Angles Formed

by Parallel Lines 7
Cut by a Transversal

Module in Mathematics 7
Quarter 3 – Week 3

Photo by: Dora H. Tuguinay

DORA H. TUGUINAY
Developer

Department of Education • Schools Division Office – Ifugao

Republic of the Philippines
 Department of Education
Cordillera Administrative Region
Schools Division Office-Ifugao

Published by
LEARNING RESOURCE MANAGEMENT SYSTEM

COPYRIGHT NOTICE
(2020)

Section 9 of Presidential Decree No. 49 s. 1972 provides:

“No copyright shall subsist in any work of the government of the Philippines.
However, prior approval of the government agency of office wherein the work
is created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of the k-12
Curriculum through the Curriculum Implementation Division (CID) - Learning
Resource Management System (LRMS). It can be reproduced for educational
purposes and the source must be acknowledged. Derivatives of the works including
creating an edited version, an enhancement or supplementary works are permitted
provided all original works are acknowledged and the copyright is attributed. No work
maybe derived from this material for commercial purposes and profit.

Dora H. Tuguinay
Developer

ii
PREFACE
 This module is a project of the Curriculum Implementation Division particularly
the Learning Resource Management System (LRMS), Department of Education,
Schools Division of Ifugao which is in response to the implementation of the K-12
Curriculum.

This learning material aims to improve student’s performance in Mathematics

Grade 7.

Learning Area : Mathematics

Grade Level : 7

Resource Type : Learning Resource

Learning Competency : Derive relationships among angles formed by

parallel lines cut by a transversal using
measurement and by inductive reasoning

Competency Code : M7GE-IIIc-1

Quarter/Week : Quarter 3, Week 3

Resource Location : Kalanguya National High School, Wangwang,

Tinoc, Ifugao

iii

ACKNOWLEDGMENT
 The writer wishes to give due credit to the following for their untiring support in
making this module possible:

Lydia I. Belingon, EPS-Mathematics for spearheading the evaluation of this

material to ensure its quality:

Marlyn L. Tapo, PSDS of Tinoc for giving suggestions for the improvement of this
module;

Cielo G. Baucas for her understanding and unending encouragement to the

writer to finish this module;

Her family and friends for the love, care, inspiration, financial and moral
support;

Above all, to our Almighty God, for His unending blessings and guidance to
the writer. For the wisdom and knowledge bestowed upon her to complete this work.

DIVISION LRMS STAFF

SHAILA S. TAKINAN NANCY G. NALUNNE

Labrarian-11 PDO-11

JOVITA L. NAMINGIT
EPS-LRMS

CONSULTANTS

MARCIANA M. AYDINAN, Ph.D.

Chief, Curriculum Implementation Division

GERALDINE B. GAWI, Ed. D.

