULT
U 6 IMPROVED
51 A 0.34
0.13
ITEM ITEM
U 5
52 C 0.61
0.67
ITEM ITEM
U 5
53 B 0.31
0.39 GOOD ITEM ITEM
U 2
L 4 OPTIMUM HIGHLY VERY ACCEPTABLE VERY GOOD
54 A 0.22
0.38
DIFFICULT ITEM
U 4
55 C 0.39
0.11 DIFFICULT ITEM
U 6
L 11 OPTIMUM HIGHLY REASONABLY ACCEPTABLE VERY GOOD
56 A 0.50
0.22
GOOD ITEM
U 7
57 A 0.28
0.22
GOOD ITEM
U 3
58 B 0.58
0.36
DIFFICULT ITEM
U 11
59 C 0.50
0.44
ITEM ITEM
U 5
60 C 0.39
0.44
ITEM ITEM
U 3
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APPENDIX A
Evaluation Rating Sheet for the Developed Self Learning Activity Sheets(SLAS)
Title: Effectiveness of Self Learning Activity Sheets (SLAS) On The Mathematical Ability of Grade-7 Students
In The New Normal
Subject Area: Math
Grade Level: 7
Writer/s: EDEN GRACE O. ARNAN
Instructions: Examine the material carefully and for each evaluation, criterion considers the extent
to which the resource meets the criteria. Check the appropriate number [with 4 - Very Satisfactory
(VS); 3 – Satisfactory (S); 2 – Poor, and 1 – Not Satisfactory]. For a rating below 4, write your
comments/ justifications on each evaluation criterion. If an evaluation criterion is Not Applicable
(NA), the material is rated 3 on that criterion. (Not Applicable means that the criteria are not
relevant to the resource being evaluated. It is given a score of 3 so that the evaluation score for
each factor reflects only the performance against criteria that are relevant to the nature of the
resource being evaluated). Attach extra sheets if necessary. Your report should be completed in
hardcopy. Please write legibly.
Factor 1: Content VS S/NA Poor Not

Satisfactory
4 3 2 1
1. Content is suitable to the student’s level of
development.
2. Material contributes to the achievement of
specific objectives of the subject area and grade/year
level for which it is intended.
3. Material provides for the development of
higher cognitive skills such as critical thinking,
creativity, learning by doing, inquiry problem solving,
etc.
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4. Material is compliant to the DepEd social

content guidelines.
5. Material enhances the development of
desirable values and traits such as: (Put a Check (/)
mark only to the applicable values and traits)
5.1 Pride in being a Filipino 5.8 Honesty and trustworthiness
5.2 Scientific attitude and reasoning 5.9 Ability to know right from wrong
5.3 Desire for excellence 5.10 Respect
5.4 Love for country 5.11 Critical and creative thinking
5.5 Helpfulness/Teamwork/Cooperation 5.12 Productive Work
5.6 Unity 5.13 Other: (Please specify)
5.7 Desire to learn new things
6. Material has the potential to arouse interest
of target reader.
7. Adequate warning/cautionary notes are
provided in topics and activities where safety and
health are of concern.
Total Points:
Note: Resource must score at least 21 points out of
a maximum 28 points to pass this criterion. Please Passed
put a check mark (/) on the appropriate box. Failed
Factor 2: Format VS S/NA Poor Not

Satisfactory
4 3 2 1
1. Prints
1.1 Size of letters is appropriate to the intended user.

1.2 Spaces between letters and words facilitate reading.
1.3 Font is easy to read.
1.4 Printing is of good quality (i.e., no broken letters,
even density, correct alignment)
2. Illustrations
2.1 Simple and easily recognizable.
2.2 Clarify and supplement the text.
2.3 Properly labelled or captioned (if applicable)
2.4 Realistic/appropriate colors.
2.5 Attractive and appealing.
2.6 Culturally relevant.
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3. Design and Layout

3.1 Attractive and pleasing to look at.
3.2 Simple (i.e., does not distract the attention of the
reader)
3.3 Adequate illustration in relation to text.
3.4 Harmonious blending of elements (i.e., illustrations
and text).
4. Paper and Binding
4.1 Paper used contributes to easy reading.
4.2 Durable binding to withstand frequent use.
5. Size and Weight of Resource
5.1 Easy to handle.
5.2 Relatively light.
Total Points
Note: Resource must score at least 54 points out of the Passed
maximum 72 points to pass this criterion. Please put a
check mark (/) on the appropriate box. Failed
Factor 3: Format VS S/NA Poor Not

Satisfactory
4 3 2 1
1. Presentation is engaging, interesting, and
understandable.
2. There is logical and smooth flow of ideas.
3. Vocabulary level is adapted to target reader’s
likely experience and level of understanding.
4. Length of sentences is suited to the
comprehension level of the target reader.
5. Sentences and paragraph structures are
varied and interesting to the target reader.
Total Points
Note: Resource must score at least 15 points out of a Passed
maximum 20 p0ints to pass this criterion. Please put a
check mark (/) on the appropriate box. Failed
Factor 4: Accuracy and Up-to-datedness Not Present Present and Poor and do
of information Present but very requires major not evaluate
Note down observations about the minor redevelopment further
information contained in the material, and must
citing specific pages where the following be fixed
errors are found
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3 1
4 2
1. Conceptual errors.
2. Factual errors.
3. Grammatical errors.
4. Computational errors.
5. Obsolete information.
6. Typographical and other minor
errors (i.e., inappropriate, or unclear
illustrations, missing labels, wrong
captions, etc.
Total Points
Note: Resource must score 24 points Passed
out of a maximum 24 p0ints to pass this
criterion. Please put a check mark (/) on Failed (All issues must be documented in
the appropriate box. the comments section.)
Other Comments
(Please write your comments and recommendations on the material not captured in Factors 1-4. Use
additional sheet if necessary.)
Recommendation
Note: Any material that fails factor 4 must not be recommended for use in public schools until the
identified issues have been fixed.
Any material that fails in at least one of the four factors of the evaluation rating should not be
recommended for possible use in public schools.
(Please put a check mark (/) in the appropriate box ( ).
i. I/We recommend the approval of this material for possible use in public schools provided that the
corrections/revisions included in this report are made. (For commercial resources (non-DepEd owned
resources) the Publisher must implement all recommended corrections/ revisions in their next printing or
provide errata.)
ii. I/We do not recommend the approval of this material for possible use in public schools for the
reasons stated below and/or cited in this evaluation report. (Please use separate sheet if necessary.)
(Please sign below and at the back of each page.)
I/We certify that this evaluation report and recommendation are my/our own and have been made without any
undue influence from others.
Evaluator(s): ____________________________ Signature(s): ________ Date: ______

(Please specify your full name)
IMS Supervisor: _________________________________

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________________________________________________________________
QA Team Member: ______________________________
QA Team Member: ______________________________
__________________________________ _______________ ___________

Education Program Supervisor
Learning Resource Management Section
___________________________________ _______________ ___________

Chief Education Supervisor
Curriculum Implementation Division
Descriptors for Factors 1 to 4 of the Evaluation Rating Sheet PRINT Resources
Important: These descriptors will guide you in giving an objective rating for each criterion item in
the rating sheet. For ratings of 3 and below, your written comments in the rating sheet should
indicate specific pages and brief descriptions of inadequacies in the material.
Factor 1: Content
1. Content is suitable to the student’s level of development.
Descriptor:
The scope, range and depth of content and topics are appropriate to the target audience learning needs.
The level of difficulty is appropriate for the intended target audience age and stage of learning.
The level of detail is appropriate for the achievement of the specified learning outcomes for the intended
target audience.
2. Material contributes to the achievement of specific objectives of the subject area and grade/year
level for which it is intended.
Descriptor:
Material promotes achievement of objectives of the intended subject area(s) and grade/year level(s).
Materials supports the achievement of learning objectives and outcomes of the intended subject area(s)
and grade/year level(s).
Material reinforces, enriches, and or leads to mastery of certain learning competencies.
3. Material provides for the development of higher cognitive skills such as critical thinking, creativity,
learning by doing, inquiry, problem solving, etc.
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Descriptor:
The learning activities requires cognitive effort not just chance selection of responses.
The learning activities include one, or more of the 6 facets of learning. (Explain, interpret, apply, have
perspective, empathize, have self-knowledge).
User is required to assume an increased responsibility for their learning.
Material promotes development of higher order thinking skills.
4. Material is free of ideological, cultural, religious, racial, and gender biases and prejudices.
Descriptor:
Refer to the social Content Guidelines.
There are no ideological, cultural, religious, racial, and gender biases and prejudices found in the material.
Presentation of social content including values and perspective is fairly represented.
All social content is fairly represented and does not violate the Social Content Guidelines.
5. Material enhances the development of desirable values and traits.
Descriptor:
Inclusion of identified desirable value(s)/trait(s) is/are evident and/or properly discussed in the material.
Presentation of controversial social content is balanced and structured to promote an educated understanding
of differing points of view.
6. Material promotes interest of target reader.
Descriptor:
The material is presented in such a way that is likely to connect with the target reader’s focusing techniques
and cueing devises are evident such as variation in typeface, boxes and underlining.
7. Adequate warning/cautionary notes are provided in topics and activities where safety and health are
of concern.
Descriptor:
Inclusion of adequate warning/cautionary notes (where needed) is evident in the material.
For example: “How to” instructions; symbols to represent health and safety requirements for activities.
Factor 2: Format
1. Prints
1.1 Size of letters is appropriate to the intended user.
1.2 Spaces between letters and words facilitate reading.
1.3 Font is easy to read.
1.4 Printing is of good quality (i.e., no broken letters, even density, correct alignment)
2. Illustrations
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2.1 Simple and easily recognizable.

2.2 Clarify and supplement the text.
2.3 Properly labelled or captioned (if applicable)
2.4 Realistic/appropriate colors.
2.5 Attractive and appealing.
2.6 Culturally relevant.
3. Design and Layout
3.1 Attractive and pleasing to look at
3.2 Simple (i.e., does not distract the attention of the reader)
3.3 Adequate illustration in relation to text
3.4 Harmonious blending of elements (i.e., illustrations and text)
4. Paper and Binding
4.1 Paper used contribute to easy reading
4.2 Durable binding to withstand frequent use.
Descriptor:
Consider quality of paper, packaging and binding is appropriate for the intended use and expected life of the
resource.
5. Size and Weight of Resource

5.1 Easy to handle
5.2 Relatively light
Descriptor:
Components are packaged for easy handling.
Sentences and/or paragraph structures are varied and interesting to the target reader.
Language structures enhance meaning making.
Note the effective use and placement of topic sentences in paragraphs; this is usually easier at the beginning
or end.
Factor 4: Accuracy and Up-to-Datedness of information.

