MODULE CODE: PASAY-M7-Q3-W4-D1

Name: ________________________________________________ Date: ______________________

Name of Teacher: _____________________________________ Section: ___________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 7
THIRD QUARTER/ WEEK 4/ DAY 1

OBJECTIVE: Uses a compass and straight edge to construct perpendiculars.

YOUR LESSON FOR TODAY:

• Using a compass and straight edge to construct perpendiculars.

In this lesson, you will learn how to construct perpendiculars given a line and a point
not on the line using a compass and a straight edge.

TRY TO DISCOVER!
If a straight angle (180°) is bisected by a perpendicular line, two adjacent right angles
(90°) are formed. The sides of the right angles are said to be perpendicular.

CONSTRUCTING PERPENDICULAR LINES FROM A POINT NOT ON THE LINE

How to construct a line perpendicular from a point not on the line? Let s follow the
steps below.

Step 1:
⃡ and draw a point P not on the P
Draw a line 𝐴𝐵
line ⃡𝐴𝐵. B
A

Step 2:
Using P as the center, draw arcs of circle with
big enough radius to cross ⃡𝐴𝐵. Mark on ⃡𝐴𝐵 the
two points (X and Y) crossed by the circle.

Step 3:
Place the compass point at X and with radius
greater than the distance between X and Y,
⃡ . Without moving the
mark the arc below 𝐴𝐵
opening of the compass, place the compass
point at Y, then cut the arc. Label the point as
intersection C.

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 MODULE CODE: PASAY-M7-Q3-W4-D1

Name: ________________________________________________ Date: ______________________

Name of Teacher: _____________________________________ Section: ___________________

Step 4:
Using a straight edge, draw a segment from P
⃡ is perpendicular to 𝐴𝐵
to C. Thus, 𝐶𝑃 ⃡ .

CONSTRUCTING PERPENDICULAR LINES FROM A POINT ON THE LINE

Step 1:
Draw a line l and a point P on the line.
l
P
Step 2:
Place your compass point on P and draw an arc
of any size that crosses the line. Name the
intersections as point D and E respectively.

Step 3:
Place the compass point at D and with radius
greater than the distance between D and E,
mark the arc below line l. Without moving the
opening of the compass, place the compass
point at E, then cut the arc. Label the point as
intersection Q.

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 MODULE CODE: PASAY-M7-Q3-W4-D1

Name: ________________________________________________ Date: ______________________

Name of Teacher: _____________________________________ Section: ___________________
Step 4:
Using a straight edge, draw a segment from P to
C. Thus, ⃡𝐶𝑃 is perpendicular to ⃡𝐷𝐸.

ARE YOU READY TO PRACTICE!

Construct the following.
1. Draw a segment that is perpendicular to line m.

Solution:
Step 1: Step 2: Step 3:

m
A

Step 4: Step 5:

Thus, we have line m perpendicular to ̅̅̅̅

𝐴𝐵.
PRACTICE EXERCISE 1:
⃡ .
Construct a line through H perpendicular to 𝑅𝑆
1. 2.
H
R
R

H
S S

3. 4. R
H
H

S
R S

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 MODULE CODE: PASAY-M7-Q3-W4-D1

Name: ________________________________________________ Date: ______________________

Name of Teacher: _____________________________________ Section: ___________________

PRACTICE EXERCISE 2:
S

T
P
Q U

Given the figure above, construct the following using a compass and a straight edge:
⃡ .
1. Perpendicular line from point S to 𝑅𝑃
⃡ .
2. Perpendicular line from point Q to 𝑅𝑃
3. Perpendicular line passing through ⃡𝑈𝑇.
4. Perpendicular line passing through ⃡𝑃𝑇.

SUMMING UP

CONSTRUCTING PERPENDICULARS USING A COMPASS AND A STRAIGHT EDGE

In constructing congruent perpendicular lines, follow the steps:
1. Draw a line and draw a point not on the line or on the given line.
2. Using the point as the center, draw arcs of circle with big enough radius to
cross the line. Mark on the line the two points crossed by the circle.
3. Place the compass point at the point of intersection of the arc and the line
and with radius greater than the distance between the two points, mark
the arc below the line. Without moving the opening of the compass, place
the compass point at the second intersection, then cut the arc. Label the
point of intersection.
4. Using a straight edge, draw a segment from the given point and the
intersection.

