3rd Quarter Grade7 MODULE Week 1 5

Mathematics 7
Quarter 3 – Module (Week 1 to 5)
Department of Education • Republic of the Philippines

Mathematics – Grade 7
Alternative Delivery Mode
Quarter 3 – Module (Week 1 to 5):

First Edition, 2021
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 as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book 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.
Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:
Development Team of the Module

Authors: Azucena S. Ardon Edna M. Mercado
Emily B. Bulao Liezl C. Razon
Analyn I. Cirilo Ma. Christie R.Reyes
Darwin P. Calimlim Mark Anthony Tagaycay
Aira Jean B. Corteza Roger P. Turingan
Josie T. Escolan
Editor: Gina L. Aguitez

Reviewers: Ma. Christie R. Reyes R. Ruga,, Azucena Ardon
Illustrator: Ronald Mendoza
Layout Artist: Darwin P. Calimlim
Management Team: Liezl C. Razon
Printed in the Philippines by ________________________
Department of Education – Bureau of Learning Resources (DepEd-BLR) (Sample)
Office Address: Gabaldon Bldg., Brgy. Elias Aldana,

Padre Diego Cera Avenue, Las Piñas City
Telefax: (02) 8-835-9030 I (02) 8-822-3840
E-mail Address: laspinas.city@deped.gov.ph

7
Mathematics
Quarter 3 – Module (Week 1 to 5)
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 recommendations to the Department of
Education at action@deped.gov.ph.
We value your feedback and recommendations.

Introductory Message
For the facilitator:
(This Gives an instruction to the facilitator to orient the learners and support the
parents, elder siblings etc. of the learners on how to use the module. Furthermore, this
also instructs the facilitator to remind the learners to use separate sheets in answering
the pre-test, self-check exercises, and post test.)
For the learner:

This communicates directly to the learners and hence, must be interactive. This
contains instructions on how to use the module. The structure and the procedure of
working through the module are explained here. This also gives an overview of the
content of the module. If standards symbol are used to represent the some parts of the
module such as the objectives, input, practice task and the like they are defined and
explained in this portion.)

R epublic of the P hilippines
D epartment of E ducation
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y
NAME: Score:
GRADE & SECTION: Teacher:
MATHEMATICS 7
Third Quarter
Week 1
MOST ESSENTIAL LEARNING COMPETENCY
 Represent point, line and plane using concrete and pictorial

models
OBJECTIVES
 Represent point, line and plane using concrete and pictorial

models
 Illustrate collinear and coplanar points
WHAT I KNOW
Write TRUE if the statement is true. Otherwise, write FALSE.
__________ 1. A point has no dimension
__________ 2. A line has length and width.
__________ 3. A plane has an infinite number of lines.
__________ 4. A square usually used to represent a plane.

_________ 5. A plane is named by using a capital letter placed at one of its
corners.
WHAT’S IN
Undefined terms are considered the building blocks of Geometry.
Geometry just like any other mathematical system is based on undefined
terms, unproved statements (postulates and assumptions), and
theorems. The undefined terms in Geometry are point, line, and plane.
WHAT’S NEW

WHAT IS IT
When points are on the same line, they are

called collinear points.
 When points are on the same plane, they are
called coplanar points.
WHAT’S MORE
In the figure:
1. There are 11 points. Name them
2. There are two lines. Name them
3. There are two planes. Name them
4. Points A, D and B are collinear.
5. Points F, B, D, A and G are coplanar.
6. Points B, F and E are non-collinear.
7. Points C, B, F, H and G are non-coplanar.
WHAT I HAVE LEARNED

Fill in the blanks with the appropriate words to summarize our lesson.
1) A _________ has no length, width, or thickness and denotes location.
2) _________ is an undefined term that has length and but no width.
3) A plane has length and width but no _________.
4) When points are on the same _________, they are called coplanar points.
5) When points are on the same line , they are called ___________.
6) Every line contains at least _________.
7) Every plane contains at least _________points.
WHAT I CAN DO
Give objects in real life the can represent the following undefined terms.

Point Line Plane
Week 1
 Illustrate subset of lines.
OBJECTIVES
 Define subset of lines

 Illustrate subset of lines.
WHAT I KNOW WHAT’S IN

Match each geometric term
with its corresponding In geometry, line, ray and line
illustration, Write your answer before segment are different from one another. A ray
the number. and a line segment are simply subset of line.
WHAT’S NEW
WHAT IS IT WHAT’S MORE
Subset of lines
Relationship of lines