1. Conceptual errors
Descriptor:
No conceptual error found
Presentation of content will not lead to the development of misconceptions or misunderstanding.
2. Factual error
Descriptor:
No factual error found
Presentation of factual content is accurate and up to date.
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No outdated information, improper use of statistics; inaccurate graphs; over simplified models, examples, or
simulations.
3. Grammatical errors
Descriptor:
No grammatical error found
No spelling errors
4. Computational errors
Descriptor:
No computational error found
5. Obsolete information
Descriptor:
No obsolete information found
6. Other errors such as errors in illustrations, diagrams, pictures, maps, graphs, and tables.
Descriptor:
No error found
No outdated information- maps; inaccurate graphs, diagrams, or pictures.
No over simplified models, examples, or simulation.
Evaluation tool for acceptability of the Developed Self Learning Activity Sheets(SLAS)
Factor 1: Content 5 4 3 2 1
1. The content of the learning materials are parallel to the objectives.
2. The lesson included in the learning materials contains clear
instruction and set of procedures.
3. The concept and ideas presented are appropriate to the grade
level.
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4. The learning material linked to its intended which is the mastery of

the lesson.
5. Aligned to the curriculum guide of K to 12.
6. The feedback are done effectively so that the student understands
and takes feedback and comments on-board.
7. The feedback uses words that aren’t necessarily negative,
but more descriptive and genuine in a way that a student wouldn’t feel
the need to be sad or defensive.
8. The key to corrections are very specific to the student and
written in a way we know they will understand.
Factor 2: Organization
1. The topics are well organized.
2. The learning material shows consistently in the series of activities
offered.
3. Topics are based in the competencies found in the K to 12
curriculum guides.
4. The flows of activities are coherent and not confusing.
5. Observes appropriate grammar and punctuation.
Factor 3: Presentation
1. The learning material has adequate margins, legible font style,
and comfortable font style.
2. The learning material is presented based on the level of student’s
understanding
3. The learning material is presented at a pace that allows review
and reinforce of activities.
4. The learning material has sufficient space provided for student’s
response.
5. The design and appearance of the learning material are
exceptionally different from other materials in the circulation.
Factor 4: Appeal to the target users
1. The learning material is worth the time, effort, and experiences of
students.
2. The learning material stimulates student to be proficient in the use
of error analysis.
3. The learning material enables the student to develop his/her
creativity skills of self-expressions.
4. The learning material enables the student to master the subject
matter.
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________________________________________________________________
Letter of Permission to the Superintendent

February 28, 2022
JOSITA B. CARMEN, CESO V
Schools Division Superintendent
Division of Surigao del sur
Dear Madame:
The undersigned is undertaking her study entitled “Effectiveness of Self Learning

Activity Sheets (SLAS) On The Mathematical Ability of Grade-7 Students In The
New Normal” in partial fulfilment the requirements for the completion of her Master’s
degree in Teaching Mathematics at Surigao del Sur State University renamed to North
Eastern Mindanao State University.
Along this premise, the researcher seeks permission to float her study questionnaires
to the teachers in the selected schools in Surigao del Sur Division and students of
Parang National High School, Cantilan, Surigao del Sur.
Rest assured that any data and information that will be gathered from this
Survey shall be held with utmost confidentiality and it shall be treated for
academic
purposes only.
Your favourable action to this request will be highly appreciated.

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________________________________________________________________
Respectfully yours,
EDEN GRACE O. ARNAN

Researcher
Noted:
MYLA P. MILLONDAGA, Ph. D

Thesis Adviser
Approved:
JOSITA B. CARMEN, CESO V

Schools Division Superintendent
Date: ___________________________
Letter of Permission to the District Supervisor
February 28, 2022
JEANETTE G. QUINTO, Ph.D.
PSDS-Cantilan District
Cantilan, Surigao del Sur
Dear Madame:
The undersigned is undertaking her study entitled “Effectiveness of Self

Learning Activity Sheets (SLAS) On the Mathematical Ability of Grade-7
Students In The New Normal” in partial fulfilment the requirements for the
completion of her Master’s degree in Teaching Mathematics at Surigao del Sur
State University renamed to North Eastern Mindanao State University.
Along this premise, the researcher seeks permission to float her study
questionnaires to the teachers in the selected schools in Surigao del Sur
Division and students of Parang National High School, Cantilan, Surigao del
Sur.
Survey shall be held with utmost confidentiality, and it shall be treated for academic
purposes only.
53
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________________________________________________________________
Respectfully yours,
EDEN GRACE O. ARNAN

Researcher
Noted:

Thesis Adviser
Approved:
JEANETTE G. QUINTO, Ph.D.

Public Schools Districts Supervisor
Date: ____________________________
Letter of Permission to the Research Participants

February 28, 2022
Dear Participants
Warmest greetings!

Learning Activity Sheets (SLAS) On The Mathematical Ability of Grade-7
In this connection, may I ask for your full support and consideration for this
study by answering honestly and carefully the questions presented in the
attached questionnaire. Please feel assured that the information give will be
treated with strict confidentiality.
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________________________________________________________________
Thank you very much and God Bless.
Respectfully yours,
EDEN GRACE O. ARNAN

Researcher
Noted:

Thesis Adviser
Letter of Permission to the Research Participants’ Parents

February 28, 2022
Dear Parents
Warmest greetings!

Learning Activity Sheets (SLAS) On The Mathematical Ability of Grade-
7 Students In The New Normal” in partial fulfilment the requirements for the
completion of her Master’s degree in Teaching Mathematics at Surigao del
Sur State University renamed to North Eastern Mindanao State University.
In this connection, may I ask for your full support and consideration for this
study by allowing your child to participate in answering honestly and carefully
the question presented in the attached questionnaire. Please feel assured
that the information given will be treated with strict confidentiality.
55
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________________________________________________________________
Thank you very much and God Bless.
Respectfully yours,
EDEN GRACE O. ARNAN

Researcher
Noted:

Thesis Adviser
Letter of Permission to the Chief Education Supervisor of CID
April 8, 2022
FLUELLEN L. COS, Ph.D
Chief Education Supervisor
Division Office-CID
Sir:
Warmest greetings!

completion of her Master’s degree in Teaching Mathematics at Surigao del
Sur State University renamed to North Eastern Mindanao State University,
Cantilan Campus, Cantilan, Surigao del Sur.
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________________________________________________________________
In connection with this, I would like to ask your valuable time to validate the
researcher-made questionnaire before administering this to the field. I believe
that your expertise would be of great help in making this study successful
which could be beneficial to every individual.
Hoping for your favorable response to this request.

Thank you.
Very respectfully yours,
EDEN GRACE O. ARNAN

Researcher
Noted:
MYLA P. MILLONDAGA, Ph. D.

Thesis Adviser
Approved:
FLUELLEN L. COS, Ph.D
Chief - CID
Date:__________________________
Letter of Permission to the School Head

February 28, 2022
VICTORINO S. NIMES
Principal I
Parang National High School
Parang, Cantilan, Surigao del Sur
Sir:

57
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________________________________________________________________
Along this premise, the researcher seeks permission to float her study
questionnaires to the teachers and students in the selected schools in Surigao
del Sur Division.
Survey shall be held with utmost confidentiality and it shall be treated for
academic purposes only.
Respectfully yours,
EDEN GRACE O. ARNAN

Researcher
Noted:

Thesis Adviser
Approved:
VICTORINO S. NIMES
Principal I
Date: __________________________
Letter of Permission to the Validator

February 28, 2022
ALWIN A. LUAREZ
Master Teacher I
Cantilan National High School
Cantilan, Surigao del Sur
Madam:
Greetigs:
The undersigned is on the process of conducting a study entitled “Effectiveness of

Self Learning Activity Sheets (SLAS) On The Mathematical Ability of Grade-7
58
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________________________________________________________________
Students In The New Normal” in partial fulfillment of the requirements for the degree
of Master in Teaching Mathematics at NEMSU, Cantilan, Surigao del Sur.
In connection with this, I would like to ask your valuable time to validate the researcher-
made questionnaire before administering this to the field. I believe that your expertise
would be of great help in making this study successful which could be beneficial to
every individual.
EDEN GRACE O. ARNAN

Researcher
Noted:

Thesis Adviser
Approved:
ALWIN A. LUAREZ
Master Teacher I
Date:___________________________

February 28, 2022
APRIL JOSEPH A. HUERTE

Master Teacher 1
Parang National High School
Parang, Cantilan, Surigao del Sur
Madam:
Greetigs:
59
GRADUATE SCHOOL
________________________________________________________________
The undersigned is on the process of conducting a study entitled “Effectiveness of Self

Learning Activity Sheets (SLAS) On The Mathematical Ability of Grade-7 Students
In The New Normal” in partial fulfillment of the requirements for the degree of Master in
Teaching Mathematics at NEMSU, Cantilan, Surigao del Sur.
would be of great help in making this study successful which could be beneficial to
every individual.
EDEN GRACE O. ARNAN

Researcher
Noted:

Thesis Adviser
Approved:
APRIL JOSEPH A. HUERTE

Master Teacher 1
Date:__________________________

February 28, 2022
MYRACELL P. BUENAFLOR
Master Teacher 1
Adlay National High School
Adlay, Carrascal, Surigao del Sur
Madam:
Greetings:
60
GRADUATE SCHOOL
________________________________________________________________
The undersigned is on the process of conducting a study entitled “Effectiveness of Self

Learning Activity Sheets (SLAS) On The Mathematical Ability of Grade-7 Students
In The New Normal” in partial fulfillment of the requirements for the degree of Master in
Teaching Mathematics at NEMSU, Cantilan, Surigao del Sur.
would be of great help in making this study successful which could be beneficial to every
individual.
EDEN GRACE O. ARNAN

Researcher
Noted:

Thesis Adviser
Approved:
MYRACELL P. BUENAFLOR
Master Teacher 1
Date:__________________________
Result of the Validation Conducted with The Experts

VALIDATION SHEET
To the Evaluator: Please check the appropriate box for your ratings
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________________________________________________________________
Score Suggestion and

Recommendation
1-Not Acceptable Section
(Major
modifications *Question NOT
needed) meeting
2 – Below standard(List page
Expectations and question
(Some number) and need
Criteria Operational modifications to be revised.
Definitions needed)
3 – Meets
Expectations (No *Please use the
modifications comments and
needed but could suggestions section
be improved with to recommend
minor changes) revisions.
4 – Exceed
Expectations (No
modifications
needed)
1 2 3 4
Clarity The questions are 5
direct and specific.
Only one question 1 4
is asked at a time.
The students can 2 3
understand what is
being asked.
Wordiness Questions are 1 4
concise.
There are no 1 4
necessary words.
Overlapping No response covers 5
Responses more than one
choice.
All possibilities are 5
considered.
There are no 5
ambiguous
questions.
Balance The questions are 2 3
unbiased and do
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________________________________________________________________
not lead the

participants to a
response. The
questions are asked
using a neutral
tone.
Use of Jargon The terms used are 5
understandable by
the target
population/subjects
Appropriateness The responses 5
of Responses apply to all
Listed situations or offer a
way for those to
respond with unique
situations.
Use of Technical The use of technical 2 3
Language language is minimal
and appropriate.
Application To The questions 5
Praxis asked to relate to
the daily practices
or expertise of the
students.
Relationship to The questions are 5
Problem sufficient to answer
the research
questions.
The questions are 5
sufficient to obtain
the purpose of the
study.
Test Questions Validation (Item Analysis)

Item Correct Difficulty Discriminating Final
Responses Evaluation Evaluation
No. Answer Level Power Recommendation
1 U 6 0.34 OPTIMUM HIGHLY 0.13 VERY GOOD ACCEPTABLE IMPROVED
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D L 5 DIFFICULT ACCEPTABLE ITEM