OIC-Assistant Schools Division Superintendent

BENEDICTA B. GAMATERO
OIC-Schools Division Superintendent

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 TABLE OF CONTENTS

Copyright Notice ……………………………………………………………………… ii

Preface ……………………………………………………………………………… iii

Acknowledgment ……………………………………………………………………… iv

Table of Contents ……………………………………………………………………… v

Title Page ……………………………………………………………………………… vi

What I Need to Know ……………………………………………………………… 1

What I Know ……………………………………………………………………………… 3

What’s In ……………………………………………………………………………… 6

What’s New ……………………………………………………………………………… 7

What’s It ……………………………………………………………………………… 8

What’s More ……………………………………………………………………………… 10

Activity 1 ………………………………………………………………………….. 10

Activity 2 ………………………………………………………………………….. 11

Activity 3 ………………………………………………………………………….. 12

What I Have Learned ……………………………………………………………… 13

What I Can Do ……………………………………………………………………… 14

Assessment ……………………………………………………………………………… 14

Additional Activities ……………………………………………………………………… 16

Key Answers ……………………………………………………………………………… 17

References ……………………………………………………………………………… 18

v
 What I Need to Know
This module contains exercises on the RELATIONSHIPS OF ANGLES
FORMED BY PARALLEL LINES CUT BY A TRANSVERSAL which have many
applications in our everyday life. Have you ever wondered how carpenters,
architects, and engineers design their work? What factors are being considered in
making their designs?
Lines are all around us. In any direction you look, you will see objects whose
shapes are lines. Many real-life phenomena may be described using parallel lines.
Fences are stretched on parallel posts. Buildings have parallel boards.
Fields related to construction like architecture and engineering make use of
parallelism and angle relations. Seamen and navigators cannot fulfil their jobs
without their knowledge of angles. Even botanists study the angles of tree branches.
Weapons designers need geometry to invent and perfect devices needed by military.
These are just some of the many occupations that use this concept of lines and
angles in their work.

For the facilitator:

As the facilitator of this module, be patient and understanding in helping the

student to accomplish this module. Provide clear instructions on how to go about the
activities and encourage the learner to finish this module. By the way, do not forget
to remind the learner to use separate sheets in answering the activities found in this
module.

For the learner:

Please keep this material neat and clean. Thoroughly read every page and
follow carefully all instructions indicated in every activity. Answer all questions
independently and honestly. Write all your answers on a separate sheet of paper. Be
sure to compare your answers to the KEY ANSWERS only after you have answered
the given tasks. If you have questions or clarifications please feel free to ask your
teacher, parent or peer.

After going through this module, you are expected to:

1. Illustrate and define transversal

2. Identify the angles formed by parallel lines cut by a transversal

3. Derive relationships among angles formed by parallel lines cut by a

transversal using measurement and by inductive reasoning

The table below will help you understand the parts of this learning module
which you need to read and undergo the activities.

1
ICON LABEL DETAIL
This contain a brief introduction of the
What I Need to Know content of the module. It contains the
instructions for the learner and the
facilitator. Also, It contains the learning
objectives which you need to
accomplish.
What I Know This is a pre-assessment of what you
know about the lesson you are to
tackle

What’s In This connects the current lessons

with the previous lessons

What’s New This introduces the lesson through

an activity

What’s It This contains a brief discussion of

the lessons

What’s More These are activities to check your

understanding of the lesson

What I Have Learned This summarizes the important ideas

presented in the lesson

What I Can Do This is a real life application of what

you have learned

Assessment This is a post assessment of what

you have learned

Additional Activity/ies This is an activity that will strengthen

your knowledge about the lesson

2
 What I Know
Find out how much you already know about the topics in this module. Choose
the correct answer and write the letter of your answer on a separate sheet. Please
answer all items. Take note of the items that you were not able to answer correctly
and find the right answer as you go through this module.

1. Which of the figures below does not illustrate parallel lines?

A. C.

B. D.

2. In the figure below, which lines are parallel?

m A. m and p C. p and q
p B. m and q D. m, p and q
q

3. Using the figure in item 2, which line is the transversal?

A. line m B. line p C. line q D. both p and q

4. Which of the following statements is always true?

A. Lines that do not intersect are parallel lines.
B. Two coplanar lines that do not intersect are parallel lines.
C. Lines that form a right angle are parallel lines.
D. Skew lines are parallel lines.

5. In the figure below, which of the following guarantees that m ǁ n?

t
1 2 A. ∠2 ≅ ∠8
m 3 4 B. ∠4 ≅ ∠6
C. ∠3 ≅ ∠6
5 6 D. ∠2 ≅ ∠5
n 7 8

6. Using the same figure in item 5, which angles are congruent to ∠1?
A. ∠2, ∠3, and ∠4 C. ∠5, ∠7, and ∠8
B. ∠3, ∠5, and ∠6 D. ∠4, ∠5, and ∠8

3
  Use the figure below to answer items 7 - 10.

Given: l1 ǁ l2 and t is a transversal

1 2 l1
4 3

5 6 l2
7 8

7. Which of the following is true about the measures of ∠4 and ∠6?

A. The sum of the measures of ∠4 and∠6 is 180o.
B. The measure of ∠4 is equal to the measure of ∠6.
C. The measure of ∠4 is greater than the measure of ∠6.
D. The measure of ∠4 is less than the measure of ∠6.