WHAT I HAVE LEARNED
Name examples
of the following
```````based on the figure:
1. Three lines
______ ______ ______
2. Three line segments
______ ______ ______
3. Three rays Note: Many are not familiar with skew lines.
______ ______ ______ Figure G
WHAT I CAN DO
Give objects in real life that can represent the following subset of lines.
Line Ray Line Segment
Week 1
 Classify the different kind of angles.

OBJECTIVES
 Review how to measure angles.

 Define different kind of angles.
 Classify the different kind of angles.
WHAT I KNOW
Name the vertex and sides of each angle.
WHAT’S IN
WHAT’S NEW
Let us have a review on how to measure
angles using protractor.
`An angle is the union of two non-
collinear rays with a common endpoint. The
common endpoint is called the vertex of the
angle.
WHAT IS IT
In the figure above, point F is the vertex and

rays FG and FE are the sides of the singles.
The symbol for an angle is ∠ .The angle in
the figure can be named ∠EFG, ∠GFE, ∠F,
and ∠1.
WHAT’S MORE

Angles can be classified based on their measures in degrees. In basic geometry,
angles have only three classifications such as acute, right and obt
WHAT I HAVE LEARNED
Classify the following angles:
WHAT I CAN DO
Draw and label an angle to fit each description.
1. An obtuse angle, ∠Y
2. An acute angle, ∠JIH
3.A right angle, ∠3
4.A straight angle, ∠CDE
5. A reflex angle ∠BOJ

Week 2
Lesson
Complementary and Supplementary Angles
1
Derives relationship of geometric figures using measurements and by inductive
reasoning;
supplementary angles and complementary angles.
OBJECTIVES

reasoning;
supplementary angles and complementary angles.
WHAT I KNOW
Directions: Write TRUE if the statement is correct and FALSE if the statement is incorrect.
___________ 1. Two angles are called complementary when their measures add to 90 degrees.
___________ 2. Two angles are called supplementary when their measures add up to 360
degrees.
___________ 3. Two right angles are supplementary.
___________ 4. The complement of an angle that measures 350 is 1450.
___________ 5. The complement of an acute angle is also an acute angle.
WHAT’S IN
Some angles can be classified according to their position of measurements in

relation to other
angles. In this lesson, we will be examining two types, the complementary and the
supplementary angles.
WHAT’S NEW
Directions: Pair the following measure of angles that add up to 90 degrees and angles that
add up to 180
degrees.
28 0 1050 720 690
180 1360 620 440 1110 750
WHAT IS IT
Complementary and Supplementary Angles:
With the activity above, complementary angles and supplementary angles can
be easily defined.
Complementary Angles: These are two angles with a sum of 900.
Examples:
A B

Supplementary Angles: These are two angles with a sum of 1800.
Examples:
A B
Note: Supplementary and complementary angles do not share a common

vertex and side, or next to, but they can be.
Using algebraic solutions, we can also solve problems involving complementary

and supplementary angles. See examples below:
1. The measure of two complementary angles are (2x - 7)° and (x + 4)°. Find the
value of x.
Solution:
2x - 7 + x + 4 = 90 Represent the equation (From the definition of

complementary
angles, add the two measures and equate it to 900.
3x – 3 = 90 Combine like terms.
3x - 3 + 3 = 90 + 3 Apply the Addition Property of Equality
3x = 93 Apply the Division Property of Equality
3 3
x = 31 Therefore, the value of x is 31.
But if we want to find the exact value of each angle, we just have to
substitute the
value of x, and that is:
2x – 7 x+4
2(31) – 7 = 55 31 + 4 = 35
Then, the measure of two angles are 550 and 350.
2. The measure of two supplementary angles are (3x + 15)° and (2x + 5)°. Find
the value of x.
Solution:

3x+15 + 2x+5 = 180 Represent the equation (From the definition of
supplementary
angles, add the two measures and equate it to
1800.
5x+20 = 180 Combine like terms.
5x +20-20 = 180 - 20 Apply the Subtraction Property of Equality
5x = 160 Apply the Division Property of Equality
5 5
x = 32 Therefore, the value of x is 31.
But if we want to find the exact value of each angle, we just have to
substitute the
value of x, and that is:
3x + 15 2x + 5
3(32) + 15 = 111 2(32) + 5 = 6
WHAT’S MORE
Direction: TEST YOUR SKILLS: Group the
statements that are correct and the
statements that are wrong. Put your
answers inside the balloons.
1. Two right angles are supplementary.

2. The supplement of an acute angle is
a right angle.
Correct Statements
3. The complement of an acute angle is Wrong Statements
always an acute angle.
4. The supplement of an obtuse angle
is a right angle.
5. Two acute angles can be
supplementary.
WHAT I HAVE LEARNED
Complete Me:
Two _______ are called _______ when their measures add to 90 degrees. Two
_______ are called _______ when their measures add up to 180 degrees.
WHAT I CAN DO
Let us apply what we have learned in real life situations.
State whether the following situation represents complementary or supplementary
angles:
1. An angle formed by a tree branch with regards to the trunk.

2. Tennis court lines.
3. Angles of a flap on an envelope from the corner.
4. A person sitting on a chair.
5. 3:00 with the second hand pointed at 2.
Week 2
Lesson 2 Vertical Angles, Adjacent Angles and Linear Pair

Derives relationship of geometric figures using measurements and by inductive reasoning;
vertical angles, adjacent angles and linear pair.
OBJECTIVES
Derives relationship of geometric figures using measurements and by inductive reasoning;

vertical angles, adjacent angles and linear pair.
WHAT I KNOW
Directions: Write TRUE if the statement is correct and FALSE if the statement is incorrect.
___________ 1. Vertical angles are always congruent.
___________ 2. Two angles are adjacent when they do not have a common vertex and a common
side.