2 B L 5
0.61
0.67
ITEM
GOOD ITEM
3 B L 2
0.31
U 4 VERY ACCEPTABLE
4 C L 4
0.22 DIFFICULT ACCEPTABLE 0.38
DIFFICULT
GOOD ITEM
5 A L 6
0.39
6 C L 7
0.50
0.22
GOOD ACCEPTABLE
GOOD ITEM
7 A L 3
0.28
0.22
GOOD ACCEPTABLE
IMPROVED
8 A L 11
0.58
0.36
DIFFICULT
IMPROVED
9 C L 5
0.50
0.44
ITEM
IMPROVED
10 C L 3
0.39
0.44
ITEM
GOOD ITEM
U 10 OPTIMUM HIGHLY
11 C 0.39
L 4
U 14 OPTIMUM HIGHLY
12 B L 7
0.58
U 10 OPTIMUM HIGHLY
13 A L 8
0.50
0.11 DIFFICULT ACCEPTABLE GOOD ITEM
14 B L 6
0.64
0.61
ITEM
GOOD ITEM
15 C L 6
0.58
0.50
ITEM
IMPROVED
16 B L 6
0.61
0.56
ITEM
GOOD ITEM
17 B L 3
0.28
0.22
GOOD ACCEPTABLE
GOOD ITEM
18 A L 5
0.61
0.67
ITEM
IMPROVED
19 D L 6
0.64
0.61
ITEM
IMPROVED
U 9 OPTIMUM HIGHLY REASONABLY HIGHLY VERY GOOD
20 D L 4
0.36
0.28
GOOD ACCEPTABLE ITEM
21 C L 7
0.53
0.28
GOOD ACCEPTABLE
IMPROVED
U 6
22 A L 3
0.25 DIFFICULT ACCEPTABLE 0.17 DIFFICULT ACCEPTABLE GOOD ITEM
23 B L 8
0.58
0.28
GOOD ACCEPTABLE
IMPROVED
24 A L 4
0.36
0.28
GOOD ACCEPTABLE
IMPROVED
25 B L 3
0.31
0.28
GOOD ACCEPTABLE
GOOD ITEM
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U 4 VERY ACCEPTABLE
26 D 0.25 DIFFICULT ACCEPTABLE 0.36
DIFFICULT
IMPROVED
L 5
27 B 0.61
0.56
ITEM
GOOD ITEM
L 6
28 A 0.61
0.67
ITEM
IMPROVE
L 5
29 C 0.50
0.22
GOOD ACCEPTABLE
IMPROVED
L 7
30 C 0.47
0.50
ITEM
IMPROVE
L 4
31 B 0.39
0.33 GOOD ITEM IMPROVE
L 4
U 3 VERY ACCEPTABLE
32 C 0.17 DIFFICULT ACCEPTABLE 0.38
DIFFICULT
IMPROVE
L 3
U 19 OPTIMUM HIGHLY VERY GOOD ACCEPTABLE VERY GOOD
33 B 0.64
0.83
ITEM ITEM
L 4
34 D 0.72
0.67
ITEM
GOOD ITEM
L 7
35 A 0.72
0.56
ITEM
GOOD ITEM
L 8
36 A 0.42
L 6
37 D 0.50
L 6
38 B 0.39
0.22
GOOD ACCEPTABLE
IMPROVE
L 5
39 C 0.33
L 3
40 B 0.53
0.61
ITEM
IMPROVED
L 4
U 14 OPTIMUM HIGHLY ACCEPTABLE VERY GOOD
41 A 0.58
0.39 GOOD ITEM
ITEM
L 7
42 D 0.39
-0.11
DIFFICULT
IMPROVED
L 8
43 B 0.44
0.22
GOOD ACCEPTABLE
GOOD ITEM
L 6
44 C 0.61
0.56
ITEM
GOOD ITEM
L 6
45 B 0.64
0.72
ITEM
IMPROVE
L 5
46 C 0.53
0.72
ITEM ITEM
U 3
47 C L 7 0.31 OPTIMUM HIGHLY 0.37 DIFFICULT ACCEPTABLE VERY GOOD
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U 4 DIFFICULT ACCEPTABLE ITEM

L 12 OPTIMUM HIGHLY REASONABLY HIGHLY
48 B 0.53
0.28
GOOD ACCEPTABLE
U 7 IMPROVED
L 14 OPTIMUM HIGHLY ACCEPTABLE
49 A 0.61
0.33 GOOD ITEM
U 8 IMPROVED
L 7 OPTIMUM HIGHLY VERY ACCEPTABLE
50 B 0.36
0.36
DIFFICULT
U 6 IMPROVED
51 A 0.34
0.13
ITEM ITEM
U 5
52 C 0.61
0.67
ITEM ITEM
U 5
53 B 0.31
0.39 GOOD ITEM ITEM
U 2
54 A 0.22
0.38
DIFFICULT ITEM
U 4
55 C 0.39
0.11 DIFFICULT ITEM
U 6
56 A 0.50
0.22
GOOD ITEM
U 7
57 A 0.28
0.22
GOOD ITEM
U 3
58 B 0.58
0.36
DIFFICULT ITEM
U 11
59 C 0.50
0.44
ITEM ITEM
U 5
60 C 0.39
0.44
ITEM ITEM
U 3
QUESTIONNAIRE VALIDATION CHECKLIST

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Direction: Please check the appropriate column for your rating.

Description Quantitative Description
Items in the questionnaire are grammatically
appropriate.
Items in the questionnaire are well-define and
concise.
Items in the questionnaire are suited to the
participants’ level.
Items in the questionnaire are relevant to the
topic under study,
Total
Point Value Description
1 - Not Valid
2 - Least Valid
3 - Moderately Valid
4 - Valid
5 - Very Valid
Other Comments/Suggestions:
_______________________________________________________________________
_________________________________________
Validated by:
MYLA P. MILLONDAGA, PhD

Thesis Adviser
Date:____________________
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MODULE 1 – BASIC CONCEPTS IN

GEOMETRY AND KINDS OF ANGLES
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MODULE 1 – BASIC CONCEPTS IN GEOMETRY

AND KINDS OF ANGLES
CONTENT STANDARD
The learner demonstrates understanding of the key concepts of geometry of shapes and sizes
and geometric relationships.
PERFORMANCE STANDARD
The learner is able to create models of plane figures and formulate and solve
accurately authentic problems involving sides and angles of polygon.
LEARNING COMPETENCY:
• The learner represents point, line and plane using concrete and pictorial models.
• The learner illustrates subsets of a line.
• The learner classifies the different kinds of angles.
After going through this activity sheet, you are expected to:
1. represent and name point, line and plane using concrete and pictorial models;
2. illustrate the different subsets of a line;
3. classify the different kinds of angles.
4. relate the lesson learned in real life situation.
ABSTRACT
This SLAS is prepared so that you, our dear learners, can continue your studies
and learn while at home. Activities, questions, directions, illustrative examples,
exercises, and discussions are carefully stated for you to understand each lesson.
This activity sheet is an individualized instruction. It is self-directed containing simplified
Instructions to help you achieve the above objectives. This activity is about circles and
terms
related to it. Use a separate sheet of paper in answering the activities. And read the instructions
carefully before performing each task.
If you have any questions in using this SLAS or any difficulty in answering the tasks in this
activity sheet do not hesitate to consult me as your subject teacher.
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Thank you.
MOTIVATION
What can you SAY? Determine what undefined term in geometry is shown in each picture.
Very nice try! You’ve got it correctly!
1. 2.
___________________________ _______________________________
3. 4.
____________________________ ______________________________
5.
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______________________________
ACTIVITY
Before doing the following activities, please watch this video if you have strong
internet connection at home for more information about point, line, or plane.
(Watching video is optional, this SLAS will provide also information about line, point
and plane). Kindly click this link: https://www.youtube.com/watch?
v=QekhAuTJKLY.
Activity 1: Identify Me!
A. Identify whether the object is a representation of a point, line, or plane.
1. cellphone screen __________________
2. edge of a wall __________________
3. grain of salt __________________
4. strand of straight hair __________________
5. tip of a crayon __________________
B. Illustrate each of the following and label the diagram.
1. point B lies in plane M __________________
2. line CD __________________
3. point A __________________
4. point F __________________
5. line AT ________________
Activity 2: Classify Me!
The Grade 7 students of Parang National High School will perform a dance
number for their culminating activity. One of their tasks is to incorporate the arm
gesture that their teacher provides to their chosen choreography. Classify what
kind of angle each. The arm gestures are as follows:
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1. ∠ RMH ____________________ 3. ∠JBA ________________________
2. ∠ RTD _____________________ 4. ∠CLG ________________________

ANALYSIS
After answering each task is the processing of the following guide questions for you
to analyze what the topic is all about:
GUIDE QUESTIONS:
1. How did you find the activity?

2. What important things you’ve learned from the video watched?
2. How did you determine the line, point and ray?
3. How did you classify the different angles?
4. Which activity did you find hard to answer?
5. How important lines, point and rays in real life situation?
DISCUSSION
Now, are you ready to learn more? Let’s go!
An angle is defined as a figure formed by two rays having the same endpoint not
lying on the same line. It is denoted by the symbol ∠. In the figure below, the two
rays EB and ET are called the sides of the angle and their common endpoint (point
E) is called the vertex of the angle. The angles can be
called ∠E, ∠ BET or ∠TEB. If three letters are used to
name an angle, the middle letter denotes the vertex.
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How To Classify Angles?
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APPLICATION
The following activities will help you apply the lessons you’ve learned and relate
them in REAL-LIFE SITUATION guided with the following rubric.
Points, lines, planes, line segment, ray, and angle represent some of the
fundamental building blocks of all geometry. Your task for this section of the
activity sheet is to draw or cut out a picture (this can be taken from a magazine or
from the internet) that represents each of the terms. Each real-world picture
should include a caption to identify which aspect of the picture represents the
term. Do this on a separate sheet of paper. Refer to the sample layout below.
Name:
Point (Paste or draw here the real-world picture of the geometric
term)
(Caption)
Line
(Paste or draw here the real-world picture of the geometric
term)
(Caption)

Plane term)
(Caption)
Line Segment
term)
(Caption)
Ray

term)
(Caption)
Angle

term)
(Caption)
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CRITERIA 15 POINTS 10 POINTS 5 POINTS
CONTENT Points, lines, planes, Only lines , Only one

line segment, ray, points and undefined term
and angle are all planes are in geometry is
present. present. present.
PRESENTATION Pictures taken from Only two Only one picture
a magazine or from pictures represent each
the internet represent each of the term in
represents each of of the term in the real-world.
the terms in the the real world.
real-world .
TIMELINESS Has presented the Has presented Has presented
output before the the output 1 day the output 2
given date line. after the days after the
dateline. dateline.
REFLECTION
Write what have you learned from the topic discussed above. Write it in two or more
sentences.
____________________________________________________________________________________________
__
____________________________________________________________________________________________
__
____________________________________________________________________________________________
__
____________________________________________________________________________________________
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MODULE 2 – PAIRS OF ANGLES AND

LINES
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MODULE 2 – PAIRS OF ANGLES AND LINES
CONTENT STANDARD
The learner demonstrates understanding of the key concepts of geometry of shapes and sizes
and geometric relationships.
accurately
authentic problems involving sides and angles of polygon.
The learner will be able to derive relationships of geometric figures using
measurements by inductive reasoning; supplementary angles, complementary
angles, congruent angles, vertical angles, adjacent angles, linear pairs,
perpendicular lines, and parallel lines.
1. determine the pairs of angles and lines;

2. find the measures of pairs of angles and lines using known relationships;
3. solve pairs of angles and lines in a word problem; and
4. value the lessons learned in real life situation
ABSTRACT
This SLAS is prepared so that you, our dear learners, can continue your
studies and learn while at home. Activities, questions, directions, illustrative
examples, exercises, and discussions are carefully stated for you to understand
each lesson.
terms
related to it. Use a separate sheet of paper in answering the activities. And read the
instructions
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Thank you.
MOTIVATION
What can you SAY?
What these pictures tell us all about? Exactly!It’s all about pair of angles and lines!Very good!
ACTIVITY
True To You!
Determine whether the statement is ALWAYS TRUE, SOMETIMES TRUE, or NEVER

TRUE.
____________________________1. Supplementary angles are adjacent angles.
____________________________2. Linear pair are adjacent angles and supplementary angles.
____________________________3. Complementary angles are non-adjacent angles.
____________________________4. Vertical angles are linear pair.
____________________________5. Vertical angles are congruent angles.
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Activity 2: Name Me!
Name the pairs of angles in each of the following.
1. Pairs of complementary angles ________________________ ________________________

2. Pairs of supplementary angles ________________________ ________________________
3. Linear pair ________________________ __________________________
Activity 3: Solve ME!