EVALUATION:
Read each question carefully. Choose the letter that corresponds to the best answer.
1. What is the measure of the angles formed by perpendicular lines?
A. 45° C. 90°
B. 60° D. 180°

2. Which of the following tools is used in geometric construction?

A. Calculator C. Protractor
B. Compass D. Stencil

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 MODULE CODE: PASAY-M7-Q3-W4-D1

Name: ________________________________________________ Date: ______________________

Name of Teacher: _____________________________________ Section: ___________________

3. What does the figure illustrate?

A. A bisector of a line segment

B. A straight line parallel to another line
C. A perpendicular to a straight line originating from it
D. A perpendicular from a point lying outside a straight line

4. Which of the following is NOT a step in constructing perpendicular lines using a compass
and a straight edge?
A. Draw an angle and name it.
B. Draw a line and draw a point not on the line or on the given line.
C. Using a straight edge, draw a segment from the given point and the intersection.
D. Using the point as the center, draw arcs of circle with big enough radius to cross the line.
Mark on the line the two points crossed by the circle.

5. Which of the following is a representation of perpendicular lines?

A. Ballpen C. Intersection of two walls
B. Blackboard D. Paper

Prepared by:
Maditha T. Garbida
Pasay City East High School

References for Further Enhancement

Global Mathematics 7, K to 12 Edition, pp. 312-315
https://www.mathspad.co.uk/i2/construct.php?fbclid=IwAR2LPaiw6Qj0Av0nU1u6ION4yYhZelW04v31eRQV
LEcAW55c9i_lLTc7KJQ
https://mathbitsnotebook.com/Geometry/Constructions/CCconstruction4.html

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 MODULE CODE: PASAY-M7-Q3-W4-D2

Name: ________________________________________________ Date: ______________________

Name of Teacher: _____________________________________ Section: ___________________

DEPARTMENT OF EDUCATION-NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 7
THIRD QUARTER/ WEEK 4/ DAY 2

OBJECTIVE: Uses a compass and straight edge to construct parallels.

YOUR LESSON FOR TODAY:

• Using a compass and straight edge to construct parallels.

TRY TO DISCOVER!
Two lines are parallel if they are coplanar and do not intersect. The distance between
corresponding points of the parallel lines is equal. The line that intersects the parallel lines in two
different points is called the transversal line.

CONSTRUCTING PARALLEL LINES USING A COMPASS AND A STRAIGHT EDGE

How to construct two parallel lines? Let s follow the steps below.
Step 1: C
Draw a line segment ̅̅̅̅
𝐴𝐵 and a point C not on the
line.

A B
Step 2:
̅̅̅̅ at point C. Name
Draw a line m intersecting 𝐴𝐵
the intersection as point D.

Step 3:
With the compass width set to about half the
distance between C and D, place the compass
point on D and draw an arc across both lines.

Step 4:
Without adjusting the compass width, move the
compass to point C and draw a similar arc
following step 3.

Step 5:
Set compass width to the distance where the
lower arc crosses the two lines.

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 MODULE CODE: PASAY-M7-Q3-W4-D2

Name: ________________________________________________ Date: ______________________

Name of Teacher: _____________________________________ Section: ___________________

Step 6:
Move the compass to where the upper arc
crosses the transverse line and draw an arc
across the upper arc forming point E.

Step 7:
Draw a straight line through point C and E.
Line segment ̅̅̅̅
𝐴𝐵 is parallel to ̅̅̅̅
𝐶𝐸 .

ARE YOU READY TO PRACTICE!

Construct a segment parallel to ̅̅̅̅
𝐿𝑃 that passes through point A.
L

Step 1: Step 3:

Step 2: Step 4:

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 MODULE CODE: PASAY-M7-Q3-W4-D2

Name: ________________________________________________ Date: ______________________

Name of Teacher: _____________________________________ Section: ___________________
Step 5: Step 6:

𝐿𝑃 𝑖𝑠 𝑝𝑎𝑟𝑎𝑙𝑙𝑒𝑙 𝑡𝑜 ̅̅̅̅
̅̅̅̅ 𝐶𝐵

PRACTICE EXERCISE 1:
̅̅̅̅ parallel to 𝑆𝑇
Complete the following steps by constructing 𝑄𝑅 ̅̅̅̅. Draw your
construction on the box provided.
Step 1:
Draw a line segment ̅̅̅̅
𝑄𝑅 and a point A on the line.

