VT Mathematic Learner's Material This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and fecommendations to the Department of Education at a We value your feedback and recommendations. Department of Education Republic of the PhilippinesLesson 33: Polygons Time: 2 hours cepts: Basic geometric terms About rai lecaan} This lesson is about polygons. Included in bid discussion are its parts, classifications, and properties involving the sum of the measures of the Interior and exterior angles of a given polygon. Objective: In this lesson; you are expected to: 11.Define a polygon. 12. Illustrate the different parts of a polygon. 13. State the different classifications of a polygon. 14, Determine the sum of the measures of the Interior and exterior angles of a convex polygon. |. Lesson Proper We first define the term polygon. The worksheet below will help us formulate a definition of a polygon. Activity 16 Definition of a Polygon The following are polygons: OKA The following are not polygons: AL BIKA Which of these are Polygons? OABA [AAV IRWhat is then a polygon? A. Definition, Parts and Classification of a Polygon Use the internet to learn where the word “polygon” comes from. The word “polygon” comes from the Greek words “poly”, which means “many,” and “gon,” which means “angles.” A polygon Is a union of non-collinear segments, the sides, on a plane that meet at their endpoints, the vertices, so that each endpoint (vertex) is contained by exactly two segments (sides). Go back to Activity 15 to verify the definition of a polygon. Polygons are named by writing their consecutive vertices In order, such as ABCDE or AEDCB or CDEAB or CBAED for the figure on the right. A polygon separates a plane into three sets of points: the polygon itself, points in the interior (inside) of the polygon, and points in the exterior (outside) of the polygon, Consider the following sets of polygons: SetA Can you state a difference between the polygons in Set A and in Set B? 2Polygons in Set A are called convex, while the polygons in Set B are non-convex. A polygon is said to be convex if the lines containing the sides of the polygon do not cross the interior of the polygon. There are two types of angles associated with a convex polygon: exterior angle and interior angle. An exterior angle of a convex polygon is an angle that is both supplement and adjacent to one of its interior angles. In the convex polygon ABCDE, ZA, 2B, ZBCD, 2D, and “e ZE are the interior angles, while ZMCD is an exterior angle. Consecutive vertices are vertices on the same side of the polygon. Consecutive sides are sides that have a common vertex. A diagonal is a segment joining non-consecutive vertices. In the polygon ABCDE, some consecutive vertices are Aand B, Band C. Some consecutive sides are AH and F Some diagonals are AC and I) The different types of polygons in terms of congruency of parts are equilateral, equiangular and regular. A polygon is equilateral if all its sides are equal; equlangular if all its angles are equal: a if iti equilateral and equiangular. : qual; and regular ifit is both Polygons are named according to the number of sides, 3Name of Polygon Number of Name of 1 Sides Polygon erase or riangle 3 Quadrilateral 4 nonason 9 poe 5 Decagon 10 if poe 6 Undecagon 1 leptagon 7 Dodecagon 12 B. Questions to ponder: 1.Ci nee two segments form a Polygon? If yes, draw the figure. If no, explain 2. What is the minimum number of non: 7 , -collin the definition of polygon above? 2 ee eee 3. Why are the following figures not considered as polygons? C. Properties of a Polygon Activity 16 Number of Vertices and Interior Angles of a Polygon Materials needed: match sticks, paste or glue, paper Consider each piece of matchstick as the side of a polygon. (Recall: A polygon is ) Procedure: 1) Using three pieces of matchsticks form a polygon. Paste it on a piece of Paper. a) How many sides does it have? b) How many vertices does it have? c) How many interior angles does it have? 2) Using four pieces of match sticks form a polygon. Paste it on a piece of Paper. a) How many sides does it have? 4How many vertices does it have? A How many interior angles does it have? 3) Using five pieces of matchsticks form a polygon. Paste it on a Piece of = a) How many sides does it have? b) How