, Bulacan 3023 7

DEPARTMENT OF EDUCATION
DIVISION OF SAN JOSE DEL MONTE CITY
San Ignacio St., Poblacion, City of San Jose del Monte

Mathematics
Quarter III – Module 2
Pairs of Angles and Lines

Mathematics - Grade 7
Alternative Delivery Mode
Quarter 3 - Module 2: Pairs of Angles and Lines

Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose a condition the payment of royalties.

Borrowed materials (i.e. songs, stories, poems, pictures, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over
them.

Mathematic
s Quarter III – Module
2
Pairs of Angles and Lines
 Department of Education • Republic of the Philippines
Introductory Message

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

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

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

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

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

Thankyou.

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

PERFORMANCE STANDARD
The learners will be able to create models of plane figures as well as formulate and
solve authentic problems involving sides accurately.

LEARNING COMPETENCY:
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.

The scope of this module is to form your knowledge on the pairs of angles and pairs
of lines. While going through this module, you are expected to:

1. determine the pairs of angles and lines;

2. find the measures of pairs of angles and lines using known relationships;
and 3. solve pairs of angles and lines in a word problem.

1
 What I Know
Let us begin this lesson by performing this activity to determine your knowledge and
preparedness on pairs of angles and lines.

Directions: Read and understand each item, then choose the letter of your answer and write
it on your answer sheet.

1. Two angles share a common side and a vertex. Which of the following best describes the
pair of angles if their sum is 90?
A. adjacent and complementary C. non-adjacent and complementary B.
adjacent and supplementary D. non-adjacent and supplementary

2. Which of the following statements is true?

A. In parallel lines, the distance between the two lines is fixed and the two lines are going
in the same direction.
B. Perpendicular lines are lines that meet at a point. When two lines intersect, they define
angles at the point of intersection.
C. Skew lines are lines that are coplanar and can never intersect at any given point. D.
Two lines intersect at more than one point and they define angles at the point of
intersection.

3. Which pair of angles are linear pair?

12
56
34
78

A. ∠ 1 and ∠ 4 C. ∠ 1 and ∠ 3
B. ∠ 2 and ∠ 6 D. ∠ 2 and ∠ 5

4. Which of the following is the best example of pairs of lines that are parallel?
A. consecutive sides of a window C. railway line crossing
B. intersection of roadways D. two opposite edges of a door 5. Which

pair of angles are vertical angles?

12
56
34
78
A. ∠ 1 and ∠ 4 C. ∠ 1 and ∠ 3
B. ∠ 2 and ∠ 6 D. ∠ 2 and ∠ 5
6. The measure of complement of an angle is equal to the twice the measure of the angle.
What is the measure of the supplement of the angle?
A. 120˚ C. 140˚
B. 130˚ D. 150˚

2
7. What is the value of x if the angles are complementary?
 45˚x

A. 40˚ C. 50˚
B. 45˚ D. 55˚

8. Which of the following figures is a pair of lines that are perpendicular?

A. C. t 9. Which of the following statements is true?

s p

m
B. D. n a

A E
R

FM
A. ∠FEA and ∠REM are complementary angles.
B. ∠AER and ∠REM are supplementary angles.
C. ∠FEA and ∠REM are adjacent angles.
D. ∠FEA and ∠REM are vertical angles.

10. Find the value of x in the figure below.

2x 150˚

A. 5 B. 10 C. 15 D. 20

3
LESSON

1 Pa
 irs of Angles

What’s In
We use hand gestures as a form of body language. In Mathematics, we can
associate them in different sizes of angles. These sizes depend on the degree measure of
the angle. You know that an angle is created by two rays that share a common endpoint. It
is easier for us to remember their types by observing the angles that can be formed by our
fingers.

We can see an angle by the space within our fingers.

A pair of open scissors, salad tongs, arms of a wall clock

at 2:00, are
examples of an acute angle that forms greater than 0 but less than
90.

A right angle can be seen when we form our fingers to

make an L.
The corner of a tv screen, writing paper, crossroads, forms an angle which is
exactly 90.

An obtuse angle is an angle measuring more than 90 but

less than180.
It can be seen by spreading the thumb and pinky finger out while
closing the three fingers in between.

An opened fan, the hand of the clock at 1:50, forms an obtuse angle.

Lastly, a straight angle can be seen by the hand gesture

pointing at
something. A horizon or even the edge of the door, makes an exactly 180˚
angle.

4
 What’s New

Activity 1. Find my partner

Directions: Choose the pairs of angles which can form a right angle and a straight angle.
Write your answer in the table.

C D
O 120O 65O
A 60
B
25O 30O E 150O

Pair of angles which form a right angle Pair of angles which form a straight angle

What is It
At this point, you will determine the certain pairs of angles that have special
relationships.

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.