___________ 3. Linear pair are always complementary.
___________ 4. Linear pair are always adjacent.
___________ 5. Vertical angles are non-adjacent angles formed by two intersecting lines.
WHAT’S IN
In the previous lesson, you learned about complementary and supplementary angles.
Now, you will learn more different pairs of angles according to their position of measurements
in relation to other
angles.
WHAT’S NEW
Name different pairs of angles formed from the given picture below. List down the pair
of angles that you see on a separate sheet of paper and say something about their vertices,
sides and measures.
WHAT IS IT
From the above activity, you were able to differenttiate the different pairs of angles
namely vertical
Vertical Angles
Vertical angles are non-adjacent angles formed by two intersecting lines.
Example:

From this illustraion, the vertical angles
formed
by line l and line m are ∠ 1 & ∠3, and ∠2 &

∠4.
This opposite pair of angles are always

congruent.
(Congruent angles are angles with the

same measure.)
This means that if the measure of ∠ 1 = 380,

then the
measure of ∠ 3 is also 380.
Adjacent Angles
Adjacent angles are angles that have a common side and a common vertex.
S
∠1 & ∠2 are adjacent angles. Point O is their common
P vertex and side OP is their common side.
Linear Pair
Linear pair are two angles that are adjacent and are supplementary
∠YOZ & ∠XOZ are linear pair. And since

they form a
straight line (whose angle measure is 1800),

then they are supplementary. This means that if
the measure of ∠YOZ
is 1200, then the measure of ∠XOZ is 600.

Using algebraic solutions, we can also solve problems involving vertical angles,
adjacent angles and linear pair. See examples below:
1. To find the measure of each angle, let us find first the

value of x:
3x = 2x + 16 Represent the
equation(Remember
that vertical angles are always congruent)
3x -2x = 2x – 2x + 16 Subtract 2x from both sides
x = 16
After getting the value of x, let us now substitute:
3x = 3(16) = 48 2x + 16 = 2(16)+16 = 48
Therefore, the measure of each angle is 480.
2. (4x + 7)0
To find the measure of each angle, let us find first the value of x:
(2x – 1)0
2x – 1 + 4x + 7 = 180 Represent the
equation( Remember that
linear pair is always supplementary)
6x + 6 = 180 Combine similar terms
6x + 6 – 6 = 180 – 6 Subtract 6 from both

sided of the
equation
6x = 174 Divide 6 from both sides

of the equation
x = 29 Therefore, the value of x =

29
Let us now subsitute for the value of x to find the exact measure of each
angle:
∠a = 2x – 1 = 2(29) – 1 = 570 ∠b = 4x + 7 = 4(29) + 7 = 1230
WHAT’S MORE
Direction: Find the measure of angle b:
1. 2. 3.

4. 5
WHAT I HAVE LEARNED

Fill in the blanks:
1. Vertical angles are always

_____________.
2-3. Adjacent angles have a common ________ and ________.
4. ___________ is an example of an adjacent angle.
5. Linear pair are always ______________.
Direction: State whether the following

WHAT I CAN DO pictures represent a linear pair, a vertical angle,
an adjacent
angle or both. Mark the angles using a marker to prove your answer.
1. 3. 5.
2. 4.
Lesson 2 Parallel Lines and Perpendicular Lines

reasoning;
parallel and perpendicular lines.
OBJECTIVES

reasoning;
parallel and perpendicular lines.
WHAT I KNOW

Directions: Directions: Write TRUE if the statement is correct and FALSE if the statement is
incorrect.
__________ 1. Parallel lines will intersect.
__________ 2. Parallel lines are always equidistant.
__________ 3. Parallel line have 2 points in common.
__________ 4. Perpendicular lines have 1 point in common.
__________ 5. Perpendicular lines intersect at right angles.
WHAT’S IN
In the previous lessons, you learned about the different angle pairs formed
according to their position of measurements in relation to other angles. Now, you will learn how
to identify parallel and perpendicular lines.
WHAT’S NEW
Read the story:
Once upon a time, there were two good friends called parallel lines. Parallel lines
had a lot in common. They always travelled in the same direction. They always get each
other company and stay the same distance apart. They were seen together everywhere,
every day. They were seen on guitars, railways, windows and more. However, parallel
lines would never ever meet. On the other hand, they had two cousins called
perpendicular lines. Perpendicular lines only met once in their lifetime at the right
angle. But they drifted away and would never meet again.
Based from the story, can you figure out lines that are parallel to each other?
How about lines that are perpendicular to each other?
WHAT IS IT
Parallel Lines and Perpendicular Lines:
Parallel lines
are two straight lines on a plane that do not intersect at any point and
are always the same distance apart. (The symbol for parallel is //).
Examples:
m n
Line AB is // to line CD Line m is // to line n
Perpendicular lines
are two lines that intersect at a right angle.

Examples:

WHAT’S MORE
Direction: Color the shapes RED if it shows both parallel and perpendicular lines, color
it BLUE if the shape/s show only perpendicular lines and YELLOW if it only shows parallel
lines.
WHAT I HAVE LEARNED
Complete me:
Parallel lines are __________ lines that will never __________ and always have
__________
distance apart. Perpendicular lines are __________ lines that __________ at a __________
angle.
2. Name 2 streets that run
WHAT I CAN DO
Use the map at the right to answer the
following questions. Atis St.
1. Name 2 streets that run parallel to
Pineapple St. Rambutan St.
Santol St.
perpendicular to Mango St.
Pineapple St. Avocado St.
3. What street runs perpendicular to Rambutan
St. but not perpendicular to Avocado St.?