8. Which of the following are corresponding angles?

A. ∠1 and ∠5 B. ∠2 and ∠5 C. ∠2 and ∠8
D. ∠1 and ∠8

9. Which of the following are alternate exterior angles?

A. ∠2 and ∠6 B. ∠3 and ∠5 C. ∠4 and ∠5
D. ∠2 and ∠7

10. Which of the following are interior angles on the same side of the transversal?
A. ∠1 and ∠2 B. ∠3 and ∠6 C. ∠5 and ∠8 D. ∠1
and ∠7

 Use the figure below to answer items 11 - 13.

11. Lines m and n are parallel cut by transversal t which is also perpendicular to m
and n. Which statement is NOT correct?
m n
A. ∠1 and ∠6 are congruent.
B. ∠2 and ∠3 are supplementary. 1 2 3 4 t
C. ∠3 and ∠5 are congruent angles. 5 6 7 8
D. ∠1 and ∠4 form a linear pair.

12. If n ⊥ t, then the measure of ∠4 is _____.

A. 30o B. 60o C. 90o D. 180o

13. Lines m and n are parallel cut by transversal t which is also perpendicular to m
and n. What is the sum of the measures of ∠6 and ∠7?

A. 90o B. 180o C. 270o D. 360o

 4
14. Parallel lines a and b are cut by transversal t. If m∠4 = 120, what is m∠7?
t

2 1 A. 10
a 3 4 B. 60
C. 120
8 7 D. 180
b 5 6

15. In the figure below, a ǁ d with e as the transversal. What must be true about ∠3
and ∠4, if b ǁ c? e a
b
A. ∠3 is a complement of ∠4. 1 4
B. ∠3 is a supplement of ∠4.
C. ∠3 is congruent to ∠4. 3 2 c
D.∠ 3 is greater than ∠4.
d

Check your answers on the answer key found on page 15. If you got
100% correct answers, you may not proceed with this module. If you got 50 –
99% correct answers, then you need to proceed with this module.

5
W
Now you will recall the relationships that exist between
angles, including perpendicular lines and parallel lines.
 Recall that there are different ways in which pairs of angles may be classified.
A pair of angles may be related on the basis of the sum of their angle measures or of
their positions.

Based on the sum of angle measures, angle pairs can be classified as either
supplementary or complementary.

1. Supplementary angles are two angles whose measures have a sum of 180 o.

Given: m∠ 1 = 125o and m∠2 = 55o

Since 125o + 55o = 180o, then ∠ 1 and ∠ 2
1 2 are supplementary angles.

2. Complementary angles are two angles whose measures have a sum of 90 o.

Given: m∠1 = 60o and m∠2 = 30o

1 Since 60o + 30o = 90o, then ∠ 1 and

∠2
⏋ 2 are complementary angles.

Pairs of angles may be related by their positions.

3. Adjacent angles are angles that have the same vertex, share a common side,
and
have no interior points in common (they do not overlap).
R Q In the figure, ∠ RSQ and ∠ QST
have a common side ⃗ SQ and a
T common vertex S. Thus, they are
S called adjacent angles.

4. If two angles are supplementary, they form a linear pair. These two angles are
adjacent and their noncommon sides are opposite rays. The opposite rays form a
“line” which is a straight angle or an angle of 180 o.
N
In the figure, ∠1 and ∠ 2 are linear pair
because
1 2 they are adjacent, and their noncommon sides
M O P ⃗
OM and ⃗ OP are opposite rays.