Direction: Solve the following problems. Write your answer on the space provide below each
number
1. Two angles are complementary. If one of the angles is double the other angle, find the
two angles.
2. The measure of an angle is ¾ of 60°. What is the measure of its supplement?
ANALYSIS
After answering each task is the processing of the following guide questions for
you to analyze what the topic is all about:
GUIDE QUESTIONS:
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2. How did you determine the pairs of lines and angles?
3. How did you solve pairs of angles and lines in a word problem?
5. How important pair of angles and lines in real life situation?
DISCUSSION
Pairs of Angles – In this lesson, you will discover the certain pairs of angles that have
special relationships.
When can we say that two(2) angles are adjacent?
Two angles which share a common side and a common vertex are called adjacent angles. On
the
figure below, ∠ABD and ∠CBD are adjacent angles because they share a common vertex, point
B, and a common side, BD.
When can we say that two(2) angles are complementary?
Two angles are called complementary angles if the sum of their degree measurements is
equal
to 90.
When can we say that two(2) angles are supplementary?
Two angles are called supplementary angles if the sum of their degree measurements is
equal to 180.
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When can we say that two(2) angles are vertical?
Two straight lines intersect at a common point will form four angles. The pairs of angles that
are not
adjacentto each other are called vertical angles. They are opposite angles at the point of
intersection
and are equal to each other.
Now, let’s have some examples of pairs of angles. You will decide and identify which
pair of angles are adjacent angles, complementary angles and supplementary
angles.
Example No. 1
A. Is each of the given pairs of angles adjacent? If not, why?
∠ ADI and ∠ RDI __________________________

∠ ADP and ∠ IDR __________________________
∠ IDR and ∠ PDE __________________________
B. Name the second angle in each pair of angles following the given conditions.
1. Complementary to ∠ ADP __________________________
2. Supplementary to ∠ IDR __________________________

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3. Supplementary to ∠ RDE __________________________
4. Angles adjacent to ∠ ADI __________________________
Now, let’s answer example no. 1, A and B. A.
∠ ADI and ∠ RDI is a pair of adjacent angles containing a common side while
∠ADP and ∠ IDR are non- adjacent angles because it has no common side
same with ∠ IDR and ∠ PDE are also non-adjacent angles.
B. 1. ∠ ADP and ∠ IDR are complementary angles since the m ∠ ADP = 45

and m ∠ IDR = 45 based on the definition of complementary angles where the
sum of their degree measures is equal to 90.
2. ∠ IDR and ∠ IDP are supplementary angles since they are adjacent
angles and form a linear pair, we can say that their measures when added is
equal to 180.
3. ∠ RDE and ∠ PDE are supplementary angles because they are also
adjacent angles and form a linear pair so we can say that their measures when
added is equal to 180.
4. Angles adjacent to ∠ ADI are ∠ ADP and ∠ IDR since ∠ ADI and ∠ IDR
share a common side DI and ∠ ADI and ∠ ADP share a common side DA.
Pairs of Lines
It has been identified from the previous activity that line SM and RT intersect at
point P and forming right angles.
When two lines intersect and form 90 0 angles, they are said to be perpendicular
to each other. In symbols, SM Ʇ RT. P is the point of intersection.
Perpendicular lines are lines that intersect at one point and form a 90° angle.
In the next figure, AR intersects line FV at point C.
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Intersecting lines are lines that meet at a point. When two lines intersect, they
define angles at the point of intersection.
For example: two adjacent sides of a sheet of paper, a ruler, a door, a window and
letters.
On the third figure, line RB is parallel to line ST or in could be written in this

symbol RB ǁ ST.
Parallel lines are lines that never intersect. The distance between the two lines
is fixed and the two lines are going in the same direction.
For example: a railway track, opposite sides of a blackboard, two opposite edges
of a door or a book and etc.
CRITERIA 4 POINTS 3 POINTS 2 POINTS 1 POINT
CONTENT Accurate pieces Information Little Information is

of information has possible information insignificant or
on a overlap or or details redundant; few or
mathematical redundancy; no details
concept; adds adds limited
several amount of
supporting details as
details to each support
stated pieces of
information.
TIMELINESS Has presented Has Has
the output presented presented
before the given the output 1 the output 2
date line. day after the days after
dateline. the dateline.
APPLICATION
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Find My Pairs in Life!

Directions: Look at your surroundings. Identify three (3) real-life examples of the following:
a. intersecting lines b. parallel lines c. perpendicular lines
Then , tell something about it. The following will be the basis of rating your output
REFLECTION
Write what have you learned from the topic discussed. Write it in two or more sentences.
____________________________________________________________________________________________
_
____________________________________________________________________________________________
_
MODULE 3 – PARALLEL LINES CUT BY

A TRANSVERSAL
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MODULE 3 – PARALLEL LINES CUT BY

A TRANSVERSAL
CONTENT STANDARD
The learner will be able to demonstrate understanding of key concepts of

geometry of shapes and sizes, and geometric relationships.
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.
The learner derives a relationship among angles formed by a parallel lines cut by
a transversal using measurement and by inductive reasoning.
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.
3. Find the measure of the angles formed by the parallel lines and the transversal
using a protractor
4. Value the lesson learned in real-life situation.
ABSTRACT
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This activity sheet is an individualized instruction. It is self-directed containing
simplified
Instructions to help you achieve the above objectives. This activity is about circles
and terms related to it. Use a separate sheet of paper in answering the
activities. And read the instructions
If you have any questions in using this SLAS or any difficulty in answering the
tasks in this
activity sheet do not hesitate to consult me as your subject teacher. Thank you.
MOTIVATION
What can you SAY?
Determine what the pictures below are all about? YES! Exactly, it’s a two parallel
lines cut by a line! The line that cuts the two parallel lines is what we called
TRANSVERSAL. It can be seen everywhere. You’re right!
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ACTIVITY

Based on the illustration below, what are the angles formed by parallel lines cut by a
transversal?
n k Angles formed are:

1. __________________________
h 2. __________________________
3. __________________________
4. _________________________
Activity 2. Determine Me!
Directions: Identify each pair of angles as adjacent, complementary, linear pair,

supplementary, or vertical. Write your answer on the space provided.
1. 4. _
1 2 78
2. 5. _
350
3 4 550
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3.
5
6
Activity 3: Find Me!
Directions: Find the measures of ∠1 and ∠2 in the figures below. Write your
answer on the blank.
1. m∠2 = 2. m∠1 = _ 3. x =
x0 2x0
1
2
300 200
ANALYSIS
you to analyze what
the topic is all about:
GUIDE QUESTIONS:
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2. How did you determine each pair of angles as adjacent, complementary,
linear pair, supplementary, or vertical?
3. How did you find the measure of its adjacent angles?
5. Transversals can be seen everywhere, can you cite one? How important
transversal lines in real life situation are?
DISCUSSION
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 180 O. 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 𝐶⃡̅̅𝐷̅ → and ⃡𝐴̅𝐵̅ → be parallel. Because
𝐸⃡̅
̅𝐹 → cuts ⃡𝐶̅𝐷̅ → and 𝐴⃡̅̅𝐵̅ →, the
𝐸⃡̅
̅𝐹 → is transversal.
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.
Finding Unknown Angle Measures
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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. m∟2 5. m∟6
2. m∟3 6. m∟7
3. m∟4 7. m∟8
4. m∟5
Solution:
1. If m∟1 & m∟2 are a linear pair, then they Therefore, m∠2 = 180 – 55 = 125
are supplementary.
2. If m∟1 & m∟3 are vertical angles, then Therefore, m∟3 = 55

they are congruent.
3. If m∟2 & m∟4 are vertical angles, then Therefore, m m∟4 = 125
they are congruent.
4. If m∟1 & m∟5 are corresponding angles, Therefore, m m∟5 = 55

then they are congruent.
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5. If m∟4 & m∟6 are alternate interior angles, Therefore, m m∟6 = 125
then they are congruent.
6. If m∟1 & m∟7 are alternate exterior Therefore, m m∟7 = 55

angles, then they are congruent.
7. If m∟1 & m∟8 are same-side exterior Therefore, m∠8 = 180 – 55 = 125
angles, then they are supplementary.
APPLICATION
The following activities will help you apply the lessons you’ve learned and
relate them in REAL-LIFE SITUATION guided with the following rubric.
Know Your Path
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A square tile path walk in your own school garden can create parallel lines
between edges
CRITERIA 15 POINTS 10 POINTS 5 POINTS
CORRECTNESS 5 answers 3 answers There is

are correct are correct no correct
answer
but
exerted
effort in
solving.
TIMELINESS Has Has Has
presented the presented presented
output before the output the output
the given 1 day after 2 days
date line. the after the
dateline. dateline.
of each tile. Once a piece of stick lies down on the ground slightly diagonal, it
forms a transversal line.
Directions: Refer to the given figure above and answer the following questions.
Write your answer on the space provided.
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 = ____
Rubric for the Performance Task
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REFLECTION
Write what have you learned from the topic discussed,. Write your answer in
two or three sentences.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________________________
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MODULE 4 – BASIC GEOMETRIC

CONSTRUCTION
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MODULE 4 – BASIC GEOMETRIC CONSTRUCTIONS
CONTENT STANDARD
The learner will be able to demonstrate an understanding of key concepts of

The learners will be able to create models of plane figures and formulate and
solve accurately authentic problems involving sides and angles of a polygon.
The learner uses a compass and straightedge to bisect line segments and
angles and construct perpendiculars and parallels.
1. identify terms in basic geometric constructions
1. perform basic constructions in geometry using compass and straightedge; and
2. apply knowledge of basic construction to draw geometric figures.
ABSTRACT
each lesson.
terms
instructions
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Thank you.
MOTIVATION
Do you know me?
Do you know me? YES! Exactly, I am a ruler or a staightedge.With me, is a

compass. We are used in basic geometric constructions. You’re right!
ACTIVITY

Based on the pictures below, identify the term used in each illustration related to
basic geometric
constructions. Write your answers on the space provided.
________________________________________
1.
________________________________________
2.
3.
_________________________________________
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4.
________________________________________
Activity 2. Perform Me!
Direction: Construct a diagram based on the given statements from basic

constructions of angle, different lines, and segments using ruler/straightedge
and compass.
a. The perpendicular bisector of JK is

the perpendicular to f that passes through P.
b. Draw an arc with center Y of any radius

greater than half of YZ. Repeat this with
center Z using the same radius. Note, that
you have to make sure the two arcs cross.
c. Use the straightedge to draw a line and

indicate a point A on the line.
d. Extend the side of the new angle through

P, giving the desired parallel.
e. Draw an arbitrary arc with center G of

the given angle, then with the same
compass setting redraw the arc with
center G’.
ANALYSIS
GUIDE QUESTIONS:

3. How did you determine each term used in basic geometric constructions?
4. How did you able to come up with accurate measurements in constructing basic geometric
illustrations using ruler/straightedge and compass?
5. In what way, knowledge in basic geometric constructions be helpful in daily
life situation?
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DISCUSSION
In this activity sheet, you will learn the fundamental geometric constructions
using straightedge and compass. The goal of this is to expose you in some
terms of geometry like bisector and perpendicular. Also, familiarity with
instruments - compass and straightedge in basic geometric construction.
Constructions using compass and straightedge have a long history in