1.

Step 2:
Draw a line intersecting ̅̅̅̅
𝑄𝑅 at point A. Place the compass 2.
point on A and draw an arc across both lines.

Step 3:
Without adjusting the compass width, move the compass to
another point above the arc. Name it as point S. Draw a similar arc 3.
following step 2.

Step 4:
Set compass width to the distance where the lower arc
4.
crosses the two lines.

Step 5:
Move the compass to where the upper arc crosses the
transverse line and draw an arc across the upper arc forming point 5.
T.

Step 6:
̅̅̅̅
Draw a straight line through point S and T. Line segment 𝑄𝑅 6.
̅̅̅̅
is parallel to 𝑆𝑇.

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 MODULE CODE: PASAY-M7-Q3-W4-D2

Name: ________________________________________________ Date: ______________________

Name of Teacher: _____________________________________ Section: ___________________
PRACTICE EXERCISE 2:

Given the figure above, construct the following using a compass and a straight edge:
1. A line parallel to ⃡𝐴𝐸 passing through point D.
2. A line parallel to ⃡𝐵𝐶 passing through point D.
3. A line parallel to ⃡𝐵𝐶 passing through point A.
4. A line parallel to ⃡𝐴𝐸 passing through point C.

SUMMING UP

CONSTRUCTING PARALLELS USING A COMPASS AND A STRAIGHT EDGE

In constructing parallel lines, follow the steps:
1. Draw a line and draw a point not on the line or on the given line.
2. Draw a line intersecting at a point. Place the compass on that point and
draw an arc across both lines.
3. Without adjusting the compass width, move the compass to another point
above the arc. Name the point. Draw a similar arc following step 2.
4. Set compass width to the distance where the lower arc crosses the two
lines.
5. Move the compass to where the upper arc crosses the transverse line and
draw an arc across the upper arc forming another point of intersection.
6. Draw a straight line through the two points.

EVALUATION:
Read each question carefully. Choose the letter that corresponds to the best answer.
1. The two coplanar lines that do not intersect are called _____________.
A. Angles C. Perpendicular lines
B. Parallel lines D. Transversal lines

2. A line that intersects two lines in different points is known as ______________.

A. Angles C. Perpendicular lines
B. Parallel lines D. Transversal lines

3. Which of the following statements is TRUE?

A. The distance between a pair of parallel lines is always different.
B. The distance between a pair of parallel lines is always the same.
C. The distance between a pair of parallel lines is always 10 inches.
D. The distance between a pair of parallel lines is always unknown.

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 MODULE CODE: PASAY-M7-Q3-W4-D2

Name: ________________________________________________ Date: ______________________

Name of Teacher: _____________________________________ Section: ___________________

4. Which geometric principle is used to justify the construction below?

A. A line perpendicular to one of two parallel lines is perpendicular to the other.

B. Two lines are perpendicular if they intersect to form congruent adjacent angles.
C. When two lines are intersected by a transversal and alternate interior angles are
congruent, the lines are parallel.
D. When two lines are intersected by a transversal and the corresponding angles are
congruent, the lines are parallel.

⃡ parallel to 𝑅𝑄
5. The diagram below illustrates the construction of 𝑃𝑆 ⃡ through point P.

Which statements justifies this construction?

A. 𝑚∠1 = 𝑚∠2 C. 𝑃𝑅 ̅̅̅̅
̅̅̅̅ ≅ 𝑅𝑄

B. 𝑚∠1 = 𝑚∠3 ̅̅̅̅ ≅ 𝑅𝑄

D. 𝑃𝑆 ̅̅̅̅

Prepared by:
Maditha T. Garbida
Pasay City East High School

References for Further Enhancement

Global Mathematics 7, K to 12 Edition, pp. 315-317
https://www.mathspad.co.uk/i2/construct.php?fbclid=IwAR2LPaiw6Qj0Av0nU1u6ION4yYhZelW04v31eRQV
LEcAW55c9i_lLTc7KJQ
http://rhs.soowook.com/Geo%20constructions%20review%20problems.pdf

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 MODULE CODE: PASAY-M7-Q3-W4-D3

Name: ________________________________________________ Date: _____________________

Name of Teacher: _____________________________________ Section: __________________

DEPARTMENT OF EDUCATION-NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 7
THIRD QUARTER/ WEEK 4 / DAY 3

OBJECTIVE: Illustrates polygons according to: (a) convexity

YOUR LESSON FOR TODAY:

This module will focus on illustrating polygons according to its convexity. You have already
learned angles and parts of a line such as segments and rays. Now you will investigate plane
figures formed by fitting together segments end to end.