5. Vertical angles are two nonadjacent angles formed by two intersecting lines.
Vertical angles are congruent (≅ ).
Vertical angles in the figure are ∠ 1 and ∠3,
1 2 as well as ∠ 2 and ∠ 4 . So, m∠1 = m∠ 3
and
4 3 that m∠ 2 = m∠ 4 . Thus, ∠ 1 ≅ ∠3 and that
∠ 2 ≅ ∠ 4.
 6
Recall also what parallel lines are.

 Two lines are parallel if and only if they are coplanar (lie in one plane) and do
not intersect no matter how far they are extended. The symbol for parallel is ∥.

m Line m and line n lie on the same plane and do

not intersect. So, they are parallel to each
other. n

m is parallel to n (m ∥ n).

 In the figure below, the opposite sides of the parallelogram ABCD are parallel
to each other.
A D AB is parallel to CD ( AB ∥ CD ).

AD is parallel to BC ( AD ∥ BC ).
B C

 Lines that are not coplanar and do not intersect are called skew lines.

What’s New
After recalling the different pairs of angles and what parallel and
transversal lines are, you will now study the following situation as an
introduction for more concepts through this lesson. This activity will
also enhanced your skills on how to use the protractor properly and
read the measure of an angle accurately.

Two parallel lines when cut by a transversal form eight angles. Measure the
eight angles using your protractor and list all your observations in this activity.

1 2 m∠1 = ____ m∠5 =

____
34
m∠2 = ____ m∠6 = ____

5 6 m∠3 = ____ m∠7 = ____

7 8
m∠4 = ____ m∠8 = ____

Observations: ________________________________________________________
________________________________________________________
________________________________________________________
 7

What’s It
Were you able to measure all the angles accurately? What did you observe
regarding their measures? Why do you think there is a need to know how to
measure angles accurately and how these angles related to each other? You will find
out as you go through this lesson.
DEFINITION
A transversal is a line that intersects two coplanar lines at two different
points.

When two coplanar lines are cut by a third line, the third line is called the
transversal. In the example below, eight angles are formed when lines m and n are
cut by a transversal line, t.
t
Exterior Special names are given to the eight
m 1 2 Exterior angles formed. Angles 1, 2, 7, and 8
3 4 are called exterior angles while
Interior angles 3, 4, 5, and 6 are called
Interior interior angles.
n 5 6
7 8
Exterior Exterior

Some pairs of angles formed in the figure have already been reviewed:

 Vertical angles - ∠ 1 and ∠ 4 , ∠ 2 and ∠ 3, ∠ 5 and ∠ 8, ∠ 6 and ∠ 7

Recall that all vertical angles are congruent.

 Supplementary angles - ∠ 1 and ∠ 2, ∠2 and ∠ 4 , ∠ 3 and ∠ 4 , ∠ 1 and ∠ 3,

∠ 5 and ∠ 6, ∠ 6 and ∠ 8, ∠ 7 and ∠8 , ∠ 5 and ∠7
Recall that supplementary angles are angles whose measures have a
sum of 180. All pairs of supplementary angles are linear pairs.

There are other special pairs of angles formed by the transversal. In the figure
above we have:

 4 pairs of corresponding angles - ∠1 and ∠ 5, ∠ 2 and ∠ 6

∠ 3 and ∠7 , ∠ 4 and ∠8

 2 pairs of alternate interior angles - ∠3 and ∠ 6 , ∠ 4 and ∠ 5

 2 pairs of alternate exterior angles - ∠1 and ∠ 8, ∠ 2 and ∠ 7

 2 pairs of interior angles on the same side of the transversal

- ∠ 3 and ∠ 5, ∠4 and ∠6
 2 pairs of exterior angles on the same side of the transversal
 - ∠ 1 and ∠ 7, ∠ 2 and ∠8

8
Now, find out if all your measurement and observations in the activity given
earlier in the “What’s New” part are all correct. Take note that the two coplanar lines
are parallel, cut by a transversal.