Euclidean geometry. Their utilization mirrors the fundamental axioms of this
system.
Let us first define the following terms below:
Definitions of Terms:
Term Figure
a. Bisector is a line that divides

something into two equal parts.
b. Perpendicular Bisector a
line perpendicular to
another line that divides the
original line into two
congruent parts.
c. Compass is an instrument
for drawing circles and arcs and
measuring distances between
points, consisting of two arms
linked by a movable joint, one
arm ending in a point and the
other usually carrying a pencil
or pen.
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d. Straightedge is a ruler
(with or without units)
used to guide in making a
straight line or figure.
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Basic Geometric Constructions
In Geometry the word “construction” means to draw geometric figures

accurately. These constructions use a compass, straightedge (i.e. ruler), and a
pencil. This is the “pure” form of geometric construction; no computation is
involved. The imprints showed in the ruler may not be utilize as measurement.
Basic Geometric Construction 1: Construct a segment congruent to a given segment.
GiGiven: Line segment DE:
C Construct line segment MN congruent to DE.
S Step 1
U Use the straightedge to draw a line and

indicate a point M on the line. M
Step 2
Fix compass opening to match the length of DE
Step 3
Mark on the line the point N with distance DE from

M.
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Basic Geometric Construction 2: Construction of an angle congruent to a given angle.
Given: ∠B
Construct: ∠B’ congruent to ∠B
Step 1
Draw an arbitrary arc with center B of

the given angle, then with the same
compass setting redraw the arc with
center B’.
Step 2
Measure the arc between the sides of

the original angle, then mark off this
measure on the arc with center B’.
Step 3
Join the mark to B’
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Basic Geometric Construction 3: Construction of angle bisector.
Given: ∠B
Construct angle bisector of ∠CBD
Step 1
Locate points C and D one on each side of ∠B

so that BC = BD. This can be done by
drawing an arc of a circle with center at B.
Step 2
Draw an arc with center B of any radius.
Step 3
Draw an arc with center C of any radius

greater than half of CD. Repeat this with
center D using the same radius. Note, that
you have to make sure the two arcs cross.
Step 4
Join B to the point where the arc cross.
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Basic Geometric Construction 4: Construction of the midpoint and

perpendicular bisector of a segment.
Given: ̅𝐷̅𝐸̅
Construct the midpoint X of MN and perpendicular bisector of DE.
Step 1
Using center D and radius r which is more

than half of DE, draw two arcs on both sides
of DE. Mark the intersection of the arcs as M
and N.
Step 2 M
Connect M and N using a
straightedge forming Line MN that intersects
DE at Point X D X E
N
Step 3
M
Line MN is the perpendicular bisector of DE
and the intersection of MN with DE is the
midpoint (X) of DE. X
N
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Basic Geometric Construction 5: Construction of a perpendicular to a given line
through a given point on the line.
Given: Line m and point N on m
Construct a line through N perpendicular to m.
Step 1
Using center P and any radius, locate two

points, S and T, on the circle which is on Line m.
Step 2
Using center S and T , draw a radius which is more

than half of ST, draw two arcson both sides of ST
above P. Mark the intersection of the arcs as L and N.
Step 3
Connect L and N using a straightedge forming

Line LN that intersects line m at Point P.
Step 4
The perpendicular bisector of ST is the
perpendicular to m that passes through P.
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Since SP and PT are equal, P is the midpoint of ST. Subsequently, the perpendicular bisector
of ST contains P and is perpendicular to Line m.
Basic Geometric Construction 6: Construct a parallel to a given line

through a point, not on that line.
Given: Point N and line l
Construct parallel line through point not on that line.
Step 1
Draw any line through N that
meets the given line.
Step 2
Perform construction on copying an
angle using angle at S on the other
side of the line just drawn with vertex
N.
Step 3
Extend the side of the new angle
through N, giving the desired parallel.
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APPLICATION
Now that you know the steps on basic construction let us try to apply it.
Directions: On a separate sheet of paper make an exact copy of ‘house’ figure
below. Use straightedge and compass. Please be guided with the rubric below.
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CRITERIA
CORRECTNESS
TIMELINESS
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REFLECTION
sentences.
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MODULE 5 – POLYGONS
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MODULE 5 - POLYGONS
CONTENT STANDARD
The learner will be able to demonstrates understanding of key concepts of

The learner will be able to demonstrate understanding on how to create models

of plane figures and formulate and solve accurately authentic problems
involving sides and angles of a polygon.
The learner illustrates polygons: (a) convexity; (b) angles; and (c) sides.
1. Define and determine polygons and non – polygons;
2. Solve for the measure of sides of polygon
3. Appreciate the importance of polygons in real life.
ABSTRACT
each lesson.
terms
instructions

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Thank you.
MOTIVATION
Let’s play “PNHS HENYO!”
Please find a partner. Simulate this at home.
The content of the game will be related to polygons and non-polygons. You will
be using non-verbal expressions while your partner will be answering verbally.
Answers may be expressed in Mother Tongue, English and Filipino.
Example:
You: (Non-Verbal Expression) about a pentagon. Your partner will answer verbally
either in Mother Tongue, English and Filipino for example “Bayay” since pentagon
resembles a typical house but the correct answer is pentagon.
In column A, you will express the given words thru signals or actions. Then your
partner’s varied answers are found in column B.
Column A Column B
1. Rectangle - Parihaba, Rectangle
2. Hexagon - Hexagon, “bayay nan
tambabuang”
3. Triangle - Tatsulok, Triangle
4. Crescent Moon - Non-polygon,
“buyan”, crescent
moon
ACTIVITY
Can you give any polygons and non-polygons that can be seen in your home?
Exactly! That’s right! Now, can you guess what the picture below is? Very good! It’s a
miniature of a 3D house where different polygons and non-polygons can be
illustrated. I will give you an activity out from the 3D house. There will be 4 activities
to be given of different tasks to measure your Mathematical ability.
Before you will start answering, make sure that you’re ready with the following ,materials:
 Rainbow colors
 Bondpaper or used cardboard

 Pencil for sketching
 ruler
The activity is so easy and doable for you to do, since it will cater all types of
learners from different level of intellectual ability and different groups of
sexuality.Activity 1: Identify and determine the polygons and non-polygons
found in the 3D house.
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Polygons Non-polygons
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Activity 2: Given that the perimeter of the hexagon is 120 cm, solve for the
measure of the sides of the said polygon found in the 3D house.
Kindly follow the steps below:
What is asked?___________________________
What are given?__________________________
Formula:________________________________
Solution:
Activity 3: Make a table composing of polygon’s name, its drawn figure with
corresponding number of sides.
Figure Number of Name of

Sides thePolygon
3 Triangle
Activity 4: As if you’re a famous and proud architect from the LGBTQ

community, if you were given the chance to sketch your own dream house, how
would it look like considering that 6 or more polygons and non-polygons are
present in it, color it by using LGBTQ accents. Explain your work.
Sketch here.
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ANALYSIS
GUIDE QUESTIONS:

2. How did you solve for the measure of the sides of each polygon found in the 3D
house? What formula did you use?
3. Is there a more convenient way of solving the measurement of the sides of a
polygon?
4. How about determining its diagonal sides? Does it has something to do in
finding the measure of the sides?
5. Why we need to measure the sides accurately especially in constructing
miniature houses or big buildings or even furniture?
6. Big buildings of different designs exist everywhere. Strong buildings mean has
strong foundation and has been accurately constructed in terms of its
measurement. Failure to stand strong amidst typhoons means failure in planning
the way it is constructed. How would you reflect it in your own personality?
DISCUSSION
A polygon comes from two Greek words “poly” which means “many” and “gon”
which means “angles”. It is a closed plane figure that is determined by its non –
collinear segments (sides) that meets on a common endpoint. (vertex).
A polygon is A regular polygon is a type of polygon that is both equilateral (all sides are
congruent) and equiangular (all angles are congruent).
Table 1 Polygons and Its Number of Sides
Number of Name of the

Sides (n) Polygon
3 Triangle
4 Quadrilateral
5 Pentagon
6 Hexagon
7 Heptagon
8 Octagon
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9 Nonagon
10 Decagon
11 Undecagon/Hendecagon
n n - gon
There are figures that cannot be considered as polygons. These are called non –
polygons because they do not have the properties or do not satisfy the criteria of
polygons. For instance,
Convex and Non – Convex Polygon
A polygon is convex if and only if a line containing its side or its extended side does not
cross the interior of the polygon. A polygon that is not convex is called non – convex.
Examples of convex polygons,
Given an example hexagon MONITA, extending its sides such as shown below,
M O
there are no two points lie on opposite sides of a line containing a side of the
polygon.
A N
T I
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Examples of non – convex polygons,
If we extend the sides of any non – convex polygon, there are points that lie
inside it as shown below.
Formula in Solving the measure of the sides given its perimeter:
Assume that P = 120cm
APPLICATION
Activity-1. Make a miniature of any furniture using polygons then find its
measurements of the sides. (Present the miniature with measurements of the
sides)
Activity- 2. During the Odette typhoon, many roads and infrastructures were
damaged, if you were one of DPWH engineers, how would you rehabilitate the
damaged roads and infrastructures into a more beautiful and useful one where
polygons can be illustrated? (Broadcast)
Activity- 3. Polygons can represent life’s challenges, there are convex and non-
convex polygons, simple and complex challenges. Find a bible verse that
motivates every Filipino to be strong amidst challenges/problems because truly
God has prepared a good future for all of us as what He has said in Jer.29:11.
(Poem)
Activity- 4. Big buildings of different designs exist everywhere. Strong buildings

mean has strong foundation and has been accurately constructed in terms of its
measurement. Failure to stand strong amidst typhoons means failure in planning
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the way it is constructed. How would you reflect it in your own personality?
(Make a Slogan)
CRITERIA 5 POINTS 3 POINTS 1 POINT Rubric for the Performance

Task
CONTENT Content of Some There is
the output is content no
much related are not relevance
to the topic. related. of the
content.
CREATIVITY Has shown Has Has not
uniqueness presented presented
in his/her yet lack of the
presentation creativity. required
output.
SPEED AND Has Has Has

ACCURACY presented the presented presented
time. the time. after the
time.
REFLECTION
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MODULE 6 – RELATIONSHIPS OF
EXTERIOR AND INTERIOR ANGLES OF
CONVEX POLYGON
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MODULE 6 - RELATIONSHIPS OF EXTERIOR AND

ANGLES OF A CONVEX POLYGON
CONTENT STANDARD
The learner will be able to understand the key concepts of geometry of shapes
and sizes, and geometric relationships.
The learner will be able to demonstrate understanding on how to create models

of plane figures and formulate and solve accurately authentic problems
involving sides and angles of a polygon.
The learner derives inductively the relationship of exterior and interior angles of
a convex polygon.
1. determine convex and concave polygons;
2. derive inductively the relationship of exterior and interior angles
of a convex polygon; and,
3. compute for the sum of interior angles and sum of
exterior angles of an n-sided polygon.
4. Relate lesson in real life situation
ABSTRACT
each lesson.
terms
instructions
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activity sheet do not hesitate to consult me as your subject teacher. Thank you.
MOTIVATION
Let’s play!
On your previous e, you have learned that a polygon can be convex or concave. Can you
identify which of the following polygons is convex or concave? On the space provided
below, write CONVEX if the given polygon is convex, otherwise, write CONCAVE/NON-
CONVEX.
1. 2. 3.
_________________ _________________
____________________
4. 5. 6.
___________ ___________ _____________
7. 8. 9.
__________ ___________ _____________

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10.
__________________
Good job! It is important that you know the difference between the two types of
polygons. For this module, we will be focusing on convex polygons.
ACTIVITY
Lets’ do it!
Did you know that the only polygon that can never be concave is a
triangle? For this part of the module, we will be exploring more about triangles!
A. Let’s Explore!
Get a piece of paper and follow the steps below!
Great! Now answer the following questions:

a) What operation is involved whenever we put numbers or things together?
b) After putting the pieces together, what do they look like?
c) What can you conclude about m∠1 + m∠2 + m∠3?
d) Draw and cut a right triangle. Tear the angles and rearrange them
as what you did in the first triangle. Is your answer in letter c the same?
Explain your answer.
e) What can you say about the sum of interior angles of a triangle?
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Let’s apply what you have learned! Answer the activities on a separate sheet
of paper. Show your solution.
B. Compute for the sum of interior angles of the following polygons.