4. Strawberry St. intersect Mango St., but do not
run parallel nor perpendicular to
any other streets Mango St.
on the map. Add Strawberry St. on the map.
5. Orange St. runs perpendicular to Atis St. and intersect
at Santol St. Add Orange St. on the map.
Week 3

Lesson
Parallel Lines and Special Angles
1
Derive relationship among angles formed by parallel lines cut by a

transversal using measurement and inductive reasoning
OBJECTIVE
To derive
transversal using measurement. M7GE-IIIb-1
WHAT I KNOW
Pre- Assessment
1. A line which intersects two coplanar lines at two different points
2. Interior angle on same side of a transversal
3. A pair of non-adjacent interior angles on opposite side of a transversal
4. A pair of non-adjacent interior and exterior angles on the same side of
transversal
5. A line that intersect at a right angle
A. Alternate Interior Angle

B. Corresponding Angle
C. Perpendicular Line
D. Transversal Line
E. Same-Side Interior Angle
WHAT’S IN
Lines in the same plane that do not intersect are called parallel lines.
Lines that intersect at right angles are called perpendicular lines. A line
that intersects two or more lines is called a transversal.
When
parallel lines are cut by a transversal, several pairs of congruent angles
are formed.

WHAT’S NEW

Definition of Transversal
 A transversal is a line that intersects two or more coplanar lines at two or more
distinct points.
Definition of Angles Formed by Lines and Transversal
 Alternate interior angles are two nonadjacent interior angles on opposite sides
of the transversal
 Alternate exterior angles are two nonadjacent exterior angles on opposite
sides of a transversal.
 Corresponding angles are two nonadjacent angles, one interior, and one
exterior on the same side of the transversal.
WHAT IS IT
1. Alternate interior angles Angles 3 & 6, Angles 4 & 5

2. Alternate exterior angles Angles 1 & 8 , Angles 2 & 7
3. Corresponding angles Angles 1 & 5, Angles 3 & 7, Angles 2 & 6,
Angles 4 & 8
4. Interior angles on same side of transversal Angles 3 & 5, Angles 4 & 6
5. Exterior angles on same side of transversal Angles 1 & 7, Angles 2 & 8
WHAT’S MORE
1. Name a pair of alternate interior angles.

2. Name a pair of alternate exterior angles.
3. Name a pair of corresponding angles.
4. Name a pair of interior angles on the same side of a
transversal.

5. Name a pair of exterior angles on the same side of a
transversal.
WHAT I HAVE LEARNED
WHAT I CAN DO

A.
B.
1. Identify a transversal line

2. Identify parallel lines
3. Identify a pair of corresponding angles
4. Identify 2 pairs of alternate interior
angles
5. Identify 2 pairs of exterior angles on
same side of transversal
Week 3
Lesson
Measures of Angles Formed by Parallel Lines Cut by a Transversal
1.1
Derive relationship among angles formed by parallel lines cut by a

transversal using measurement and inductive reasoning.
OBJECTIVES
To find the measures of angles formed by parallel lines cut by a transversal.

M7GE-IIIb-1
WHAT I KNOW
Direction: Complete each statement

1. If two parallel lines are cut by a transversal, then alternate interior angles
are ____________.
2. If two parallel lines are cut by a transversal, then alternate exterior angles
are____________.
3. If two parallel lines are cut by a transversal, then corresponding angles are
_______________.
4. If two parallel lines are cut by a transversal, then the interior angles on the
same side of transversal are____________.
5. If two parallel lines are cut by a transversal , then the exterior angles on the
same side of transversal are____________.
WHAT’S IN
WHAT’S NEW

If the measure of Angle 2 is 1320, Find the measure of
the other angles:
1. Measure of Angle 1 = 480
2. Measures of Angle 3 = 1320
WHAT IS IT

Based on the given sample:
1.Alternate interior angles are
congruent Angles 3 & 8,Angles 4 & 5
2. Alternate exterior angles are

congruent = Angles 2 & 6,Angles 1&7
3. Corresponding angles are congruent
Angles 1& 5, Angles 2& 8, Angles 3 &
6,Angles 4 & 7
4. Interior angles on same side of
transversal are supplementary. Angles
3& 5, Angles 4 & 8
WHAT’S MORE
A.If the measure of Angle 7 is 450, Find

the measure of the other angles:
1. Measure of Angle 1 =
2. Measures of Angle 2 =
4. Measures of Angle 4=
. 5. Measures of Angle 5 =
7. Measure of Angle 8=
WHAT I HAVE LEARNED
B. If the measure of Angle 4= 5x+35 0
Find the measure of other angles.
WHAT I CAN DO
A. Find the measure of the other angles:

B. Find the measure of the other angles: If the measure of m< 5 =127 0
Week 4

Uses compass and straight edge to bisect line segments and angles and construct
perpendiculars and parallel. ( M7GE-lllg-44 )
OBJECTIVES
 Familiarize with the subsets of a line and kinds of angles.
 Construct perpendicular lines using the compass and straight edge to bisect line
segments and angles.
WHAT I KNOW
Directions: Read each item carefully. Write the letter of the correct answer on your notebook.
1. It is a subset of a line with one endpoint.
A. Segment B. Line C. Ray D. Angle
2. Which of the following is NOT a subset of a line?
A. Ray B. Point C. Segment D. Ray and
Segment
3. It is a kind of angle whose measure is less than 180ᵒ but its is greater than 90ᵒ.
A. Right angle B. Acute angle C. Reflex angle D, Obtuse
angle
4. Which of the following is an example of straight edge?
A. Ruler B. Weighing scale C. Compass D. Tape
measure
5. It is a kind of angle whose measure is exact 90ᵒ.
A. Acute angle B. Reflex angle C. Right angle D. Straight
anle
WHAT’S IN

 Perpendicular lines are lines that formed by the intersection of two lines which creates
90-degrees angles. Perpendicularity denoted by ┐ , which is also used in denoting that
the angle is right.
WHAT’S NEW
Activity: LINE UP OR LINE DOWN!