Here are the measures of the eight angles formed by the parallel lines cut by
a transversal:

1 2 m∠1 = 120 m∠5 =

120
3 4 m∠2 = 60 m∠6 = 60
m∠3 = 60 m∠7 = 60
5 6 m∠4 = 120 m∠8 = 120
7 8

CONGRATULATIONS… You have mastered the skill in measuring angles!

What can you say about the measures of the angles? Let us see if you have
observed the following:

1. Are the measures of each pair of corresponding angles ( ∠ 1 and ∠ 5, ∠ 2 and

∠ 6 , ∠ 3 and ∠7 , ∠ 4 and ∠ 8) approximately the same? Yes.

2. Are the measures of the alternate interior angles ( ∠ 3 and ∠6 , ∠4 and ∠ 5)

approximately the same? Yes.

3. Are the measures of the alternate exterior angles ( ∠ 1 and ∠ 8, ∠ 2 and ∠ 7)

approximately the same? Yes.

4. How are the measures of the interior angles on the same side of the
transversal (∠3 and ∠ 5, ∠ 4 and ∠6 ) related? What is the sum of their
measures? 180

5. How are the measures of the exterior angles on the same side of the
transversal (∠ 1 and ∠ 7, ∠2 and ∠ 8) related? What is the sum of their
measures? 180

Remember:
If two parallel lines are cut by a transversal, then
 corresponding angles are congruent.
 alternate interior angles are congruent.
 alternate exterior angles are congruent.
 interior angles on the same side of the transversal are
supplementary.
 exterior angles on the same side of the transversal are
supplementary.
 9
What’s More
In the above discussion, you were able to find out the
relationships of angles formed by parallel lines cut by a transversal.
Now you are going to check your understanding of the concepts you
have learned.
Activity 1

Using the illustration in the discussion, let us now define the special pairs of
angles formed when two parallel lines are cut by a transversal.

1. Corresponding angles are two angles, one in the interior

7 3
and one in the exterior, that are on the same side of the 5 2
transversal. Corresponding angles are non-adjacent 1 4 6
8
and congruent. (Numbered angles with the same color
indicates corresponding angles.)

2. Alternate interior angles are two angles in the interior

of the parallel lines, and on opposite (alternate) sides
3
of the transversal. Alternate interior angles are 1 2
non-adjacent and congruent. (Numbered angles with the 4
same color indicates alternate interior angles.)

3. Alternate exterior angles are two angles in the exterior

of the parallel lines, and on opposite (alternate) sides 7
of the transversal. Alternate exterior angles are 5
6
non-adjacent and congruent. (Numbered angles with the 8
same color indicates alternate exterior angles.)

4. Interior angles on the same side of the transversal

are two angles in the interior the parallel lines, that 3
are on the same side of the transversal. Interior 1 2
angles on the same side of the transversal are 4
supplementary. (Numbered angles with the same color
indicates interior angles on the same side of the transversal.)

5. Exterior angles on the same side of the transversal

are two angles in the exterior the parallel lines, that 7
5
are on the same side of the transversal. Exterior
6
angles on the same side of the transversal are 8
supplementary. (Numbered angles with the same color
indicates exterior angles on the same side of the transversal.)
 10

Try this!

Direction: Classify each pair of angles as corresponding angles, alternate

interior angles, alternate exterior angles, interior angles on the same side of the
transversal, or exterior angles on the same side of the transversal.

Given: Transversal m intersects or cuts parallel lines x and y.

1. ∠ 7 and ∠8 x y
2. ∠ 1 and ∠ 2
3. ∠ 3 and ∠ 6
4. ∠ 4 and ∠ 7
5. ∠ 3 and ∠ 4 1 3 4 6 m
6. ∠ 5 and ∠ 8 5 7 8 2
7. ∠ 2 and ∠ 7
8. ∠ 1 and ∠ 6
9. ∠ 3 and ∠ 8
10. ∠ 5 and ∠ 6

Activity 2

How do we find the measures of the angles formed by parallel lines cut by a
transversal, if the measure of one angle is given?