AD

B
C
5
Two angles are called complementary angles if the sum of their degree
measurements is equal to 90.

Two adjacent angles ∠s and ∠t are complementary angles since m∠ s + m∠ t = 90.

 s
t

When two adjacent angles are complementary angles, they form a right angle.

Not all complementary angles have to be adjacent. Since the sum of the degree
measurements of ∠ EFG and ∠ HIJ is 90, then they are complementary angles. m ∠ EFG =
70 and m ∠ HIJ = 20,
m ∠ EFG + m ∠ HIJ = 90
70 + 20 = 90
G 70˚ 20˚
I J
J
F
E H

Two angles are called supplementary angles if the sum of their degree
measurements is equal to 180.

Two adjacent angles ∠p and ∠q are supplementary angles since m ∠ p + m ∠ q = 180.

pq

Note: If two angles are both adjacent and supplementary, then they form a linear pair.

In the figure below, ∠RST and ∠XYZ angles do not form a linear pair but they are
supplementary angles since the sum of their degree measurements is 180. m∠ RST = 120
and m∠ XYZ = 60,
m ∠ RST+ m ∠ XYZ = 180
120 + 60 = 180

6
X
R

120˚
60˚
Y
Z ST

Two straight lines intersect at a common point will form four angles. The pairs of
angles that are not adjacent to each other are called vertical angles. They are opposite
angles at the point of intersection and are equal to each other.

Lines f and g intersect at point E. ∠ SEP and ∠ CEA is a pair of vertical angles.
 Another pair of vertical angles is ∠ SEC and ∠ PEA.

fg

SC E A
P

Two angles which have the same measure are called congruent angles. It is denoted
by the symbol ≅.
∠ SEP ≅ ∠ CEA (Read as “angle SEP is congruent to angle CEA”) ∠
SEC ≅ ∠ PEA (Read as “angle SEC is congruent to angle PEA”)

Note: A pair of vertical angles are also congruent angles.

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
I

45˚ 45˚
P 30˚
D E
R

7
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 __________________________
3. Supplementary to ∠ RDE __________________________
4. Angles adjacent to ∠ ADI __________________________

Let’s explore 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.

Example No. 2

O
B

S U
140˚40˚ E T

Given the OU intersect with BS at point P and ∠ BEU bisect by ET.

8
Answer the following:

A. Name the pairs of vertical angles ___________________________ B. Name the

adjacent angles with common side ES ___________________________ C. Name the
pairs of congruent angles ___________________________ D. Find the measure of the
angles.
1. Find ∠BEO ___________________________ 2. Find ∠BEU
___________________________

Exploring example no. 2, we have:

A. ∠OEB and ∠SEU;∠OES and ∠BEU are pairs of vertical angles
because they are opposite angles at the point of intersection.

B. ∠OES and ∠UES are adjacent angles because they share a common side
ES.

C. ∠OEB and SEU; ∠OES and ∠BEU are pairs of congruent angles because
they are vertical angles.
 D.1. m ∠BEO = 40, because m ∠BEO = m ∠SEB - m ∠SEO
= 180 – 140 = 40
2. m ∠BEU = 140, because ∠OES and ∠BEU are vertical angles.

Example No. 3
Find the measures of a, b, c, and d if possible, following the given conditions.
Measure of Angle Measure of Complement Measure of Supplement

85˚ a 95˚

38˚ 52˚ b

105˚ c 75˚

x 90 – x d

The measure of complement a is 5˚ because 90˚- 85˚= 5˚ while for c is none

because 105˚ is greater than 90˚.

On the other hand, the measure of supplement b is equal to 142˚ because 180˚-
38˚ = 142˚ while for d the answer is 180 – x because the supplement of an angle is 180˚
minus the given angle represented by x.

9
Example No. 4
Two angles are supplementary angles. One angle is 32˚ larger than the other.
Find the measures of both angles.

Solution:
x – smaller angle x + Represent the statements “One angle
32 – larger angle is 32˚ larger than the other.”

x + (x + 32) = 180 Adding up the angles will result to 180

since the problem states that two
angles are supplementary angles.

2x + 32 = 180 Adding like terms

2x + 32 – 32 = 180 – 32 Combining like terms using

Subtraction Property of Equality
(SPE) we need to subtract 32 to both
sides.

2x = 148 Simplify and divide both side by 2 to

eliminate the numerical coefficient of
x.

x = 74 The measure of the smaller angle is 74.

x + 32 Is the larger angle

 74 + 32 = ? Substitute the value of x.

106 The measure of the larger angle.

○ ○
Therefore, the two angles are 74 and 106 .

What’s More
Now it’s your turn to apply the concepts you have learned.