a. Undecagon
b. 17-gon
c. 32-gon
d. 19-gon
e. 50-gon
Since we know that the sum of interior angles of one triangle is equal to 180°, we can
now compute for the sum of interior angles of each of the given polygons by simply
multiplying the number of triangles formed by 180°. Try completing the table that
follows.
Number of
Number of
Name of Polygon Illustration Triangles Sum of Interior
Sides
Angles
formed
Triangle
3 1 1 · 180° = 180°
Quadrilateral 4 2 2 · 180° = 360°
Pentagon 5 3
Hexagon 6 4
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Heptagon 7 5
n-gon n n-2
ANALYSIS
After answering each task is the processing of the following guide questions for you to analyze
what
GUIDE QUESTIONS:
2. What important learning you’ve gained from this activity?
3. How did you solve the given problem?
4.Which activity did you find hard to answer?
5. How important the topic is in real life situation?
DISCUSSION
Now are you ready to learn more? Let’s go!
Polygon Interior Angles Theorem

The sum of the measures of the interior angles of a convex polygon with n sides
is (n – 2) 180°.
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Illustrative Examples:
1. Compute for the sum of interior angles of a convex decagon.
Solution:
A convex decagon has 10 sides. Use the Polygon Interior Angles Theorem and
substitute 10 for n.
(n – 2) 180° = (10 – 2)(180°) (Substitute 10 for n)
= (8)(180°) (Simplify)
= 1440°
The sum of interior angles of a convex decagon is 1440°.
2. Given the figure below, find the

measure of ∠C. M C
The polygon has 5 sides, so the sum of
interior angles is 540°. (Refer to the second table)
H 75°
Add the measures of the interior angles
150° and set the sum
R
to be equal to 540° A
m∠C + 75 + 150 + 90 + 90 = 540 (Add similar terms)
m∠C + 405 = 540 (Subtract 405 from each side)
m∠C = 135
3. Find the measure of an interior angle of a regular dodecagon.
Solution:
The sum of the measures of the interior angles of a dodecagon is:
(n – 2)(180°) = (12 – 2)(180°)
= (10)(180°)
= 1800°
Since the dodecagon is regular, each angle has the same measure. Hence, we
just divide the sum which is 1800° by 12 to get the measure of one interior
angle.
1800°
= 150°
12
The measure of an interior angle of a regular dodecagon is 150°.
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Polygon Exterior Angles Theorem
The sum of the measures of the exterior angles of a convex polygon, one
angle at each vertex, is 360°.
m∠1 + m∠2 + · · · + m∠n = 360°
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APPLICATION
The activity will help you apply the lessons you’ve learned and relate them in
REAL-LIFE SITUATION guided with the following rubric.
Maria’s Mysteries
First Mystery:
These are Maria’s claims:
1. Maria said that she drew a regular polygon.

2. She measured one of its interior angles.
3. She said she got 100°.
Second Mystery:
These are Maria’s claims:
1. Maria said that she drew a regular polygon.

2. She measured one of its exterior angles.
3. She said she got 75°.
Investigate & Explain!
You truly believe that Maria’s claims are impossible! On a separate sheet of
paper, write down your reasons and your proof on why it is impossible.
Rubric for Grading:
3 2 1
The learner was able The learner was able The learner did not
Concepts and to understand and to apply concepts understand the
Applications problem.
develop a way to solve but did not arrive to
the mysteries. a correct reason.
The learner was able The learner was able The learner wasn’t
to choose strategies to formulate a able to develop a
Strategies and and approaches that strategy, but it led to
strategy or approach
Approaches made sense. confusion.
appropriate to the
problem.
REFLECTION
Write what have you learned from the topic discussed above. Write it in two or more sentences.
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MODULE 7 – CIRCLES AND TERMS

RELATED TO IT
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MODULE 7- CIRLCES AND TERMS RELATED TO

IT
CONTENT STANDARD
The learner will be able to understand the key concepts of geometry of shapes and
sizes, and geometric relationships.
The learner will be able to demonstrate understanding on how to create models of

plane figures and formulate and solve accurately authentic problems involving
sides and angles of a polygon.
The learner illustrates a circle and the terms related to it: radius, diameter, chord,
circumference, center, arc, central angle, and inscribed angle.
1. define circle and terms related to it;
2. illustrate the different terms related to circle; and
3. solve the circumference of a circle.
4. Relate the lesson learned in this topic in real-life situation.
ABSTRACT
terms
related to it. Use a separate sheet of paper in answering the activities. And read the instructions
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activity sheet do not hesitate to consult me as your subject teacher.Thank you.
MOTIVATION
Can you guess what the picture is all about? Can you see any formation in it that relates to a
circle? Exactly! It’s the circumference of the typhoon’s “EYE’. It looks like a circle right? What
else can you see around us that closely related to circles?
Last October 2020, the Philippines experienced the world’s strongest typhoon Typhoon
Rolly (internationally known as GONI) which devastated the regions of Bicol and Central Luzon.
Rolly's wide diameter — estimated at 500 kilometers — means areas not directly hit by the
typhoon's eye can also experience similar conditions because of its wide reach.
ACTIVITY
Let’s Do It!
A. Define Me!
To answer the table, match each term in column Determination with its
definition in column Success. Then, write the letter of the correct answer on the
line above the number.
DETERMINATION SUCCESS
1. Chord U. An angle whose vertex is the center of the circle.
2. Semi-circle O. It is the distance from the center of the circle to its outer rim. It is
named using the letter of the center and the point on the circle.
3. Central Angle A. It is a line in the plane that intersects a circle in exactly one point.
4. Tangent Line T. It is a chord that passes through the center of the circle. Its length
is twice the length of a radius.
5. Diameter R. It is a line in the plane that intersects a circle in exactly two points.
6. Radius E. It is a line segment whose endpoints are two points on a circle.

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7. Secant Line Q. It is a part of the circle that measures exactly 180oor one-half of
the circle.
B. Illustrate Me!
Refer to the given circle below. Answer what is asked. The first one is done for you.
A
M T L
Terms Related to Circle Name
C. 1. diameter Solve Me! 1. arc MT

1. 2. center 2.
If
3. chord 3.
the
4. tangent line 4.
5. radius 5.
6. point of tangency 6.
7. 7. arc SH
8. 8. arc ME
9. 9. arc MHT
10. 10. arc SET
11. 11. ∟MAS
radius of the circle O measures 6 cm, what is the measure of

its diameter?
A. 3 cm B. 6 cm C. 12 cm D. 18 cm
2. What is the circumference of the circle whose radius is equal to 5 cm (use 𝜋 = 3.14)?
A. 15.7 cm C. 62.8 cm
B. 31.4 cm D. 78.5 cm
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ANALYSIS
After answering each task is the processing of the following guide questions for you to analyze
what
GUIDE QUESTIONS:
1. How did you find the activities?
2. How did you come up with the correct answer if you did so? What process did you use?
3. Is there a more convenient way of finding the circumference of a circle? What is the formula in
finding its circumference?
4.In real life situations, cite instances where we can use circles? Example: circular backyard
garden,
surface of a round table
6. Circles are everywhere. Without circles, do you think we can make something unique and
beautiful? Imagine an architect designing a circular house and a local farmer designing a circular
nipa
hut?Would these be possible? So, how important circles are?
DISCUSSION
What is a circle?
A circle is the set of all points in the plane that are the same distance away from a
specific point, called the center. The center of the circle below is point A. We call
this circle “circle A” or in symbol, ʘA, and it is labeled circle with center A.
TERMS RELATED TO CIRCLE
The following are the terns related to circles.
Radius is a line segment connecting the center of the circle and a point on the circle.
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It is named using the letter of the center and the point on the circle.
The ʘA has a radius of A̅B̅.
Chord is a line segment whose endpoints are both on a circle. It is named using
the endpoints on the circle.
In ʘA, the chord is B̅C̅
Diameter is a chord that passes through the center of the circle. The length of a
diameter is two times the length of a radius.
In circle A, the diameter is D̅E̅.
• E
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Circumference is the distance around the circle and can be obtained using the formula:
C = 2𝜋r; where r is the radius of the circle
or C = 𝜋D, where D is the diameter
•
A
Illustrative Example:
What is the circumference of a circle whose radius measures 7 cm (use π = 3.14)?
Solution:
What are the given? r = 7cm, 𝛑 = 𝟑. 𝟏𝟒
What is asked? What is the measure of the circumference?
What operation to be used? Multiplication
Using the formula of the circumference

C = 2𝜋r
= 2(3.14) (7cm)
= 6.28(7cm)
= 43.96 cm
Secant Line is a line that intersects a circle in two points.
In ʘA, the secant is F⃡̅̅G̅ →.
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F A
•
G
Tangent Line is a line that intersect a circle at exactly one point.
H⃡̅ G̅ → is the tangent of ʘA and the point of tangency is point.
A • J •
G
Point of
Tangency
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Central Angle is an angle whose vertex is the center of the circle.
In ʘ A, ∠BAC is a central angle.
•A
C
Arc is any part of the circumference of a circle. There are three types of arcs namely:
1. Minor arc
2. Semi-circle
3. Major arc.
Minor Arc is an arc whose measures is greater than zero but less than
180o (0o < 𝜃 < 180o). It is named using two capital letters.
In circle A, Arc BC or B⏜C is a minor arc.
B• •C
•A
Semi-circle is an arc whose measure is exactly 180 o or one-half of the circle.

Semi- circle is named using 3 capital letters.
In circle A, arc EJC or E⏜JC is a semi-circle.
E •
• •A C
•
J
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Major Arc is an arc whose measure is greater than 180 o but less
than 360o (180o < 𝜃 < 360o). It is named using 3 capital letters.
In circle A, arc MGS or M⏜̅G`S is a major arc.
M
•
• G
•A
•
S
Concentric Circles are two or more circles that have the same center, but with
different radii (plural form of radius).
A •
Congruent Circles are two or more circles with the same radius, but with different centers.
A • B •
Inscribed Angle is an angle whose vertex lies on the circle.
In circle A, the inscribed angle is ∠EJC.

E
J
A •
C
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APPLICATION
The activity will help you apply the lessons you’ve learned in the previous topic and relate
them in
In your home, your parents disciplined you to save every single centavo that
you’ve earned from your circular backyard garden. The bigger the circumference
is your garden, the more plants you can plant in it, the higher is your family
income. So how would you increase your family income coming from your own
circular backyard garden by adding 2 m radius in its circumference(C = 2𝜋r)?If
you don’t have any circular backyard garden, you may use any circular objects
found in your home or in your locality same radius will be added. (Broadcast, or
if you have no gadget, just narrate on how did you solve your garden’s
circumference)
Rubric for the Performance Task
CRITERIA 5 POINTS 3 POINTS 1 POINT

CONTENT Content of the output is Some content are There is no
much related to the not related. relevance of the
topic. content.
CREATIVITY Has shown uniqueness Has presented yet Has not presented
in his/her presentation lack of creativity. the required
output.
SPEED AND ACCURACY Has presented the Has presented the Has presented the
output before the given output 1 day after output 2 days after
time. the time. the time.
REFLECTION
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MODULE 8 – BASIC GEOMETRIC

CONSTRUCTION (BASIC POLYGON)
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MODULE 8- BASIC GEOMETRIC

CONSTRUCTIONS (BASIC POLYGON)
CONTENT STANDARD
The learner demonstrates understanding of the key concepts of geometry of

shapes and sizes and geometric relationships.
accurately authentic problems involving sides and angles of polygon.
The learner constructs triangles, squares, rectangles, regular pentagons, and

regular hexagons.
1. recognize terms necessary for geometric constructions; and,
2. construct triangles, squares, regular pentagons and regular hexagons
3. value the lesson learned in real life situation
ABSTRACT
each lesson.
terms
instructions
carefully beforeure is performing each task.
Thank you.
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MOTIVATION
Try me!
COLUMN A COLUMN B
1. SSAOCMP A device that allows you to create a circle with a
given radius.
2. REQUINGUAAL It means that all the angles of a polygon have the

same measure.
3. SUQEAR It is an example of a 4-sided regular polygon that

is equiangular and equilateral.
4. NIOTTAOR It is a 360° or complete circular movement of an

object around its center.
5. RALEQUITELA It means that all the sides of a polygon have the

same measure.
Arrange the jumbled letters in Column A to form a word that is best described
in Column B.
ACTIVITY
Let’s Do It!
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A. True or False!
MODIFIED TRUE or FALSE. Write TRUE if the statement is correct. If false,

change the underlined word to make the statement correct.
1. Regular polygon is equiangular and equilateral.