If d // h cut by transversal t and m∠1 = 52, find the measure of all the other
angles in the figure and give the reason for each of your answer.
d
2
1
4 3 h
2
2 25 6
2 7
2 8
2 t
2

Solution: m∠ 3 = 52 since ∠1 and ∠3 are vertical angles

m∠ 4 = 180 – 52 = 128 since ∠1 and ∠4 form linear pair and are
supplementary, then m∠ 4 = 180 - m∠ 1
m∠ 2 = 128 since ∠4 and ∠2 are vertical angles
m∠ 5 = 180 – 128 = 52 since ∠4 and ∠5 are interior ∠s on the
same
side of the transversal and are
supplementary, then m∠ 5 = 180 - m∠ 4
m∠ 6 = 128 since ∠2 and ∠6 are corresponding angles
 m∠ 7 = 52 since ∠1 and ∠7 are alternate exterior ∠s
m∠ 8 = 128 since ∠6 and ∠8 are vertical angles

11

Try this!

A. Direction: In the figure below, a // b cut by transversal c, if m∠ 8 = 115, find the

measure of all the other numbered angles.
1. m∠ 1 = _____ a b
2. m∠ 2 = _____
3. m∠ 3 = _____ 5 8
2 7
4. m∠ 4 = _____ 4 3
5. m∠ 5 = _____ 1 6 c
6. m∠ 6 = _____
7. m∠ 7 = _____
B. Direction: Use the figure below, d // e cut by transversal f. Give the reason for
each of the following statements.
d e
8. ∠ 2 ≅ ∠7
9. ∠ 6 ≅ ∠ 8
10. ∠1 ≅ ∠ 8
11. ∠6 is the supplement of ∠ 7 1 2 3 4
f
12. ∠5 ≅ ∠ 4 5 6 7 8
13. ∠ 5 ≅ ∠ 7
14. ∠4 ≅ ∠ 7
15.∠1 is the supplement of ∠4

Activity 3

DIRECTION: Use the figure below. Given: a // b and c // d. Find the measure of the
indicated angle. The first three items were answered for you.
a b

1 2 9 10
c
3 4 11 12

5 6 13 14
7 8 d
15 16

1. m∠ 2 = 78; m∠ 14 = 78
Solution: ∠2 ≅ ∠6 ≅ ∠ 14 Corresponding angles are ≅ .

2. m∠ 3 = 80; m∠ 16 = 100
Solution: ∠3 ≅ ∠ 7 Corresponding angles are ≅ .
 m∠ 16 = 180 - m∠ 7 Exterior angles on the same side of the
= 180 – 80 transversal are supplementary.
= 100

12
3. m∠ 14 + m∠ 15 = 154; m∠ 4 = 103
Solution: ∠14 ≅ ∠ 15 Vertical angles are ≅ . Thus, 154 ÷ 2 = 77.
m∠ 14 = m∠15 = 77
∠15 ≅ ∠6 Alternate interior angles are ≅ .
m∠ 4 = 180 - m∠ 6 Interior angles on the same side of
the
= 180 – 77 transversal are supplementary.
= 103

4. m∠ 15 = 82; m∠ 2 = ____ 8. m∠ 11 = 81.5; m∠ 5 = ____

5. m∠1 2 = 108; m∠ 1 = ____ 9. m∠ 4 + m∠ 8 = 195; m∠ 9 =

____
6. m∠ 7 = 86; m∠ 14 = ____ 10. m∠ 5 + m∠ 8 = 188; m∠ 10 = ____

7. m∠ 9 = 105; m∠ 7 = ____

What I Have Learned

In this activity, you shall now answer the following
questions to check your understanding of the concepts that
you have learned.