many vertices does it have? c) How many interior angles does it have? 4) Using six pieces of matchsticks form a polygon, Paste it on a piece of aper. a) How many sides does it have? b) How many vertices does it have? c) How many interior angles does it have? Were you able to observe a pattern? Complete the sentence below: A polygon with n sides has ___ number of vertices and number of interior angles. Activity 17 Types of Polygon Recall: A polygon is A polygon is equilateral is ; A polygon is equiangular if A polygon is regular if : 1. Determine if a fi igure can be constructed using the given condition. If yes, sketch a figure. If No, explain why it cannot be constructed. ; ae te is equilateral but not equiangular, rangle which is equiangular but i a ae which is reguiar’ a quadrilateral which is equilateral but not equi: i ich i langular. ° A Quadrilateral which is @quiangular but not couleeral ) A quadrilateral which is regular. 2. In general, 8 eaullateral polygons equiangular? i No, give a counterexample a) De ®) Doll equianguiar Polygons equilateral? if no, give a counterexample:OY c) Doall regular polygons equilateral? If No, give a Counterexample, d) Do all regular polygons equiangular? if no, give a Counterexample. ) Do all equilateral triangles equiangular? ° f) Doll equiangular triangles equilateral? Activity 18 Sum of the Interior Angles of a Convex Polygon Materials needed: pencil, paper, protractor Procedures: 1) Drawa triangle, Using a protractor, determine the measure of its interior angles and determine the sum of the interior angles. 2) Draw a quadrilateral. Then fix a vertex and draw diagonals from this vertex. Then answer the following: a) How many diagonals are drawn from the fixed vertex? b) How many triangles are formed by this/these diagonal(s)? ¢) Without actually Measuring, can you determine the sum of the interior angles of a quadrilateral? 3) Draw a pentagon. Then fix a vertex and draw diagonals from this vertex. Then answer the following: a) How many diagonals are drawn from the fixed vertex? b) How many triangles are formed by this/these diagonal(s)? ¢c) Without actually measuring, can you determine the sum of the interior angles of a pentagon? 4) Continue this with a hexagon and heptagon. 5) Search for a pattern and complete the table below: No. of sides No. of No. of triangles formed by | Sum ofthe | diagonals from | the diagonals drawn from interior | a fixed vertex a fixed vertex angles | =| Jen] c9) IS] o]e|~} aActivity To The Sum of the Exterior Angles of a Convex Polygo,, 4, Given SABC with the exterior angle on each vertex as shown: il b,c Let the interior angles at A, B, C measure a, D, c respectively while the exterior angles measure d, @, f. , Determine the following sum of angles: Ad atd= I bres c+fs if : (a+d)+(b+e)+(c+f)= E ef 4 (a+b+c)+(dt+erf= By atbtce d+etf= 2. Given the = ABCD and the exterior angle at each vertex as shown: Determine the following sum: : ates e -_— la (a+e)+(b+f)+(c+g)+(d+h)= 7 ¢ (at+b+ctd)+(e+f+g+h)= me atbtc+ds= e+ftgth= The sum of the exterior angles of a convex quadrilateral is 3. Do the same thing with convex per complete the following: ieee aed The sum of the exterior an i i gles of a convex Nntagon is The sum of the exterior angles of a convex fein is _ The sum of the exterior angles of a Convex heptagon is 4. What conclusion cay a comer porn In You formulate about the Sum of the exterior angles of Exercise 20 1. For each regular pol @. quadrilateral 1, rye me meairy fw gir jon ¢. nonagon2. Determine the sum of the interior angles of the following convex polygons: a. pentagon b. heptagon ¢. octagon 3. Each exterior angle of a regular Polygon measures 20°. Determine the ‘sum of its interior angles, Summary: In this lesson we learned about polygon, its parts and the different classifications of a polygon. We also performed some activities that helped us determine the sum of the interior and exterior angles of a convex polygon. Lesson 34: Triangles Time: 2 hours Prerequisite Concepts: Polygons About the Lesson: This lesson is about triangles, its classifications and properties. Objective: In this lesson, you are expected to: 15. Define and illustrate the different terms associated with a triangle. 16. Classify triangles according to their angles and according to their sides. . 