Republic of the Philippines

DEPARTMENT OF EDUCATION
Region III
Schools Division of Aurora
District of San Luis
DIMANAYAT INTEGRATED SCHOOL
San Luis, Aurora

I. OBJECTIVES

A. Content Standard: Demonstrates understanding of key concepts of geometry of shapes and

sizes, and geometric relationships. M7GE-IIIb-1

B. Performance Standard: Is able to create models of plane figures and formulate and solve
accurately authentic problems involving sides and angles of a polygon

C. Learning Competencies: Derives relationships of geometric figures using measurements and

by inductive reasoning; supplementary angles, complementary angles, congruent angles, vertical
angles, adjacent angles, linear pairs, perpendicular lines, and parallel lines.***

II. Content: Supplementary and Complementary Angles

III. Learning Resources:
1. Teacher’s Guide: Pp. 164-166
2. Learner’s Material: Pp. 178-181
3. Textbook Pages: Manalo, Cathalina B. et.al.Next Century Mathematics.
Phoenix Publishing House. 2017. Pp. 366-379
4. Other Resources:
 IV. Procedure:

PROCEDURE TEACHER’S TASK LEARNERS’TASK

*Good morning everyone! *Good morning teacher Mite!

A. PRELIMINARY *Before we start, let us have a short *The learners will be silent and will
ACTIVITIES prayer. pray.
*Attendance will be checked.
B. Review Previous *I have here a set of angles. You are *Yes Ma’am!
lesson going to identify the kind of angle it
belongs. This can be illustration or a
degree. I will call a learner to answer it
based on the popsicle stick with your
name on it. Are you ready?
1. 90 degree
2. 180 degree 1. Right angle
3. 67 degree 2. straight line
4. 154 degree 3. acute angle
4. obtuse angle.
5.
5. acute angle
66666

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 6. obtuse
6.

7. right angle.

7.
*You are all amazing! Since you
already know the kinds of angles let us
now proceed with the angle pairs.
B. Establish purpose for Let as examine the following
the lesson. examples:

1.

2.

3.

4. *(Teacher to elicit answers from the

*These are an example of angles in real learner)
life application, based on the picture,
how important it is to study angle?
*Very well said!
C. Presenting examples/ *Are you familiar with the *No Ma’am!
instances of the new complementary good?
lesson. *Right! You are going to study it in
your economics subject. Here are some
examples of complementary goods:

1.

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 2.

3.
*We are not going to buy toothpaste if
we have no tooth brush.

4. *We cannot use the printer if there is no

*Why do you think that tooth paste ink.
and tooth brush are said to be *It is a pair of goods that cannot be used
complementary goods? or consumed without each other.
*Very good. What about the ink and
the printer?
*Very well said! Now, what is a
complementary goods?
*Very well said. Now what about the
food supplements?
*It helps the body to replace the loss
vitamins.

1. *It is pair of things that either help each

*Why is it called a supplement? other or cannot work without the other
pair.
*Based on the above examples, what is
a complement and a supplement?
*Very well said! Now that you are
familiar with the term complement and
supplement, let us study the
supplementary and complementary
angles.
D. Discussing new *(The teacher will draw a straight line) * 180 degree Ma’am.
concept and practicing What is the measure of a straight line?
new concept in 1. * Very good! Suppose that you have a
straight line and you draw a ray on it
as shown in this figure:

*What is the measure of ∠ b if the

measure of ∠ a=105 ° ? *∠ b will be 75 degree
*How did you arrived at your answer?
*The measure of a straight line is 180

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 *Very well said! ∠ a∧∠ b are degree. We subtract the measure of ∠ a
supplementary angles. Now, based on To get 75 as the answer.
the example, what is a supplementary *Supplementary angles are a pair of
angle? angles whose sum is 180 degree.
*Amazing! So, since you now know the
supplementary angles, let us now
discuss the complementary angles.

*If you divide a straight line and you

draw an arrow on it, you will form
what kind of angle?
*Very well said. So now, what is the
*If we divide a straight line we will
measure of a right angle?
create a right angle.
*Very well said! So let us examine this
*Its measure is exactly 90 degree
example:
Ma’am!