A. Direction: Fill in the blank with a word to complete the meaning of each
statement.

1. Two lines are parallel if and only if they do not intersect and are __________.

2. When two parallel lines are cut by a third line at two different points, the third line
is
called the __________.

3. If __________ lines are cut by a transversal, then the corresponding angles are
congruent.

4. If the measure of one of the vertical angles is 30 o, then the measure of the other
angle is __________.

5. If two parallel lines are cut by a transversal, then alternate interior angles are
_____.

6. If two parallel lines are cut by a transversal, then exterior angles on the same side
of the transversal are __________.
7. Two parallel lines are cut by a transversal. If one of the interior angles on the
same
side of the transversal has a measure of 70 o, then the measure of the other angle
is __________.

8. When two non-intersecting lines in a plane are intersected by a transversal, there

are four pairs of __________ angles formed.

13
9. If two parallel lines are cut by a transversal, then _________ pairs of alternate
exterior angles are formed.

10. __________ are two angles in the exterior of the parallel lines, and on opposite
sides of the transversal. These two angles are non-adjacent and congruent.

What Can I Do
How did you find the preceding activities? Was it easy? I
am sure it was. In the next activity, you are going to apply the
concept on the relationships of angles formed by parallel lines
cut by a transversal to solve real life problems.

A diagonal brace strengthens the wire

fence and prevents it from sagging. The
brace makes a 50o angle with the wire as
shown. Find the value of the variable yo and
give the reason.

Assessment
Now that you have a deeper understanding of the topic,
you are now ready to answer the following assessment.

Direction: Read carefully the following problems. Analyze and solve. Choose the
correct answer and write the letter of your choice on your answer sheet.

1. In the figure below, lines x and y are coplanar and do not intersect. How do you
call these two lines? x
A. congruent C. perpendicular y
B. parallel D. vertical q

2. Using the figure in item 1, line q intersects lines x and y. How do you call line q?
A. coplanar B. segment C. skew D. transversal
3. Which of the following statements is false?
A. A transversal line intersects two coplanar lines at two different points.
B. Two coplanar lines that do not intersect are parallel lines.
C. Lines that form a right angle are perpendicular lines.
D. Skew lines are parallel lines.

14
4. In the figure below, which of the following guarantees that c ǁ d?
t
1 2 A. ∠2 ≅ ∠7
c 3 4 B. ∠4 ≅ ∠6
C. ∠1 ≅ ∠6
5 6 D. ∠7 ≅ ∠8
d 7 8

5. Using the same figure in item 4, which pair of angles are supplementary?
A. ∠3 and ∠8 C. ∠4 and ∠6
B. ∠1 and ∠5 D. ∠2 and ∠3

 Use the figure below to answer items 6 - 9.

Given that l1 ǁ l2 and t is a transversal.

t
6. Which of the following is true about the
1 5 l1 measures of ∠1 and ∠4?
2 6 A. m∠ 1 +m∠ 4 = 180o
B. m∠ 1 = m∠ 4
3 7 l2 C. m∠4 > m∠1.
4 8 D. m∠1 = 2m∠ 4.

7. Which of the following are congruent angles?

A. ∠1 and ∠5 B. ∠2 and ∠3 C. ∠4 and ∠6
D. ∠1 and ∠8

8. If m∠ 2 = 40, what is m∠ 3?
A. 180 B. 140 C. 80 D. 40

9. If m∠ 4 = 45, what is m∠ 6?
A. 45 B. 95 C. 135 D. 165

10. Which of the following figures indicates a pair of vertical angles?

A. B. C. x D.
x x y
y y x
y
11. Which of the following figures indicates a pair of alternate interior angles?
A. B. C. x D.
x x x
y y y
y

15
 Use the figure below to answer items 12 - 13.
w v Given: w // v; m∠2 = 80 and m∠5 = 68

1 2 12. Find m∠3.

p A. 40 C. 80
3 4
B. 68 D. 100
5
6
7
8
13. Find m∠6.
q A. 68 C. 112
B. 80 D. 132

 Use the figure below to answer items 14 - 15.

k l 14. If m∠3 + m∠4 + m∠5 = 180,
which line is the transversal?
A. line t C. line h
g B. line l D. line g
2 3
1
15. If m∠4 + m∠5 = 80 and m∠6 =
4
6 5 100, which lines are parallel?
h A. k // l C. k // g
B. g // h D. l // h
t

Additional Activity
This is an activity that will strengthen your knowledge
about the lesson.