Activity 2. True To You

A. 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.

10
B. Name the pairs of angles in each of the following. E
G

L
S
A

1. Pairs of complementary angles ________________________

________________________
2. Pairs of supplementary angles ________________________
________________________
________________________
3. Linear pair ________________________
__________________________

Activity 3. Look Out

 Find the value of the marked angles a, b, c, d, e, f, g, h and give the reason for your

answer. 1. 4.

55˚ e f 73˚
a 73˚

b 3.
2. 5. 110˚

c d 112˚

25˚
g
h

11

What I Have Learned

You have reached the part of the module where you are able to summarize the
concepts you’ve learned for lesson 1.

Activity 4. WHAT’S THIS?

Identify what is being described in each of the following statements.

___________ 1. Two angles that form a straight line, and their sum is always 180O.
___________ 2. A pair of angles form a right angle and have a sum of 90O. ___________ 3.
Two angles that are next to each other. They share a common side and an endpoint.
___________ 4. Pair of angles that are directly opposite each other. They are equal.
 What I Can Do
Activity 5. Unless You Show Me How

Direction: Solve the following problems.

1. Two angles are complementary. If one of the angles is double the other angle, find the
two angles.

3
2. The measure of an angle is 4of 60°. What is the measure of its supplement?

12
LESSON

2 Pai

rs of Lines

In the first lesson, you learned about the pairs of angles and how to find each
measure using the known relationship of each angles.
This time you are going to find out the relationship of the pairs of lines and the
ways to illustrate conditions for lines to become parallel and perpendicular.

What’s In
Imagine that each bar on the fence
shown is
part of a line and the distances of any two
vertical
bars are the same. Each two vertical bars with the
same distances can be identified as line segments.
Can you also identify other pairs of lines having this
property?

What’s New

Activity 1. Show Me.

1. Draw a figure showing lines SM and RT, intersect at P and forming four right
angles. Then answer the questions that follow.

Questions:
a. Do the two intersecting lines divide the plane into four regions? b. What is the
greatest measure of regions in which a plane will be divided by 2 intersecting
lines?

13

What is It
It has been identified from the previous activity that line SM and RT intersect at point
P and forming right angles.

SM
P

When two lines intersect and form 90O 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.

A C

R
F
V

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.
RB

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.

14

What’s More
Now, try what you have learned from the discussion on pairs of lines.

Activity 2. Know Me Better

Identify pairs of lines as intersecting, parallel, or perpendicular on the space under each

figure. a. b. c.

___________________ ___________________ _________________

What I Have Learned

Let us summarize what you have learned from Lesson 2. Move on to the next activity.

Activity 3. Tell Something About Me

Complete the following statements by writing details on what you learned from the lesson.
I Know that I know something about …
__________________________________________________________________
_ First, …
___________________________________________________________________
Second, …
__________________________________________________________________
_ Third, …
__________________________________________________________________
_ Finally, …
__________________________________________________________________
_ Now, you know something that I know about …
___________________________________________________________________

15
Scoring Rubrics
4 3 2 1

Accurate pieces Information has Little information Information

of information possible overlap or details is
on a or redundancy; insignificant
mathematical adds limited or
concept; adds amount of redundant;
several details as few or no
supporting details support details
to each stated
pieces of
information.

What I Can Do
Activity 4. 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

Assessment
Let us assess your learning in this module by answering these activities!
Directions: Choose the letter of the correct answer and write it on a sheet of
paper.

1. Two angles share a common side and a vertex. Which of the following best describes the
pair of angles if their sum is 180?
A. adjacent and complementary C. non-adjacent and complementary B.
adjacent and supplementary D. non-adjacent and supplementary
 2. Which of the following statements is FALSE?
A. In parallel lines, the distance between the two lines is fixed and the two lines are going
in the same direction.
B. Perpendicular lines are lines that intersect at one point and form a 90° angle. C. Skew
lines are lines that are coplanar and can never intersect at any given point. D. Two lines
intersect at exactly one point and they define angles at the point of intersection.
3. Which pair of angles are vertical angles?

12 1

34
56
78
A. ∠1 and ∠4 C. ∠1 and ∠3
B. ∠2 and ∠6 D. ∠2 and ∠5

16
4. Which pair of angles are adjacent angles?

12
56
34
78

A. ∠1 and ∠4 C. ∠1 and ∠3
B. ∠2 and ∠6 D. ∠2 and ∠5

5. Which of the following is the best example of pair of lines that are parallel?
A. consecutive sides of a window C. railway line crossing
B. intersection of roadways D. two opposite edges of a door
6. The measure of supplement of an angle is equal to the twice the measure of the angle.
What is the measure of the complement of the angle?
A. 30˚ C. 60˚
B. 45˚ D. 75˚

7. What is the value of x if the angles are complementary?

70˚ x

A. 50˚ C. 30˚
B. 40˚ D. 20˚

8. Which of the following statements is true?

F H

AS
G
 A. ∠AGF and ∠HGS are adjacent angles B.
∠HGS and ∠FGH are complementary angles
C. ∠FGA and ∠FGS are linear pair
D. ∠HGS and ∠FGA are vertical angles

17
9. Which of the following figures is a pair of lines that are parallel?