Which set of lines at the left describe the
Given the set of lines below:
following?
Set A: Set B: A
A B 1 1. Segment AB bisect line 1 form 90ᵒ.
1 B 2. Line 1 bisect to line 2 that formed a
right angle.
Set C: Set D: 3. Ray BA meets line 1 at common
A B 1 point form 90-degree angles.
4. Segment AB and Segment BC meet
at common point B that form a right
C 2 angle.
Constructing a perpendicular bisector.
1. Open the compass more than half

WHAT IS IT of the distance between A and B,
and scribe arcs of the same radius
centered at A and B.
To construct perpendicular lines using the compass and 2. Call the 2 points where these two
straight edge, here are the steps. arcs meet P and Q. Draw segment
between P and Q.
1. Open your compass so that it is wider than the 3. PQ is the perpendicular bisector of
distance from one of the arcs to the point P. the line segment AB. Call the
2. Place the compass on each arc and draw an arc point where PQ intersect AB at E.
above or below the point P. The two new arcs will
intersect.
3. Use your straight edge or ruler to join the given point
(P) and the point where the arcs intersect (Q). •P
•P
A• •E •B
WHAT’S MORE
Activity 1: TRUE or FALSE Read each item carefully. Write true if the statement is correct
and write false if the statement is incorrect.
1. Perpendicular lines are lines that never meet at one common point.
2. Use any circular object as the best measuring device in constructing perpendicular
lines.

3. Perpendicular lines are lines that formed by the intersection of two lines which creates
90-degrees angles.
4. There is only one perpendicular bisector in a given segment.
5. Use the straight edge in connecting the two points to form a line or its subsets.
Activity 2: Geometric Materials

Write in any order the answer in each box of the following.
What are the materials
and measuring tools in
constructing
Activity 3: Arrange Me… ________ ________ ________ ________
perpendicular
Write 1 – 3 tolines?
arrange the correct procedures in bisecting a segment.
_____ Connect the two points of intersection of the arcs to make a line bisector.
_____ Repeat step 1 at another endpoint of the line segment to make intersection of arcs above and
below the line segment.
_____ Open the compass and place the compass point at one endpoint of the segment, and then draw
an arc above and below the line segment.
WHAT I HAVE LEARNED

Fill in the blank by writing the correct word(s) to make the statement true.
1. __________ lines are formed by the intersection of two lines which creates 90ᵒ.
2. If ∠ABD ≅ ∠CBE ≅ ∠CBD ≅ ∠ABE, then m∠ABD = m∠CBE = m∠CBD = m∠ABE = _____.
3. There are _____ right angles formed when a segment bisects to another segment.
4. A __________ is used to create arcs from the given point to bisect a segment.
5. Consider the figure below, segment _____ is the perpendicular bisector of the given line.
•Z
WHAT I CAN DO
Construct Me!
Follow the steps in constructing perpendiculars to the given line. [ Use compass and
straight edge for the measuring devices in construction.]
1. Draw segment BE as your desire length.
2. Open the compass more than half of the distance between B and E, and scribe arcs
of the same radius centered at B and E.
3. Call the 2 points where these two arcs meet M and G. Connect the two points and
construct line MG.
4. Segment MG is perpendicular at point N. MG is the perpendicular bisector of the
line segment BE.
Week 4

Uses compass and straight edge to bisect line segments and angles and construct
perpendiculars and parallel. ( M7GE-lllg-44 )
OBJECTIVES

 Determine the angles formed when a line bisect in parallel lines.
 Construct parallel lines using the compass and straight edge to bisect lines and angles.
WHAT I KNOW
Directions: Read each item carefully. Write the letter of the correct answer on your notebook.
1. Two lines or any subsets of line that never intersect or never meet at common endpoint
even when they are extended on oppsite directions.
A. Transversal B. Perpendiculars C. Linear Pair D. Parallel
Lines
2. Which of the following is an example of parallel lines?
A. Star B. Rope C. Top of the table D. Cable wires
on the streets
3. It is a pair of angles that formed when the parallel lines cut by transversal.
A.Two Right angles C. Straigth angle and a right angle
B. Vertical Angles D. Base angles
4. Which of the following is the sum of supplementary angles?
A. 180ᵒ B. 90ᵒ C. 45ᵒ D. 30ᵒ
5. In geometrical construction, which of the following is NOT the measuring tool?.

A. Pencil B. Compass C. Circular object D. Straight
edge
WHAT’S IN
 Two lines or line segments are parallel if and only if they are coplanar
and do not intersect at common point. The symbol “//” means “parallel”
or “is parallel to”.
WHAT’S NEW
Activity: MEET me or Meet me NOT!
Tell whether the following set of lines “ is parallel to “ one another or NOT.
Given the set of lines below:
M H
Set A: Set B: C Set C:
E
e d T W
M
Set D: Set E:
A B 3 K
F G Y
3. With a compass point at P and the

WHAT IS IT same opening, draw an arc intersecting
PE at R.
To construct a line through a given point to a given line R•

using the compass and straight edge, here are the steps.
P•
Given: line m and point P not on n.
A•
•P
E B n
n
4. Using the compass and
1. Through P, draw a segment intersecting n at E straightedge, measure the distance
between A and B whose opening of
/AB/ and point at R, draw an arc
•P
E n intersecting the previous arc at S,
2. With a compass point at E and with compass opening draw line PS
convenient to you, draw an arc intersecting PE and R•
line n at A and B respectively. •P P• •S
A A•

5. ∠RPS and ∠PEB are corresponding angles, Thus ∠PRS = ∠PEB.
6. If the corresponding angles are congruent, then the lines cut by the transversal ER are parallel.