2. Equiangular means that all the sides of the polygon have the same length.
3. Equilateral means that all its angles have the same measure.
4. Compass is the device that allows you to create circle and copy distances.
5. Straightedge is anything that allows you to produce a straight line such as ruler.
6. Regular hexagon has six sides.
7. Inscribed in a circle means all vertices are on the same circle.
8. A full circular rotation is 90⁰.
9. The triangles formed in the regular hexagon is called equiangular triangles.
10. Square is a regular polygon with 5 sides.
B. Construct Me!
Now that you have learned the concepts on basic geometric construction, you
are ready by this time to transfer your knowledge. This will serve as an
evidence of your understanding of the target concept and skills.
Read well each item and do what is asked. Use a short bond paper for your
answer.
1. On the line segment below, use a compass and straight edge to

construct an equilateral triangle ABC. [Leave all construction marks].
A B
2. Using a compass and straightedge, and 𝐸 ̅ 𝐹

̅ ̅ below, construct a square
with all sides congruent to ̅𝐸̅𝐹̅ . [Leave all construction marks.]
E F
3. Using a compass and straightedge, construct a regular pentagon with

̅𝑀̅𝑁̅ as one of the sides. [Leave all construction marks.]
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4. Using a compass and straightedge, construct an equilateral triangle with a vertex at

O. The length of each side of the triangle must be congruent to a length of the
diagonal of rectangle ABCD.
D C
O
A B
ANALYSIS
After the answering each task is the processing of the following guide questions for you to
analyze what
GUIDE QUESTIONS:

3. How did you determine each term used in basic geometric cinstructions of basic polygons?
4. How did you able to come up with accurate measurements in constructing basic geometric
illustrations using ruler/straightedge and compass?
5. In what way, knowledge in basic geometric constructions be helpful in daily
life situation?
DISCUSSION
In this activity sheet, you are going to study about construction of regular
polygons. Let us first define what is a regular polygon.
Regular Polygon
A regular polygon is a polygon that is both equiangular and equilateral. That
is, all its angles are the same measure, and all its sides are the same length.
A basic example of a regular polygon is an equilateral triangle, a triangle with

three congruent sides and three congruent angles. Squares are also regular
polygons, because all their angles are the same (90°) and all their sides are the
same length. Regular polygons with five or more sides do not have special
names. Instead, the word regular is used to describe them. For example, a
regular hexagon is a hexagon (6-sided polygon) whose angles and sides are
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congruent.
All regular polygons have rotation symmetry. This means that a rotation of less
than 360⁰ will carry the regular polygon onto itself. In fact, a regular n-sided
polygon has rotation symmetry for any multiple of 360⁰n.
Constructions are step-by-step procedure used to create precise geometric

figures. To create a construction by hand, there are a few tools that you can
use:
1. Compass: A device that allows you to create a circle. It can also

help you copy distances.
2. Straightedge or ruler: Anything that produces a straight line.

You can also use a ruler as a straightedge, if you only use it to draw straight
lines and not to measure.
3. Paper: When a geometric figure is on a piece of paper, the paper

itself can be folded to construct new lines.
You can construct some regular polygons by hand if you remember the
definitions and properties of these regular polygons. With the additional help of
geometry application software or a protractor, you can construct any regular
polygon.
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Let us find out how to construct an equilateral triangle.
A. Constructing an equilateral triangle.
Step 1:
Make an arc of points that are the length of XY

away from point X.
X Y
Step 2: Z
Make another arc of points that are the length of
XY away from point Z.
X Y
Z
Step 3:
Connect points X, Y and Z. now you have an

equilateral triangle which is a regular polygon.
X
Y
Let us look at the given example below.
XY is one side of what will become equilateral

triangle ΔXYZ. You need to put point Z in the
correct place in order to make the equilateral
triangle. Where should point Z be placed with
respect to points X and Y? X Y
Step 1:
X Y
Use a straightedge to draw line segment XY.
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Z
Step 2:
Use a compass to measure the length of XY.
Step 3:
a a
Let the distance between X and Y be a. Mark
point Z with the same distance of XY away from
point X and Y. X Y
a
Step 4:
Using a straightedge, draw a segment by

connecting two points to form an equilateral
triangle XYZ.
X Y
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As you have observed, when points X, Y and Z were connected a triangle is
formed. It is equilateral.
Now, let us learn how to construct a square by paper folding.
B. Constructing a square by paper folding.
Step 1:
Fold the circle so that the two halves overlap to

create a line or crease which will be the diameter
of the circle.
Step 2:
Fold the circle in half again to create the line that

bisects the diameter. To do this, fold the circle so
that the two endpoints of the
diameter meet. The second crease will also be a
diameter.
Step 3:
There are two diameters formed that are

perpendicular to each other.
Using a straightedge, connect the four points of

intersection on the circle to construct the square.
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As you have observed, a square is formed by connecting points B, C, D and

E. It is equiangular and equilateral.
Let us look at the given example below. E
Points C, A, R, and E are on a circle

centered at point O. Show that CARE is a O R
C
square.
A
CO ≅ AO ≅ RO ≅EO because they are all radii of the same circle. Since ∠COE
is a right angle, ∠EOR, ∠ROA and ∠COA must also be right angles.
All four triangles are isosceles because they each have two congruent sides.
This means that their base angles are congruent. Because the vertex angle of
each triangle is 900, the base angles of each triangle must be 45 degrees
(90⁰+45⁰+45⁰ =180 degrees). The four angles that make up the quadrilateral are
each made of two of these 45 degrees angles and are each therefore 90 degrees..
Since the quadrilateral has four congruent sides and four 90 0 angles, then it
is a square.
This time let us construct a pentagon inscribed in a circle. But first, let us
define inscribed in a circle. Inscribed in a circle means all vertices of the polygon
are on the same circle.
Constructing a Pentagon inscribed in a
A
circle. Step 1:
Draw a circumference and its perpendicular

O
x
diameters to obtain points A and B, find the B
segment bisector of segment BO obtaining
point “x”
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A
Step 2:
Open the compass from “x” to point A and

draw an arc that will intersect in “y” the x
distance A to y is one side of the pentagon. O B
y
DA
Step 3:
Open the compass from A to y, take that F

O
distance to the perimeter, and you obtain point F.
x
B
y
Step 4:
Place the compass at F and repeat that F

C
distance four more times to find the vertices of the
y
B pentagon: F, E, D, C and A.
E D
Step 5:
Using a straightedge, connect the points

along with A to obtain the pentagon. F C
O
B
y
E D
As you have observed, a pentagon is formed after connecting the points A, C, D,
E, and F. It is equiangular and equilateral.
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Lastly, let us know how to construct a hexagon.
D. Constructing a hexagon inscribed in a circle.

The regular hexagon below has been divided into six congruent triangles. What
type of triangles are formed? Explain.
The triangles formed in the regular hexagon is called equilateral triangles.
A full circular rotation is 360⁰, so each angle at the center of the hexagon
must be 60⁰ (360⁰/6). This is also why regular hexagons demonstrate rotation
symmetry at multiples of 60⁰. The six triangles are congruent and the six
segments connecting the center of the hexagon to the vertices must be
congruent. This means the six triangles are all isosceles. The base angles of
each of the isosceles triangles must be 180⁰−120⁰
= 60∘. The measure of each angle of all the triangles is 60⁰, so all
triangles are equilateral.
Since the six points are evenly spaced, each of the segments connecting the six
points must be the same length. Therefore, the polygon must be regular. It has
six sides, so it is a regular hexagon.
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How to construct a regular hexagon inscribed in a circ le?
Step 1.
Start by constructing a circle and a point on the circle.
O.
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Step 2.
You know that the radius of the circle is the same as the
length of each side of the hexagon. Therefore, your goal
is to place six points around the circle that are the same
distance apart from one another as the radius of the
circle.
Keep your compass open to the same width as the O
radius of the circle and make one new mark on the
circle.
Step 3.
Continue to make new marks around the circle that

are the same distance apart from one another.
O
Step 4.
The circle should look like this after marking all the six
points around the circle.
O
Step 5.
Using a straightedge, connect the intersection points to

form the regular hexagon.
By connecting the six points inscribed in a circle having same distance from
one another, we were able to form an equilateral hexagon.
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APPLICATION
The activity will help you apply the lessons you’ve learned and relate them in
Construct your “Dream House” using the different regular polygons that you
have learned. Use any indigenous materials found in your home. You will be
graded base on the following:
5 points 4 points 3 points 2 points 1 point

All regular 3 of the regular 2 of the regular 1 of the regular No regular
polygons are polygons are polygons are polygons is polygon is
present: triangle, present present present present
square,
pentagon,
hexagon.
REFLECTION
sentences.
____________________________________________________________________________________________
__
____________________________________________________________________________________________
__
____________________________________________________________________________________________
__
____________________________________________________________________________________________
__
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MODULE 9 – SOLVING PROBLEMS

INVOLVING SIDES AND ANGLES OF A
POLYGON
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MODULE 9 – SOLVING PROBLEMS

INVOLVING SIDES AND ANGLES OF
POLYGONS
CONTENT STANDARD
The learner will be able to understand the key concepts of geometry of shapes and sizes, and
geometric relationships.
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.
The learner solves problems involving sides and angles of a polygon.
1. identify the steps in solving problems involving sides and angles of polygons.
2. solve problems involving sides and angles of polygons; and
3. realize the importance of polygons in real-life.
ABSTRACT
each lesson.
terms
instructions

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Thank you.
MOTIVATION
What can you SAY?
Determine what the pictures below are all about? YES! Exactly, that’s what we called
tangrams. It is a puzzle consisting of seven flat polygons called tans which are put
together. It can be formed into anything. You’re right!
ACTIVITY
Activity 1: Complete Me!
Direction: Complete the table. Write your answers on the blank.