A. C. t p
s
q

a
m
B. D. n

b
10. Find the value of x in the figure below. 3x 126˚

A. 12 B. 18 C. 24 D. 30

Additional Activities
Activity 6. Draw Me

I. Direction: Use ruler to draw the following.

1. A pair of parallel lines
2. A pair of intersecting lines
3. A pair of perpendicular lines

II. Direction: Use a protractor to draw the following.

1. A pair of adjacent complementary angles

2. A pair of non-adjacent supplementary angles
 3. A linear pair of angles
4. A pair of complementary angles that have a common vertex but no common side
5. A pair of vertical angles

18
������ ∠ and ������ ∠ Pairs of angles which
������ ∠ and ������ ∠ 1. Partner
Activity 1. Find My
WHAT’S NEW
Answer Lesson 1

Key

B.

5. Always True
4. Never True
3. Sometimes True
2. Always True
1. Sometimes True

A.
Activity 2 True To You 10. C
WHAT’S MORE 9. A
Lesson 1 8. C
7. B
B∠ A and ∠ D 6.
E∠ D and ∠
form a straight angle
������ ∠ and ������ ∠ Pairs of angles which
������ ∠ and ������ ∠ 3.
������ ∠ and ������ ∠ F∠ C and ∠
������ ∠ and ������ ∠ E∠ A and ∠
form a right angle
������ ∠ and ������ ∠ 2.
5. D 1. A 10. B
D 4. WHAT I KNOW 9. A
8. C
7. D
6. A
5. D
B 4.
3. A
2. C
1. B
ASSESSMENT
˚ 2. 135
2x= 60 1. x=30, to scores the activity. Use the rubrics .
Show Me How vary
Activity 5 Unless you WHAT I Student answers may Something
CAN DO Lesson 1 About Me Activity 3 Tell
LEARNED
WHAT I HAVE
Lesson 2
4. Vertical angles
c. parallel
3. Adjacent angles angles
b. intersecting
2. Complementary angles
1. Supplementary Activity 4 a. perpendicular
Supply Me LEARNED Better
Activity 2 Know Me WHAT’S
WHAT I HAVE
MORE
Lesson 1
Lesson 2

angle has 90 degrees. equally divided.

Each b. None, because it is a. Yes
supplementary
T
90 ˚, = h
M P S
complementary
65 ˚, = 5. g
R
supplementary
107 ˚ = 107 ˚, f = 4. e Activity 1 Show Me WHAT’S NEW
supplementary Lesson 2
, 68 ˚ = 3. d
angles
70 ˚, vertical = C
supplementary
70˚, = 2. b
angles
55˚, vertical = 1. a
Activity 3 Look Out WHAT’S
MORE
Lesson 1
3. B
A 2.

19
References
Aseron, Elizabeth R., Armas, Angelo D., Cononigo, Allan M.,
First Edition, Mathematics – Grade 7 Learner’s Materials, Department of Education, Pasig
City, 2013
Oronce, Orlando A., Mendoza, Marilyn O., Exploring Mathematics Geometry III, Rex Book
Store, Inc., Quezon City, 2005

20
This material was contextualized and
localized by the
Learning Resource Management and
Development Section (LRMDS) SCHOOLS
DIVISION OF SAN JOSE DEL
MONTE
 MERLINA P. CRUZ PhD, CESO VI
Officer-in-Charge
Office of the Schools Division Superintendent

ERICSON S. SABACAN EdD, CESO VI

Assistant Schools Division Superintendent

ROLANDO T. SOTELO DEM

Chief Education Supervisor
Curriculum Implementation Division

ANNALYN L. GERMAN EdD

Education Program Supervisor, LRMS

MA. CORAZON P. LOJA

Education Program Supervisor, Mathematics

TONY DANDREB N. BONITA / CARLA LOUISE D. ZABALLA

San Martin National High School
Writers

GLADYS FATIMA O. GENIO

San Martin National High School
Illustrator

TONY DANDREB N. BONITA

San Martin National High School
Layout Artist

ROSITA C. FALIBLE
Minuyan National High School
Content Editor

MARIA ANGELA S. MAGSADIA

Minuyan National High School
Language Reviewer

MICHAEL B. ZAMORA
Sapang Palay National High School
Lay-out Evaluator

21
For inquiries or feedback, please write or call:

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

Learning Resource Management and Development Section
(LRMDS)

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

Bulacan Email Address: lrmssdosjdmc@gmail.com

22