*Based on the given example, what do

you think is the measure of x?
*Very good! Those angles are the so
called complementary angles. So based *If we subtract 37 to 90, we will get 53
on that example, what is a degree.
complementary angles? *Complementary angles are angles
*Very well said! whose sum is 90 degree.
*I will give you a pair of angles and
you are going to identify if it is
complementary or supplementary
angles. I will call someone to answer it. *Yes Ma’am!
Are you ready?
1. 42 and 48 degree
2. 33 and 57 degree 1.Complementary angles
3. 123 and 57 degree 2. Complementary angles
4. 102 and 78 degree 3. Supplementary angles
5. 38 and 52 degree 4. Supplementary angles
*Very well said! You are all great. 5. Complementary angles
*Let us have another examples.
(The teacher will post examples of
complementary and supplementary
angles)
1. ∠a∧∠ b are complementary angles.
❑
The measure of ∠ a=( x +5) degree
and the measure of angle b= (x+3)

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E. Discussing new
concept and practicing
new concept in 2.
F. Developing mastery
(Leads to formative
Assessment 3)
G. Finding practical
application of concept
and skills in daily living.
H. Making
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degree. What is the measure of angle a
and b?
*I will call someone who will draw
the problem on the board.
*Since the angles are *(Someone will be called)
complementary, what is the sum of
their measures? *90 degree
*Very well! Now, what is the sum of
a and b?
*So, what now is the value of x in *(Student to calculate the addition of
the given? the two binomial.)
*What is now the value of angle a? * The value of x in the given is 36
*What about ∠ b ? degree.
*Very good, let us have another * ∠a=41 °
example. *∠ b=39 °
2. ∠m∧∠n are supplementary
angles. If ∠ m=( x +7 ) degree and
∠n=( x−3 ) degree . What is the value
of ∠ m∧∠ n ?
*Draw the figure on the board.
*Since the angles are
supplementary, what is the sum of
their measures? *(Someone will be called.)
*Very well said. So, what is the *180 degree
sum of angle m and n?
*So, what is the value of x?
*What is the value of ∠ m? *(Student to calculate the answer)
*What about the value of ∠ n ?
*Very well! *88 degree
*95 degree
*85 degree
*I will group you into 4. You will be *Students will be grouped in 4 groups.
graded based on the activity that you (Students to do the activity)
will choose.
GROUP 1: Create a problem about
complementary and supplementary
angles.
GROUP 2: Create a mnemonics on how
to remember the complementary and
supplementary angles.
GROUP 3: Create a step by step
process on how to solve the unknown
angle of supplementary and
complementary angles.
GROUP 4: Solve the following:
∠ r ∧∠s are supplementary angles.
∠r =( x+5 ) degree∧∠ s= ( x +7 ).
Solve for the value of angles r and s.
*(Students are going to present the
output.)
*Based on the opening examples , what *(Students to give their own opinion
are the uses of angle in real life? about the uses of angles in real life)
*What are the steps in finding the *(Students will be called to answer)
generalizations and unknown angle of a supplementary and
abstractions about the complementary angles?
lesson. *Very well said!
I. Evaluating learning. *Assessment: *Answers:
Identify if the following are TRUE or
FALSE
_____1. If ∠ A∧∠B are 1. False
complementary, then the sum of their
measures is 180 degree.
_____2. If two angles are congruent, 2. True
then their supplement s are congruent.
_____3. The supplement of a right
angle is a right angle. 3. True
_____4. If the measure of an angle is
equal to the measure of its 4. True
complement, then the measure of the
angle is 45 degree.
*COMPLETE THE FOLLOWING
TABLE: *COMPLETE THE FOLLOWING
DEGREE COMPLEMEN SUPPLEMENT
T
TABLE:
DEGREE COMPLEMENT SUPPLEMENT
1. 75°
1. 75° 15° 105°
2. 53°
2. 53° 37° 127°
3. 82°
3. 82° 8° 98°
4. 47°
4. 47° 43° 133°
5. 38°
5. 38° 43° 142°

J. Additional activities *(This is for Application): *answer:

for Application or Problem 1: Two angles are 1. Angles are 30° and 60°
remediation. complementary. If one of the angles is
double the other angle, find the two
angles.
Problem no. 2: Two angles are 2. Angles are 108° and 72°
supplementary. If one angle is 36
degree less than twice the other angle,
find the two angles.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the 19
evaluation.
B. No. of learners who
require additional
5
activities for
remediation.
C. Did the remedial
YES
lessons work?
D. No. of learners who
continue to require 2
remediation.
E. Which of my teaching The teaching strategies that worked well are:
strategies worked well? Group Collaboration

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Why did these work? Availability of materials (Popsicles stick)
Games
Self-learning Phase.
Eagerness of the students.
The strategies worked well because students are more engage in the learning
process and it is applicable in real life.
F. What difficulties did I Reading readiness of some learners.
encounter which my
principal or supervisor
can help me solve?
G. What innovation or The use of pictures.
localized materials did I
use/ discover which I
wish to share with other
teachers.
Prepared by:

MICHELLE A. NERI
Teacher I

Noted by:

MARVIN I. SINACAY
SHT-I

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