Polygon Number of Sum of Interior Each interior Each exterior
Sides Angles angle of angle of regular
regular polygon
polygon
Triangle 1. 2. 600 1200
Quadrilateral 3. 3600 4. 900
Pentagon 5 5. 6. 720
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Hexagon 7. 7200 1200 8.
Heptagon 7 9. 128.570 10.
Activity 2: Sove Me!
Directions: Given the following regular polygons, solve for the unknown
measure of the sides or angles. Write your answers on the space provided below.
A
B
1. 3. F If the
perimeter of C the
hexagon is 360 cm, what is the measure of AB?
x
D
L
D O
2. 4. If the perimeter of
the y
N V
octagon is 1200 cm, what
is
IE the measure of OV?
K
ANALYSIS
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GUIDE QUESTIONS:

2. How did you determine the number of sides, sum of Interior Angles, each
interior angle of regular polygon and each exterior angle of regular
polygon?
3. How did you find the correct measurement of the sides and angles of each polygon?
4. Which activity did you find hard to answer? What are the steps in solving
problem, involving sides and angles?
5. In what way does your skills in solving problem involving sides and angles of
each polygon help you in real life situation?Is this advantagious to you as a
student? Why?
DISCUSSION
Let’s remember this:
 The word polygon is a Greek word. Poly means many and gon means angle.
 A polygon is a flat or plane figure, two dimensional closed shape with straight
sides. It does not have curved sides.
 The angles formed by the sides of a polygon are called interior angles of a
polygon. The angles formed where its sides are extended are called exterior angles of a
polygon.
 The sum of the interior angles of a convex polygon with n sides is given by
s = (n – 2)1800.
 The sum of the exterior angles of a convex polygon (one at each vertex) is 3600.
 The measure of each interior angle of a regular polygon represented as r is
r = (n – 2)1800.
 Regular polygon is an equiangular (equal angles) and equilateral (equal sides)

polygon.
 The interior angle and its adjacent exterior angle form a linear pair. It means
that the sum of their measures is 1800.
We should follow a systematic procedure in solving problems such as

the Polya’s problem solving techniques which highlight the following steps in
solving the given problem:
Step 1: Understand the problem – in the given problem, our goal is to solve
for the measure of each side of the hexagonal storage given the perimeter of
120cm.
Step 2: Devise a plan – the perimeter of a hexagonal storage is the sum of the
measures of its six sides. And since the perimeter is given, we need to divide it
to six to find the measure of each side.
Step 3: Carry out plan – now let us solve this problem, here’s how.
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Solution:
Let P = 120 cm
Let 𝑃 = perimeter of the regular hexagon and s=the measure of each side
𝑃 = 6𝑠 Formula
120 𝑐𝑚 = 6𝑠 Substitution
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1
1
(120cm = 6s) Multiplication Property of Equality
6
6
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20 𝑐𝑚 = 𝑠 Simplify
𝑠 = 20𝑐𝑚 Symmetric Property of Equality
Step 4: Look back – since we already know the answer, we can now
interpret it. Therefore, each side of the regular hexagonal jewelry storage
measures 20cm.
Let’s solve more problems involving the sides and angles of polygon for
better understanding.
Problem 1:
The rectangular lot measures 15 m by 11m, what is its area?
Let’s apply Polya’s problem solving techniques in solving the given problem.
Step 1: In the given problem, our goal is to solve for area of the rectangle lot
that measures 15 m by 11m.
Step 2: To solve this problem we should put in mind that the area of a rectangle
is the product of its length and width. In symbol, we can denote it as 𝐴 = 𝑙𝑤
Step 3: Solution:
Let 𝐴 = area of the rectangle; 𝑙 = length of the rectangle and 𝑤= width of the rectangle
𝐴 = 𝑙𝑤 Formula of the area of rectangle
𝐴 = (15𝑚)(11𝑚) Substitution
𝐴 = 165𝑚 2
Simplify
Step 4: Therefore, the area of the rectangular lot is 𝟏𝟔 .

Problem 2:
In their Mathematics group activity, Ryan was assigned to measure the exterior
angles of a regular octagon. What is the measure of each exterior angle of a
regular octagon?
Step 1: In the given problem, our goal is to solve for the measure of each
exterior angle of a regular octagon.
Step 2: The sum of the measures of the exterior angles of any polygon is 360 0
and a regular polygon has equal measures of angles and sides. It means that
we just need to divide 3600 to the number of sides of the regular polygon to
determine the measure of each exterior angle.
Step 3: Solution:
Let 𝑥 = the measure of each exterior angle and 𝑛 = the number of sides of a polygon.
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=0
x360 Formula of the measure of exterior angles
Substitution
𝑛
=0
x360
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𝒙 = 𝟒𝟓𝟎 Simplify
Step 4: Therefore, the measure of each exterior angle of a regular octagon is 450.
Problem 3:
Given the figure below, determine the unknown measure of the exterior angle.
Step 1: In the given problem, our goal is to solve for the

measure of each exterior angle of the given figure. 1000 x0
Step 2: Notice that in the given figure, the
interior and exterior angles are considered as
linear fair. In other words, they are the two
angles created along one line when two lines
intersect. And since they formed a line, the sum
of their measures is always 1800.
Step 3: Solution:
1000 + 𝑚∟ 𝑥 = 1800 Definition of Linear Pair
100 + 𝑚∟ 𝑥 + (−100 ) = 180
0 0 0
+ (−100 )
0
Addition Property of Equality
𝑚∟𝑥 = 80 0
Simplify
Step 4: Therefore, the 𝒎 ∟ 𝒙 = 𝟖𝟎𝟎
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Problem 4:
Rosa was assigned to measure all the interior angles of heptagon. What is the
sum of the measures of all its interior angles?
Step 1: In the given problem, our goal is to solve for the sum of the measures
of all the interior angles of a decagon.
Step 2: The sum of all the interior angles of a polygon can be solved by solving
for the difference between the number of sides of a polygon and two then,
multiplying the result by 1800. Consider that a heptagon is a 7-sided polygon.
Step 3: Solution:
Let 𝑆 = the sum of the measures of all the interior angles and 𝑛 = the number of
sides of a polygon.
𝑆 = (𝑛 − 2)1800 Formula of the sum of
the measures of all the interior angles
𝑆 = (7 − 2 )1800 Substitution
𝑆 = (5)180 0
Multiplication Property of Equality
𝑆 = 9000 Simplify
Step 4: Therefore, the sum of the measures of all the interior angles of heptagon is
𝟗𝟎𝟎𝟎.
Problem 5:
Given the figure below, determine the sum of the measures of the interior
angles and the value of x.
Step 1: In the given problem, our goal is to solve for

the sum of the measures of all the interior angle of
1200
the given figure as well as the mx .
Step 2: In solving the given problem, we need to
determine the sum of the measures of all the
1500
interior angle of the given figure then use the result
in finding the m∟x.
S
t
e
p
3
:
S
o
l
u
ti
o
n
:
Let 𝑆 = the sum of the measures of all the interior angles and 𝑛 = the number of
sides of a polygon.
𝑆 = (𝑛 − 2)1800 Formula of the sum of
the measures of all the interior angles
𝑆 = (5 − 2 )1800 Substitution
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𝑆 = (3)1800 Multiplication Property of Equality

𝑆 = 5400 Simplify
Since we already know that the sum of the measures of all the interior angles
of the pentagon is 5400, we can now solve for the m∟x.
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Solution:
5400 = 800 +1200 + 900 + 1500 + m∟x The sum of the measures of the interior
angles of pentagon is 5400.
5400 = 4400 + m∟x Combining similar terms

540 + (-440 ) = 440 + m∟x + (-4400) Addition Property of Equality
0 0 0
1000 = m∟x Simplify

m∟x = 1000 Symmetric Property of Equality
Step 4:
Therefore, the sum of all the interior angles of the pentagon is 5400 and
mx= 1000
APPLICATION
Which is which?
Directions: Solve the given problem and show your complete solution.
Your mom plans to buy a house and lot for investment in your own
municipality. But she is undecided if which of the two offers will she grab. The
first offer is a 25 m by 10m house and lot worth Php10,000,000.00 while the
second offer is a 30 m by 9m house and lot with the same price. Both
properties are located in the city and both doesn’t have any improvement.
Which do you think is a best buy for her investment? Why? Write your
explanation or solution to convince your mom.
Rubric for the performance
CRITERIA 15 POINTS 10 POINTS 5 POINTS Task:
CORRECTNESS Solution Solution is No
shown is incomplete solution is
correct and . shown.
organized
TIMELINESS Has Has Has
presented the presented presented
date line. the after the
dateline. dateline.
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REFLECTION
sentences.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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SPOT MAP
PARANG, CANTILAN, SURIGAO DEL SUR
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CURRICULUM VITAE
Name : Arnan, Eden Grace Ornilla

Age : 37
Sex : Female
Civil Status : Married
Religion : Evangelical Christian
Date of Birth : June 13, 1984
Place of Birth : Consuelo, Cantilan, Surigao del Sur
Father’s name : Eutiquio A. Ornilla Sr.
Mother’s name : Marianita R. Ornilla
Contact Number : 09060615361
Email Address : edengracearnan@deped.gov.ph
Home Address : P-3, Calagdaan, Cantilan, Surigao del Sur
Educational Attainment
School Graduated Year Graduated
Post Graduate Studies:

Northeastern Mindanao State University 2022
(Main Campus)
College:
Surigao del Sur State University 2002-2005
(Cantilan Campus)
Secondary:
Surigao del Sur Polytechnic State College 1997-2000
(Main Campus)
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Elementary:
Consuelo Elementary School 1991-1996
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PICTORIALS
Students in experimental
group are answering the
pretest.
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Students in
experimental group are
answering the
posttest.
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Students in control
group are answering
the posttest.
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Students in
control group are
answering the
pretest.
174

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Republic of the Philippines

NORTHEASTERN MINDANAO STATE UNIVERSITY

EFFECTIVENESS OF SELF LEARNING ACTIVITY SHEETS (SLAS)

EDEN GRACE O. ARNAN

In partial fulfillment of the requirements for the degree, Master of Science In

DR. GERALDINE V. DARAO DR. MYLA P. MILLONDAGA

APPROVED in partial fulfillment of the requirements for the degree Program by

DR. JOHN MANUEL G. BUNIEL

DR. ERWIN R. BUCJAN DR. ODINAH C. ENTERIA

DR. ELAN ELPIDANG

ACCEPTED in partial fulfillment of the requirements for the degree Master of

July, 2022 DR. MARDIE E. BUCJAN

who contributed much for the realization of this study.

sections in Parang National High School.

the improvement of the test question used in the study.

make this study a successful one.

To the researcher’s husband Jerom L. Arnan, children, Yzla Savannah O.

Arnan, Samantha Grace O. Arnan, Yzach Sebastian O. Arnan,

husband Jerom L. Arnan,

children, Yzla Savannah O. Arnan,

Samantha Grace O. Arnan,

Yzach Sebastian O. Arnan,

father, Eutiquio A. Ornilla,

sister Elia Mae O. Pedrablanca,

siblings, cousins, aunts, uncles,

loved ones and friends

this piece of work is heartily and lovingly dedicated.

better than the students with average and low grades.

Keywords: Effectiveness, Self-Learning Activity Sheets, Mathematical Ability

List of Appendices vii

List of Tables viii

Chapter 1 The Problem and Its Background 1

Theoretical Framework of the Study 2

Conceptual Framework of the Study 5

Statement of the Problem 7

Scope and Limitations of the Study 8

Significance of the Study 8

Chapter 2 Review of Related Literatures and Studies 11

Synthesis of the study 17

Chapter 3 Research Methodology 18

Data Gathering Procedures 21

Chapter 4 Presentation, Analysis, and Interpretation of Data 24

Chapter 5 Summary, Findings, Conclusions and Recommendations 28

B Test Questions Validation (Item Analysis) 42

C Letter of Permission to the Division Superintendent 43

D Letter of Permission to the District Supervisor 44

E Letter of Permission to the Research Participants 45

F Letter of Permission to the Research Participants’ 46

H Letter of Permission to the School Head 48

I Letter of Permission to the Validator 49

J Validated Self- Learning Activity Sheet (SLAS) 51

K Validated Pre-test with TOS 52

1 Schematic Diagram of the 6

2 The Format of the Research 18

1 Distribution of Participants in Terms of 19

Scores in the Pre-test and Post-test

2 Significant Difference on The Pre-Test and Post- 24

The Problem and Background of the Study

With utmost consideration to provide education as a fundamental human right,

beyond the crisis (Bozkurt & Sharma, 2020).

integrated approach to include social, emotional, and academic learning. According to a

mastery of competencies as prescribed in the curriculum. At this pandemic period, as we

Based on the records of the different secondary schools in Cantilan District of

year 2021-2022. ( MPS data on Learner’s Assessment, S.Y.2021-2022. Retrieved from