WHAT’S MORE
Activity 1: YES or NO Read each item carefully. Write yes if the statement is correct and
write no if the statement is incorrect.
1. Parallel lines are lines that intersect and form right angles.
2. Corresponding angles are congruent when a transversal cut the parallel lines.
3. T-square is the best measuring tools in constructing parallel lines.
4. Transversal is a line that intersect the parallel lines and formed congruent angles.
5. Always use compass and straight edge in constructing parallel lines.
Activity 2: Geometric Materials

Choose the appropriate measuring devices in constructing parallel lines.
A B C D
E
Activity 3: List Me!
Refer the figure below. List all possible segment(s) which is parallel to the given segment.
E D 1. Segment ED
2. Segment NA
N A 3. Segment CM
4. Segment OR
5. Segment NE
M R
C O
WHAT I HAVE LEARNED
Fill in the blank by writing the correct word(s) to make the statement true.
1. A pair of ________ can be parallel as long as they never meet to one another.
2. In constructing parallel lines, we can start by plotting a ________ and a line.
3. A compass is used to draw an ________ which intersect to a common point.

4. When parallel lines bisect by a segment, there are pair of angles that are ______ to one another.
5. Consider the figure below, ________ is bisect the parallel lines.

WHAT I CAN DO
Construct Me!
Follow the steps in constructing parallel lines to the given line and a point. Step 1 is
done for you. [ Use compass and straight edge for the measuring devices in
construction.]
B. Given line MN and point O. Draw a line that passes through O and intersect M.
O•
• •
M N
2. Place the tip of the compass on M. and draw an arc that intersects the two lines. Name the
intersections as Q and P.
3. With the same opening of the compass, place the tip of the compass on O, and then draw an arc
that intersects the line containing O. Name the intersection of the arc and O as R.
4. Use the distance of Q and P as the opening of the compass. With the same opening of the compass,
place the tip of the compass on R, and then draw an arc that intersects the arc on step 3. Name the
intersection as S.
5. Connect points O and S. Line OS is parallel to line MN.
Week 5
 Illustrates polygons: (a) convexity; (b) angles; (c) sides. (M7GE IIIg-45.0)
OBJECTIVES
 Illustrate the different kinds of polygons according to the number of sides and angles.
WHAT I KNOW
Directions: Read each item carefully. Choose the letter of the correct answer.
1. If a polygon has _____ sides, then it is a pentagon.
A. 5 B. 4 C. 8 D. 3

2. A ________ of a polygon is a line segments that connects two nonconsecutive(opposite)
vertices.
A. vertex B. sides C. diagonal D. angle
3. A ___________ is a closed plane figure made up of three or more segments fitting
together.
A. diagonal B. polygon C. ¿˚ D. triangle
4. A quadrilateral has 4 sides and _____angles.
A. 5 B. 4 C. 6 D. 7
5. A star is an example of a _______
A . non− polygon B. pentagon C. hexagon D. polygon
WHAT’S IN
Polygons Around Us
Do you know That…
The famous defense military headquarters in the United States of

America was built in a shape of a polygon?
Pentagon” is also often used as a metonym for the Department of Defense

and its leadership. Wikipedia
In real life polygons are used in technology, like the shape of a wall clock, road signs, a star
hanging on our rooftop every holiday season. Some are God’s beautiful creation like starfish, a
seashell and many more.
WHAT’S NEW
Is it a polygon?
Polygon Not a polygon Polygon Not a polygon
(straight side, closed) (has a curve) (straight side, closed) (open)
From the given example above, when can you say that it is a polygon? What is your
understanding about a polygon?

WHAT IS IT
Polygon comes from Greek. Poly- means "many" and -gon means "angle".
A polygon is a closed plane figure formed by fitting together segments end to end with each
segment intersecting exactly two others.
Each line segment is called as the sides of a polygon while the end points where the sides meet
is called the vertex of a polygon.
A
A polygon separates the points of the plane into three, the interior, exterior
of the polygon and points on the polygon itself. exterior
Diagonal (segment FT) is a segment connecting two nonconsecutive vertices. F inter I
ior
Example 1. Name the polygon at the right. Identify the vertex, sides
and diagonals. Identify each consecutive, angles, vertices, and sides.
Solutions:
Name: Pentagon FAITH (Name a polygon using consecutive vertices)-a polygon with 5 angles
and 5 sides.
Diagonals: FI, FT, AH, AT, and HI, (segments FI, FT, AH, AT, and HI)
Angles: < F, < A, <I, <T, and <H Consecutive angles: < F and < A
Vertices: F, A, I, T, and H Consecutive sides: FA and AI
Sides: FA, AI, IT, TH, and FH Consecutive vertices: F and H
WHAT’S MORE
Types of Polygon
Regular or Irregular
A regular polygon has all angles equal and all sides equal, otherwise it is irregular
Regular Irregular
A. Let’s Explore!
Classification of Regular Polygons (equal sides, equal angles)
Number of No. of diagonals Sum of the
Sides/angles Shape Name of a Polygon in one vertex interior angle
3 Triangle (tri -means three) 0 1800
4 Quadrilateral (quad – four) 1 3600
5 Pentagon (penta- five) 2 5400
6 Hexagon (hexa- six) 3 7200
7 Heptagon 4 ?

8 Octagon 5 ?
9 Nonagon ? 12600
10 Decagon ? ?
11 ? ? 16200
12 ? ? ? ?
n n-gon ? ?
Activity 1. Fill up the missing data in the table above. Use a separate paper for your answer.
Questions:
1. How to name a polygon with 15, 100 sides?
2. How to obtain the number of diagonals in one vertex given are the number of sides of a
polygon?
3. Using the same pattern above, how to obtain the number of diagonals in one vertex of a
hendecagon, dodecagon and n-gon?