17. Derive relationships among sides and angles of a triangle. I. Lesson Proper A. Terms associated with a Triangle Given AABC, its parts are the three vertices A, B, C; the three sides 4B, AC and BCand the three Interlor angles ZA, ZB and ZC. A B c We discuss other terms associated with SABC, Exterior angle — an angle that is adjacent and ‘supplement to one of the Interior angles of a triangle.rt tel ote interior angles of an ex’ spelt the two remote Interior angles c gle that are not adjacent to angles of the trian, a segment, a ray ora line that bisects an Interior rior angle — Given an exterior angig > | of this exterior angle are the Ite ofa the given exterior angle lor Angle bisector — This is angle. Altitude - This Is @ segment from a verte containing the opposite side. ment joining a vertex and the midpoint of the opposite ex that Is perpendicular to the ling Median — This Is a seg) sector of a side - Given a side of a triangle, a tor is a segment or a line that is perpendicular to the give, h the midpoint of the given side. a side. Perpendicular bis perpendicular bisect side and passes throug! Exercise 21 Parts of a Triangle Given AABE with E ana AC LBE and BD = DE, identify the following parts of the 1) vertices 2) sides 3) interior angles 4) exterior angles 5) the remote interior angles of } th te les of Z Ag) o the remote interior angles of ZEBG | a Be The lengths of the sides of a trlangi ie Activity 2; Lengths of Sides of TriangleIn an isosceles triangle, the angles opposite the congruent sides are also congruent. Meanwhile, in an equilateral triangle, all angles are congruent. D. Some Properties of a Triangle Activity 23 Pythagorean Triples 4. In a graphing paper, sketch the right triangles with the specified lengths (in cm) of legs. Then measure the hypotenuse. Let x and y be the legs and let z be the hypotenuse of the triangle. 2. Complete the first table. Leg (x) | Leg (y) | Hypotenuse Leg (x) | Leg (y) Hypotenuse (2) (2) 3 4 140. 24 6 8 + 8 15 9 12 20 21 5 12 15 20 3. Compute for x?, table. x Y 2 [x+y x y~ z [tty x? + y? and complete the second 4, Compare the values of x? + y* with z*. What did you observe? 5. Formulate your conjecture about the lengths of the sides of a right triangle. Wl. Exercise 24 A. True or False 1. A triangle can have exactly one acute angle. 2. A triangle can have two right angles. 3. A triangle can have two obtuse Interior angles. 4. Aright triangle can be an isosceles triangle. 10@ Interior angle, le can have an ootmangle. ‘An isosceles aan nbe an aie triangle. 5 ‘an acute eal le can be aa ne tangle. an obtuse n be al | triangle. 7 An ote triangle ca uilateral ' acute t! en les triangle. 8 Might tangle oon van be an iso tmarked with letters. Lines with ‘0 ‘An obtuse Eee of the angles m ine the mea B. Determ! arrowheads are parallel. 2) /\ A | B L \ C. Construct the following: 7. Construct a triangle whose sid 8. Construct APQR such that P( 9. Construct AWXY such that 60' 88 are 5 cm, 8 cm, and 10 cm cae eM: OR = Bem, and mZa = 6 WX = 8 cm, mZW = 15°, and mZX = D. Construct 4 diferent scalene triangles, 1. In the first trlangle, Construct all the sides, In the second triangle, c 2, 3. In the third triangle, Construct al 4. In the fourth gle, const aiingattude aline ex and par line passing through a vert arallel to the PPosite sid, Pi 9 gl Perpendicular bisectors of the ‘onstruct all the angle bisectors, Ss.onder: x aa consel a triangle whose sides are 4 cm, 6 cm and 11 cm. What did you observe? Could you explain why? IV. Discuss the following properties of a triangle: 1. The perpendicular bisectors of the sides of a triangle are concurrent at a point. This point is called the clrcumcenter of the given triangle. 2. The medians of a triangle are concurrent at a point. This point is called the centrold of the given triangle. 