TRY TO DISCOVER!

ACTIVITY 1
These are polygons. These are not polygons.

Define a polygon.
__________________________________________________________________________
__________________________________________________________________________

Which of these figures are polygons? Write P for polygon and NP if not polygon.

The word polygon was derived from two Greek words poly meaning “many” and gon meaning
“angle”. It is often thought of as many sided plane figure. But not all many- sided plane figures
can be classified as polygons.
Definition of a Polygon

A polygon is the union of non-collinear segments, the sides, on a plane that meet at
their endpoints, the vertices, so that each endpoint (vertex) is contained at exactly two
segments (sides).

Note that consecutive sides cannot be collinear and no more than two sides can meet
at any one vertex.

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 MODULE CODE: PASAY-M7-Q3-W4-D3

Name: ________________________________________________ Date: _____________________

Name of Teacher: _____________________________________ Section: __________________
A diagonal of a polygon is a line segment that connects two nonconsecutive vertices.

A polygon also separates the points of the plane into three sets:

❖ the interior of the polygon

❖ exterior of the polygon
❖ points on the polygon itself.

Illustrative Example 1:
Name the polygon. Identify its angles, vertices, sides, and diagonals. Identify consecutive
angles, consecutive vertices and consecutive sides.

Solutions:
Name: pentagon ABCDE
Vertices: A, B, C, D and E
̅̅̅̅, ̅̅̅̅
Sides: 𝑨𝑩 𝑩𝑪, ̅̅̅̅ 𝑫𝑬, and ̅̅̅̅
𝑪𝑫, ̅̅̅̅ 𝑬𝑨
Angles: ∠𝑨, ∠𝑩, ∠𝑪, ∠𝑫 and ∠𝑬
Diagonals: 𝑩𝑬̅̅̅̅, 𝑩𝑫 ̅̅̅̅, and 𝑪𝑬
̅̅̅̅̅, 𝑨𝑪, 𝑨𝑫 ̅̅̅̅

Consecutive angles:
∠𝑨 and ∠𝑩 ∠𝑨 and ∠𝑩 ∠𝑨 and ∠𝑩
∠𝑩 and ∠𝑪 ∠𝑪 and ∠𝑫

Consecutive Vertices:
A and B C and D E and A
B and C D and E

Consecutive sides:
̅̅̅̅ and 𝑩𝑪
𝑨𝑩 ̅̅̅̅ ̅̅̅̅ and 𝑪𝑫
𝑩𝑪 ̅̅̅̅ ̅̅̅̅ a 𝑫𝑬
𝑪𝑫 ̅̅̅̅
̅̅̅̅
𝑫𝑬 and 𝑬𝑨̅̅̅̅ ̅̅̅̅ ̅̅̅̅
𝑬𝑨 and 𝑨𝑩

ACTIVITY 2

Can you state the difference between the polygons in Set A and in Set B?

Polygons in Set A are called convex, while the polygons in Set B are non-convex.

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 MODULE CODE: PASAY-M7-Q3-W4-D3

Name: ________________________________________________ Date: _____________________

Name of Teacher: _____________________________________ Section: __________________

CONVEX and NON-CONVEX POLYGONS

Polygons may be convex or non -convex. A polygon is convex if no diagonal is in the exterior
of the polygon. A polygon is non-convex if at least one diagonal is in the exterior of the
polygon.
To illustrate, let us draw the diagonal of a figure from each polygon.

Convex Polygon Non -Convex Polygon

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

Illustrative Example 2:
Use the figure at the right.
a. Name the polygon.
b. How many diagonals can be drawn from
vertex I?
c. Is the polygon convex or non - convex?

Answers:
a. Hexagon FRIEND
b. 3
c. convex

Illustrative Example 3:
Determine whether the following are polygons or not. If it is a polygon, tell whether if it is
convex or non- convex.