4. How to obtain the sum of the interior angle of the polygon given are the number of sides?
WHAT I HAVE LEARNED
A. Name the different polygons according to sides and angles.
B. Remember:
1. To get the sum of the interior angle of a polygon, use the formula,
s = (n-2) x 180 or (n-2) 180 where s is the sum and n is the number
of sides.
2. To get the number of diagonals formed from one vertex of any polygon, use the formula
d = n-3, where n is the number of sides of a polygon.
WHAT I CAN DO L O
Try this out.
Activity 1. Use the figure at the right
a) Name the polygon at the right.
b) Identify its angles, vertices, side, and diagonal E

V
c) List down a pair of consecutive angles,
consecutive sides, and consecutive vertices.
d) How many degrees is the sum of the interior angle of the polygon given above?
Show your solution.
e) How many diagonals at one vertex are formed in the given polygon above?
Activity 2. Guess the polygon.
1. I am a plane figure with 4 sides of equal lengths and 90-degree angles on the sides.
2. I am a plane figure with 2 sides each of equal length and 90-degree angles on the sides.

3. I am a plane figure with 6 sides and all interior angles are greater than 90 degrees.
Activity 3. To help you remember the polygons and the number of sides, create a song or
a rap with any tune from a 3 to 12-sided polygons.
Week 5

Illustrates polygons: (a) convexity; (b) angles; (c) sides. (M7GE IIIg-45.0)
OBJECTIVES
 Illustrates a concave and convex polygon.

WHAT I KNOW
Directions: Read each item carefully. Choose the letter of the correct answer.
1. A polygon is convex if all the diagonals are found in the ________ of a polygon.
A. exterior B. interior C. equilateral D. equiangular
2. A regular polygon is both equiangular and ________.
A. equal B. equivalent C. equilateral D. concave
3. The sum of the interior angle of a triangle is ________.
A. 1800 B. 3600 C. 1200 D. 900
4. A regular quadrilateral is a ________.

B. rhombus B. rectangle C. square D. triangle
5. A star is an example of a _______ polygon.
A . convex B. equilateral C. equiangular D. concave
WHAT’S IN
Activity 1. Identify if the plane figures below are Polygon or not; Write P if a polygon and
NP if not a polygon.
Activity 2. Use your answer in Activity 1 to classify if the polygons are concave or
convex
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
12.
WHAT’S NEW
Polygons are classified as concave and convex depending on the location of the diagonal/s.
A polygon is concave if at least one diagonal formed in the exterior (outside) of the polygon.
A polygon is convex if no diagonal is in the exterior of the polygon.
conca
ave -a diagonal Convex (a
ve
the exterior diagonal is in the conv
ide) of the interior (inside) of ex
on the polygon)

WHAT IS IT
A polygon is equilateral (equi-equal lateral- sides)- if all the sides are equal in length, while a
polygon with all the angles are equal is known as equiangular (equi-equal angular- angles). A
regular polygon is both equilateral and equiangular.
Some regular polygons have special names like a regular quadrilateral is a square. A regular
triangle is an equilateral triangle.
Equilateral (same markings mean

equal in size)
Regular (same markings mean equal in size)
WHAT’S MORE
Activity1. Use the figure at the right (Figure a)
a. Name the polygon a. I E

b. How many diagonals can be drawn from
vertex F?
R N
c. Is the polygon concave or convex?
d. Is it a regular polygon? Use your ruler and
protractor. F D
2. Use the figure at the right (Figure b)
a. Name the polygon b. I

b. How many diagonals can be drawn from
vertex I?
W S
c. Is the polygon concave or convex?
d. Is it a regular polygon? Use your ruler and
protractor.
M D
WHAT I HAVE LEARNED
Write a paragraph to Summarize what you have learned from the lesson.

WHAT I CAN DO
Activity 1. Using your creativity and imagination, draw/illustrate anything like
buildings, plants, houses etc. making use of any polygon models (concave, convex)
ADDITIONAL ACTIVITIES
Classify each of these polygons. State whether it is concave or convex.
1. ______________ 2. ________________ 3. _________________
4. __________________ 5. ______________ 6. _____________
ANSWER KEY THIRD QUARTER

Week 1 Day 1 MODULE ANSWER KEY: Quarter 3 Week 2
What I know COMPLEMENTARY & SUPPLEMENTARY ANGLES

1. TRUE WHAT I KNOW:
2. FALSE
3. TRUE 1. TRUE
4. FALSE 2. FALSE
5. TRUE 3. TRUE
4. FALSE
What I have 5. TRUE
learned
WHAT’S MORE:
1. Point
Wrongs Statements:
2. Line The supplement of an acute angle is a right angle.
3. Thickness The supplement of an obtuse angle is a right angle.
4. Plane Two acute angles can be supplementary.
5. Colinear Correct Statements:
6. Two
7. Three Two right angles are supplementary.
The complement of an acute angle is always an acute angle.
Day 2
What I know
1. D
2. Department
B of Education • Republic of the Philippines
3. G
4. A
WHAT I HAVE LEARNED:
Two ANGLES are called COMPLEMENTARY when their measures add to 90 degrees.
Two ANGLES are called SUPPLEMENTARY when their measures add up to 180
degrees.
WHAT I CAN DO:
1. SUPPLEMENTARY
2. SUPPLEMENTARY
3. COMPLEMENTARY
4. COMPLEMENTARY
5. COMPLEMENTARY
ASSESSMENT:
Part I: 1. S 2. C 3. C 4. N 5. S
Part II: 1. 3x – 4 + 5x + 6 = 90 2. x + 7 + 2x + 5 = 180
8x + 2 = 90 3x + 12 = 180
8x = 88 3x = 168
x = 11 x = 56
VERTICAL ANGLES, ADJACENT ANGLES
WHAT I KNOW:
1. TRUE
2. FALSE
3. FALSE
4. TRUE
5. TRUE
WHAT’S MORE:
1. 1300
2. 170
3. 230
4. 730
5. 1310
WHAT I HAVE LEARNED:
1. congruent
2. side
3. vertex

4. linear pair
5. adjacent
WHAT I CAN DO:
1. adjacent
2. adjacent
3. linear
4. linear
5. vertical
DAY 1-2
What’s More
1. Angles d & f, Angles c & e

2. Angles a & g, Angles b & h
3. Angles a & e, Angles b & f
Angles d & h, Angles c & g
4. Angles d & e, Angles c & f