3. The interior angle bisectors of a triangle are concurrent at a point. This point is called the Incenter of the given triangle 4, The altitudes of a triangle are concurrent at a point. This point is called the orthocenter of the given triangle. V. Summary In this lesson, we learned about triangles, Its parts and Its properties. The construction is used to illustrate some properties of a triangle involving the perpendicular bisectors of its sides, medians, bisectors of its interior angles and its altitudes. GRADE 7 MATH LEARNING GUIDE Lesson 36: Quadrilaterals Time: 2 hours Prerequisite Concepts: Polygons About the Lesson: This lesson is about the quadrilateral, its classifications and properties. Objective: In this lesson, you are expected to: 18. Classify quadrilaterals 19. State the different properties of parallelogram, \. Lesson Proper A. Learning about quadrilaterals A quadrilateral is a polygon with four sides. 1. Some special quadrilaterals: Trapezoid is a quadrilateral with exact! each other. The parallel sides are call sides are called the legs. ly one pair of opposite sides parallel to led the bases, while the non-parallel If the legs of a trapezoid are congruent (that is, trapezoid is an Isosceles trapezoid. Consequ Congruent, and the remaining two angles are al Parallelogram is a quadrilateral with two pairs — 12 qual in length), then the ently, the base angles are Iso congruent. of opposite sides parallel toadrilateral (Note: Figures are not drawn to \we Scales.) W D, ise 25. Angles In Qui angles marked with letters. Exercl Find the 8)Activity 26 Vertices of a Parallelogram ing @ graphing paper, plot the three given points. Then find the three us se points for the fourth vertex so that the figure formed is a parallelogram. Sketch the figure. Given vertices Possible fourth vertex [A(2.3) B (2, -3), C (4, 2) | € (8,3). F-2,5), GCA 1) | He, 7), 1-6, 5), J(-1, 4) | K(6, 3). U(7, 5), M(2, 6) N(G, -3),_ O(2, -4), P(S, -7) Activity 27 Materials: Pair of scissors, ruler, cardboards or papers Procedures: A. Prepare five models of parallelograms. (Or use the attached sketch of parallelograms.) Name the parallelogram 3 ABCD. 4. For the first parallelogram: cut the parallelogram into two so that you can compare ZA and ZC; 2B and ZD. What do you observe? Opposite angles of a parallelogram are 2. For the second parallelogram: cut the angles and arrange any two consecutive angles about a point. What do you observe about the sum of any two consecutive angles of a parallelogram? Consecutive angles of a parallelogram are 3. For the third parallelogram: cut the figure along the diagonal AC. Compare the two triangles formed. Can they be coincided with each other? For the fourth parallelogram: cut the figure along the diagonal BD. Compare the two triangles formed. Can they be coincided with each other? In both parallelograms, what do you observe about the triangles formed by the diagonals?gram divide the parallelogram into Diagonals of @ parallelo: 7 he two diago! the fifth arallelogram: cut the figure along tl gonals, ‘ then Catal the partitioned diagonals. How did one diagonal divide the other diagonal? Diagonals of @ parallelogram ; Models for Activity 27Activity 28 Special Properties of Rectangle, Square, Rhombus Materials: two sets of models of rectangles, Squares, rhombus. Name each as D. Age (see attached sheet for the models) Procedure: 1.) Cut the rectangle along the diagonal AC. What type/s of triangle(s) is/are formed? 2.) Cut the rhombus along the diagonal AC. What type/s of triangle(s) is/are formed? 3.) Cut the square along the diagonal AC. What type/s of triangle(s) is/are formed? In which parallelogram does the diagonal divide the Parallelogram into two congruent right triangles? 4.) In each figure, draw diagonals AC and BD and let the intersection be point O. In each figure, measure the lengths of the diagonals. In which parallelogram are the diagonals congruent? 5.) In each figure, draw diagonals AC and BD and let the intersection be Point O. Then measure ZAOD, ZDOC, ZCOB, ZBOA. What do you observe? In which parallelogram are the diagonals perpendicular? —_—___ 6.) From the results of # 4-5, complete the statements below: Diagonals of a rhombus are 7 ee : 168 Activity 2! Models for | Discussion: Properties of a parallelogram: Opposite angles of a parallelogram are congruent. Consecutive angles of a parallelogram are supplementary. ent Diagonals of a parallelogram divide the parallelogram into two congr! iangles, Diagonals of a Parallelogram bisect each other. a go Of a rectangle divides the rectangle into two congruent right 8, Adi iy : a ‘tan of a square divides the Square into two congruent isosce! as a 2 rectangle are congruent 3 