Answers:
1. Polygon, non- convex
2. Not a polygon
3. Polygon, Convex
4. Polygon, non- convex

PRACTICE EXERCISE 1:
A. Determine whether the given figure is a polygon or not.

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 MODULE CODE: PASAY-M7-Q3-W4-D3

Name: ________________________________________________ Date: _____________________

Name of Teacher: _____________________________________ Section: __________________
B. Classify each figure as a convex polygon or non- convex.

PRACTICE EXERCISE 2:
A. IDENTIFICATION: Identify the word being described in each statement. Choose the
correct word from the box and write your answer on the space provided.
convex sides polygon non- convex
diagonal vertices exterior
interior segments consecutive non -consecutive

1. A ____________ is a closed figure formed by at least three non-collinear segments

called the _________.
2. A ____________ of a polygon is a line segment that connects two ___________
vertices.
3. The point of intersection of two _________________sides are called _____________.
4. A polygon is ___________, if no diagonal is in the exterior of the polygon.
5. A polygon is ___________, if at least one diagonal is in the _________of the polygon.
B. State whether each polygon is convex or non – convex.

REMEMBER THIS!
A polygon is the union of non-collinear segments, the sides, on a plane that meet at
their endpoints, the vertices, so that each endpoint (vertex) is contained at exactly two
segments (sides).

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

exterior of the polygon. A polygon is non-convex if at least one diagonal is in the exterior of the
polygon.

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 MODULE CODE: PASAY-M7-Q3-W4-D3

Name: ________________________________________________ Date: _____________________

Name of Teacher: _____________________________________ Section: __________________

EVALUATION:
MULTIPLE CHOICE: Choose the letter of the correct answer. Encircle the letter of the correct
answer.
1. Which of the figures is not a polygon?

2. Which of the following is a convex polygon?

For number 3- 4, refer to the figure at the right.

3. How many diagonals can be drawn from vertex H?

A. 2
B. 3
C. 4
D. 5

4. Is hexagon HONEST convex or non- convex? Justify

A. Convex because all diagonals are found in its interior.
B. Convex because no diagonals in its interior.
C. Non- convex because at least one diagonal is in its exterior.
D. Non- convex because no diagonals are found in its exterior.

5. Which illustration is a convex pentagon?

Prepared by:
Mary Ann A. Ariza
Pasay City West High School

References for Further Enhancement:

1. Grade 7 Learners Mod 4 pages 31- 33
2. Next Century Mathematics by Orence et.al pages Ph. D. pages 464-470
3. Patterns and Practicalities by Gladys Nivera pages 396 – 402
4. https://www.youtube.com/watch?v=jWbBc6s1s7o

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 MODULE CODE: PASAY-M7-Q3-W4-D4

Name: ____________________________________________________ Date: ______________________

Teacher: _________________________________________________ Section : ___________________

DEPARTMENT OF EDUCATION-NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 7
THIRD QUARTER / WEEK 4 / DAY 4

OBJECTIVE: Illustrates polygon according to angles.

YOUR LESSON FOR TODAY:

• Illustrating polygon according to: (b) angles.

In this module, you will learn how to illustrates polygon according angles.

TRY TO DISCOVER!

Activity 1: Let’s Recall!

Fill in the blanks the missing term/s for each statement.

1. A polygon consisting of three angles is ____________________________________.

2. A four - sided polygon is _______________________________________________.

3. A polygon with all angles are congruent is _________________________________.

4. A polygon that angles are not congruent is_________________________________.

5. A polygon with the sum of 360 degrees is _________________________________.

Activity 2: Pair Me!

Match column A with column B and write your answer on the space provided before the number.

A B

__________ 1. The polygon with all sides and angles is congruent a. triangle

__________ 2. A four – sided polygon. b. octagon

__________ 3. The polygon that consists of three sides. c. Irregular polygon

__________ 4. The polygon that angles are not congruent. d. quadrilateral

__________ 5. Five – sided polygon. e. regular polygon

f. pentagon

g. hexagon

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 MODULE CODE: PASAY-M7-Q3-W4-D4

Name: ____________________________________________________ Date: ______________________

Teacher: _________________________________________________ Section : ___________________

LET’S EXPLORE!

A Polygon may also be classified according to sides and angles.