5. Angles a & g, Angles b & h
What I Can Do
A. 1.Corresponding Angles
2.Consecutive Interior Angles
3.None of these
4.Alternate Exterior Angles
5.Corresponding Angles
B.
1. Line m
2. l1 and l2
3. Angles 1 & 5, Angles 2 & 6
Angles 4 & 8, Angles 3 & 7

Day 3-5
What’s More.
A.
1. 1350
2. 450
3. 450
4. 1350
5. 1350
6. 450

7. 1350
B.
1. 1350
2. 450
3. 450
4. 1350
5. 1350
6. 450
7. 1350
What I Can Do
A.
1. ∠3 = 970 4. ∠5=970
2. ∠10=970 5. ∠7=830
3. ∠9 == 830 6. ∠16=970
B.
1. ∠1 = 1270 4. ∠4=530
2. ∠2=530 5. ∠5=1270
3. ∠3 =1270 6. ∠6=530
7.∠7 = 1270 10. ∠10=530
8.∠8=530 11. ∠7=1270
9.∠9 =1270 12. ∠12=1270
13.∠13 = 1270 15. ∠10=1270
14.∠14=530 16.∠16=530
Week 4 Day 1-2
WHAT I KNOW WHAT I HAVE LEARNED

1. C 1. Perpendicular
2. B 2. 90ᵒ
3. D 3. 4
4. A 4. compass
5. C 5. ZM

WHAT’S NEW WHAT I CAN DO:
1. Set A *Based on the teacher’s key
2. Set D
3. Set B
4. Set C
WHAT’S MORE:
Activity 1: Activity 2: Activity 3:
1. False compass #3
2. False ruler #2
3. True protractor #1
4. True straightedge
5. True
Week 4 Day 3-4
WHAT I KNOW WHAT I HAVE LEARNED

1. D 1. Lines, rays or segments
2. D 2. point
3. B 3. arc
4. A 4. Congruent/ equal
5. C 5. Line CS
WHAT’S NEW WHAT I CAN DO:

1. Set A: is parallel to *Based on teacher’s key
2. Set B: not
3. Set C: no

4. Set D: is parallel to
5. Set E: is parallel to
WHAT’S MORE:
Activity 1: Activity 2: Activity 3:
1. No B and D 1. Segments NA, MK, or CD
2. Yes 2. Segments ED, MK, or CD
3. No 3. Segments RO, NE, or AD
4. Yes 4. Segments AD, EN, or CM
5. Yes 5. Segments AD,OR, or CM
WHAT’S MORE
Questions
1) a polygon with 15 ,100 sides
2) Subtract 3 from the number of sides (n-3)
3) hendecagon 11−3=8 diagonals
dodecagon 12 – 3 = 9 diagonals
4) subtract 2¿ the number of sides
Then multiply by 180 {(n-2) 180}
WHAT I CAN DO
Activity 1a) Quadrilateral LOVE
b) Angle: < L, <O, <V, <E
Sides: segments LO, OV, EV, EL
Vertices: L, O, V, E
Diagonals: segments LV and EO
c) consecutive angles, < L and < O
consecutive sides, segments LO and OV, consecutive vertices, E, V
d) s = (4-2) 180 = 3600
e) n – 3,1 diagonal
Activity 2,
1. Square 2. Rectangle 3. hexagon
WHAT I KNOW
1. A
2. C
3. B
4. B
5. D
WHAT’S MORE (Activity 1
Diagonals Sum

7 900 0
8 1080 0
9 6
10 7 14400
11 8
12 9 18000
n n-3 (n-2) 180 0
WHAT I HAVE LEARNED
The different kinds of polygons according to sides are, triangle, quadrilateral, pentagon,
hexagon, heptagon, octagon, nonagon, decagon, and many more
WHAT I KNOW WHAT’S IN

Activity 1
1. B 1. P 6. P 11. P
2. C 2. P 7. NP 12. NP
3. A 3. NP 8. NP
4. C 4. NP 9. P
5. D 5. NP 10. P
Activity 2
Concave- 2, and 9 Convex - 1, 6, 10, and 11
WHAT’S MORE
Activity 1
Figure a)
a) Octagon FRIENDLY Additional Activities

b) 5
c) Convex 1.Concave
d) Regular 2.Convex
Figure b) 3.Concave
a) Hexagon WISDOM 4.Convex

b) 3 5. Concave
c) Convex 6.Convex
d) Not a regular polygon

3rd Quarter Grade7 MODULE Week 1 5

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

3rd Quarter Grade7 MODULE Week 1 5

Uploaded by

Copyright:

Available Formats

Mathematics 7

Quarter 3 – Module (Week 1 to 5)

Department of Education • Republic of the Philippines

Quarter 3 – Module (Week 1 to 5):

Published by the Department of Education

Development Team of the Module

Editor: Gina L. Aguitez

Printed in the Philippines by ________________________

Department of Education – Bureau of Learning Resources (DepEd-BLR) (Sample)

Office Address: Gabaldon Bldg., Brgy. Elias Aldana,

Department of Education • Republic of the Philippines

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

For the learner:

Department of Education • Republic of the Philippines

GRADE & SECTION: Teacher:

 Represent point, line and plane using concrete and pictorial

 Represent point, line and plane using concrete and pictorial

Department of Education • Republic of the Philippines

Department of Education • Republic of the Philippines

When points are on the same line, they are

WHAT I HAVE LEARNED

Department of Education • Republic of the Philippines

MOST ESSENTIAL LEARNING COMPETENCY

 Illustrate subset of lines.

 Define subset of lines

WHAT I KNOW WHAT’S IN

WHAT IS IT WHAT’S MORE

Department of Education • Republic of the Philippines

Line Ray Line Segment

 Classify the different kind of angles.

Department of Education • Republic of the Philippines

 Review how to measure angles.

In the figure above, point F is the vertex and

Department of Education • Republic of the Philippines

WHAT I HAVE LEARNED

Classify the following angles:

Draw and label an angle to fit each description.

2. An acute angle, ∠JIH

3.A right angle, ∠3

4.A straight angle, ∠CDE

5. A reflex angle ∠BOJ

Department of Education • Republic of the Philippines

Derives relationship of geometric figures using measurements and by inductive

Some angles can be classified according to their position of measurements in

28 0 1050 720 690

180 1360 620 440 1110 750

Complementary and Supplementary Angles:

Complementary Angles: These are two angles with a sum of 900.

Department of Education • Republic of the Philippines

Note: Supplementary and complementary angles do not share a common

Using algebraic solutions, we can also solve problems involving complementary

2x - 7 + x + 4 = 90 Represent the equation (From the definition of

angles, add the two measures and equate it to 900.

3x – 3 = 90 Combine like terms.

3x - 3 + 3 = 90 + 3 Apply the Addition Property of Equality

3x = 93 Apply the Division Property of Equality

x = 31 Therefore, the value of x is 31.

value of x, and that is:

Then, the measure of two angles are 550 and 350.

Department of Education • Republic of the Philippines

5x = 160 Apply the Division Property of Equality

x = 32 Therefore, the value of x is 31.

2-3. Adjacent angles have a common and .