ant, | Diagonals Be a at are perpendicular, are both Congruent and perpendicular. Summa In this le; S80N, We | 28 of Guadriaterals, Weaige a3 Ut quadrilaterals and the different ty Ss. n ie ©d about parallelogram and its prope™ 1736: Circles Time: 1 hour Lesser igite Concepts: Distance, angle measure e Lesson: Students have been invediead t Grade 1, and they may easily recognize circles pee eS 28 Caty as without knowing how points on the circle are fers a drawing, even extends students’ visual understanding of Circles Baia This lesson to its mathematical definition. Definitions of tema 2 nm oausing them also developed. MS related to the circie pjective: ° ve lesson; you are expected to 3. Define a circle and its parts. 4, Apply the definition to solve problems, Lesson Proper: A.Circles |. Activity Draw a point somewhere in the middle of a sheet of paper. Now, using a ruler, mark 20 other points that are 5 cm from the first point. Compare your work with that of your seatmates. What shape do you recognize? i |. When you You can probably recognize circles even when you were young hear the word circle, round shapes may come to your mind. Now, we wa learn how circles are shaped this way. In the activity above, y aaa Points that points that are the same distance from a fixed point yields shape. Definitions: A circle is the set of all points that ae the same distance from a fixed point a ‘agus fred point is called the center of the coe. © Segment drawn from any point on the oir the center is called a radius. corner Note: A circle is named by its center. The circle atthe right is called Circle O. 'l. Questions to Ponder ) of a circle have the same length? 1. Why do all radii (plural of radius 18» wih he folowing figures are circles? © Q 3, Your grandfather tld you that when he was young, he and his paymat buried some old coins under the ground, thinking that these coins vile valuable ater several years. He also remembered that these coins ver buted exacty 4 Kilometers from Tree A (see map) and 5 kilometers ftom Tree B, Where could the coins possibly be located? 10"4 introduced you to oth gsc above you to other parts of a circle, is a segment that connects any two a are chords of Circle O. 4 is a chord that pa ameter iS 2 hat passes through the center of a ci is \ ¢ ver of Circle 0. It is the longest chord of a circle a tis one the path ofa circle’s ae rental angle is an angle whose vertex is on the circle's center, and vhose sides intersect the circle at two points. ZAPB is a central angle of | ire P. . , : marcisa portion of a circle determined by a central angle. Arc AB is an arc of Circle P. |, Points to Ponder Points of a circle. AD, BF, CG, 4, Determine whether each statement is true or false. a. Two radii always have the same length. b. Two chords always have the same length. c.All chords are diameters. 4. Alldiameters are chords. @. All chords intersect at one point. f.Aradius is not a chord. 9. All diameters intersect at one point. 2.On Circle O, a. name each radius. b.name each diameter. ¢.name each chord. 4. name each central angle. in(d @.name the arcs subtended by the central angles in (6) a Using a compass, draw a circle whose radius is 5 om. os draw the lowing objects write “impossible” if the object cannot be drawn. @. One chord measuring 2 om. 2 One chord measuring 10 om. t Kd chord measuring 12 cm. ‘ hree radii measuring 5 cm. Ss central angle measuring ae ~ One central angle measuring 135°. 7 9 One arc subtended by an angle that measure 00 | Three adjacent central angles, each measuring1A triangle with exactly —"" a. right triangle ‘A triangle which has al — a. right triangle B. 9, A triangle which nas @ nt triangle 8. scal A. ight tar ant from the center of C. equilateral triangle D. equian, ‘ular triangle D. equiangular wal. , equilateral triangle. equiangu lar lene triangle the circle to any point on the circle, ‘is a line seg * Reenter $ B. diameter C. radius D. tangent 5, Rime that passes through the ‘center of the circle. —" A.center B. diameter C. radius D. tangent __6. Itis an angle whose eiguiies on the center and the sides are the radi ofthe B. inscribed angle C.are semicircle ‘A. central angle of each circle 2 Center Chord center Radius Tangent = __. 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