A polygon is Equilateral if and only if all the sides are congruent to each other.

▪ A polygon is Equiangular if and only if all its angles are equal to each other.

▪ A polygon is Regular if and only if it is both equilateral and equiangular.

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 MODULE CODE: PASAY-M7-Q3-W4-D4

Name: ____________________________________________________ Date: ______________________

Teacher: _________________________________________________ Section : ___________________

MEASUREMENT OF ANGLES OF EACH POLYGON

Name of Sum of the

Angles Shape Each Angle
Polygon Interior Angles

Triangle 3 180 600

Quadrilateral 4 360 900

Pentagon 5 540 1080

Hexagon 6 720 1200

Heptagon 7 900 128.570

Octagon 8 1 080 1350

Nonagon 9 1 260 1400

Decagon 10 1 440 1440

Undecagon 11 1 620 147.270

Dodecagon 12 1 800 1500

(n-2) 180 𝑆𝑢𝑚 𝑜𝑓 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠

n –gon n
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑖𝑑𝑒𝑠

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 MODULE CODE: PASAY-M7-Q3-W4-D4

Name: ____________________________________________________ Date: ______________________

Teacher: _________________________________________________ Section : ___________________
Now it’s your turn!

Activity 3 Justify Me!

Write TRUE if the statement is correct and FALSE if the statement is wrong.

__________1. The sum of the angles of quadrilateral is 540°.

__________ 2. Square is a regular polygon.

__________ 3. The sum of the angles of hexagon is greater than of pentagon.

__________ 4. The sum of the angles of nonagon is 900°.

__________ 5. Pentagon is a regular polygon.

__________ 6. The sum of the angles of triangles is the smallest among the polygons.

__________ 7. Octagon has a greater angle than of undecagon.

__________ 8. The sum of the angles of pentagon is 540°.

__________ 9. Heptagon has a smaller sum of angles than of hexagon.

__________ 10. Is equiangular polygon ALWAYS a regular polygon?

Practice Exercise 1
Name the polygon that describe by each statement.

________________ 1. The polygon consisting of three angles.

________________ 2. The polygon whose sum of its angles is 5400.

________________ 3. Polygon with all sides and angles are congruent.

________________ 4. The polygon consisting of five equal sides and angles.

________________ 5. Polygon whose of angles is 3600.

Practice Exercise 2

TRUE or FALSE. Write TRUE if the statement is correct, otherwise FALSE.

___________ 1. A square is a regular polygon.

___________ 2. If a polygon has nine angles, then it is nonagon.

___________ 3. A polygon with equal angles is equilateral.

___________ 4. The measure of each interior angle of a regular triangle is 600.

___________ 5. The number of angles in a hexagon is six.

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 MODULE CODE: PASAY-M7-Q3-W4-D4

Name: ____________________________________________________ Date: ______________________

Teacher: _________________________________________________ Section : ___________________

Let’s sum it up!

Polygon can be classified according to angles.

▪ Equiangular polygon if all its angles are equal.
▪ Regular if it is both equilateral and equiangular.

EVALUATION
MULTIPLE CHOICE: Choose the letter of the correct answer. Encircle the letter of the correct answer.

1. Which polygon has seven angles?

A. Pentagon B. Hexagon C. Heptagon D. Octagon

2. Which of the following quadrilateral is a regular polygon?

A. Square B. Rhombus C. Rectangle D. Trapezoid

3. The sum of the angles of a regular hexagon is 7200, what is the measure of each angle?
A. 1000 B. 1100 C. 1200 D. 1300

4. Which of the following statement is TRUE?

A. An equilateral polygon is an equiangular polygon.

B. An equiangular polygon is an equilateral polygon.
C. A regular polygon is both equilateral and equiangular.
D. All of the above

5. Which regular polygon has 600 measure of each interior angle?

A. Triangle B. Quadrilateral C. Pentagon D. Hexagon

Prepared by:
Mary Ann A. Ariza
Pasay City West High School

References for Further Enhancement:

1. Grade 7 Learners Mod 4 pages 35-36
2. Geometry by Soledad Jose-Dilao et.al pages14- 16
3. https://www.youtube.com/watch?v=jWbBc6s1s7o
4. https://www.blendspace.com/lessons/GGet5rMpLFOheA/polygons

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