Direction: Use your knowledge in the previous modules about equations and your
learnings on this module to answer the activity below. Refer to the figure below, form
an equation first then solve for the value of the variables x and y. Show your
solutions.

Given: a // b and c // d

a b
 3y+11 x+50 c

2x+30
d

16

Answer Key

What I Know
Assessment B. 8. alternate exterior angles are 1. B
1. B congruent 2. C
2. D 9. corresponding angles are 3. A
3. D congruent 4. B
4. A 10. alternate exterior angles are 5. C
5. C congruent 6. D
6. A 11. interior angles on the same 7. B
7. D side of the transversal are 8. A
8. B supplementary 9. D
9. C 12. alternate exterior angles are 10. B
10. C congruent 11. D
11. B 13. corresponding angles are 12. C
12. D congruent 13. B
13. A 14. vertical angles are congruent 14. B
14. B 15. exterior angles on the same 15. C
15. A side of the transversal are
supplementary What’s More
Additional Activity
Activity 3 Activity 1
Solution: 1. interior angles on the same
 2x + 30 = x + 50 4. 82 side of the transversal
2x – x = 50 – 30 5. 108 2. alternate exterior angles
x = 20 6. 86 3. corresponding angles
7. 105 4. alternate interior angles
8. 98.5 5. interior angles on the same
 (3y+11) + (x+50) = 180 9. 97.5 side of the transversal
(3y+11) + (20+50) = 180 10. 86 6. corresponding angles
3y + 11 + 70 = 180 7. corresponding angles
3y + 81 = 180 What I Have Learned 8. exterior angles on the
3y = 180 – 81 1. coplanar same side of the transversal
3y = 99 2. transversal 9. alternate interior angles
y = 33 3. parallel 10. alternate exterior angles
4. 30o
5. congruent
6. supplementary Activity 2
7. 110o
8. corresponding A. 1. 115
9. two 2. 65
10. Alternate exterior 3. 65
angles 4. 115
5. 65
6. 65
7. 115
 17

References
Dilao, Soledad J., Bernabe, Julieta G. Geometry Textbook for Third Year. Revised
Edition, Gregorio Araneta Avenue, Quezon City, SD Publications, Inc., 2009

Nivera, Gladys C., Dioquino, Alice D., Buzon, Olivia N., Abalajon, Teresita J. Making
Connections in Mathematics. Sta. Ana, Manila. Vicarish Publication and Trading,
Inc., 2008

Sabangan, Leticia E. New Integrated Approach in Math III Geometry. Cubao,

Quezon
City, St. Bernadette Publications, Inc., 2005

Bass, Laurie E., Charles, Randall I., Johnson, Art, Kennedy, Dan. Practice Hall
Mathematics: Geometry. Upper Saddle River, New Jersey, Pearson Education, Inc.,
2004

Oronce, Orlando A., Mendoza, Marilyn O. Exploring Mathematics: Geometry III. First
Edition, Sta. Mesa Heights, Quezon City, Rex Printing Company, Inc., 2003

Malaborbor, Pastor B., Sabangan, Leticia E., Carreon, Editha J., Lorenzo, Jose
Ramon S. Geometry. Cubao, Quezon City, Educational Resources Corporation,
2002

Jurgensen, Ray C., Brown, Richard G., King, Alice M. Geometry. New Edition,
United
States, America, Houghton Mifflin Company, 1980

https://www.math10.com
http://mathbitsnotebook.com
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