Republic of the Philippines

Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE
PADRE BURGOS DISTRICT
SAN ISIDRO NATIONAL HIGH SCHOOL

GRADE 7 School SAN ISIDRO NATIONAL HIGH SCHOOL Grade Level 7

DAILY
Teacher MA. GLORIA D. FLANCIA Learning Area MATHEMATICS
LESSON LOG
Teaching Day and Time G7- FAITH 11:00-12:00 Mon.- Wed., Friday Quarter THIRD
G7- HONESTY 2:00- 3:00 Mon.- Wed., Friday

February 20, 2023 February 21, 2023 February 22, 2023 February 24, 2023

I. OBJECTIVES

1.Content Standards The learner demonstrates understanding of key concepts of Geometry of shapes and sizes, and geometric relationships.

1. Performance The learner is able to create models of plan figures and formulate and solve accurately authentic problems involving sides and angles of a polygon
Standards
2. Learning M7GE-IIIa-3 M7GE-IIIb-1 M7GE-IIIb-1 M7GE-IIIb-1
Competencie 1. Classify the given angle according to 1. Identify complementary angles and 1. Describe the congruent angles and 1. Describe the adjacent angles and linear
sObjectives measure. supplementary angles. vertical angles pair.
2. Illustrate the three kinds 2. Find the complement and supplement 2. Find the measure of vertical angles 2. Find the angle measures of linear pair.
of angles. of an angle. 3. Appreciate the importance of vertical 3. Appreciate the importance of adjacent
3. Appreciate the value of angles in real 3. Value accumulated knowledge as angles to real-life situations angles and linear pairs in real-life
life situations. means of new understanding situations
ANGLES AND ITS KINDS PARALLEL LINES AND
COMPLEMENTARY AND
ADJACENT ANGLES AND LINEAR PAIR PERPENDICULAR LINES
II. CONTENT SUPPLEMENTARY ANGLES

III. LEARNING
RESOURCES

A. References Geometry III by Janette D. Dionio et al pp. Grade 7 Mathematics Patterns and Grade 7 Mathematics Pattern and GRADE 7 Mathematics Patterns and
55 – 57 Grade 7 Mathematics Patterns Practicalities by Gladys C. Nivera pages Practicalities by Gladys C. Nivera pages Practicalities by Gladys Nivera pages 330-

and Practicalities 2nd Updated Edition by
Gladys C. Nivera, Ph.D. pp. 353.
B. Other Learning https://ph.images.search.yahoo.com/
Resources
IV. PROCEDURES
A. Reviewing previous “Stop Dance”
lesson or presenting The students will dance as the music is
the new lesson running and when the music stops, the
students will form an angle with the use of
their body parts.
The students are ask to draw an example
of an angle formed during the dance.
The teacher can point out the parts of an
angle using the body parts of the students.
• Arms – the sides of the angle
• Head – vertex of the angle
B. Establishing a The teacher will show different pictures of
purpose for the lesson things. The learners will identify if they can
find an angle and let them point it out.
Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE
PADRE BURGOS DISTRICT
SAN ISIDRO NATIONAL HIGH SCHOOL
328-329
https://ph.images.search.yahoo.com/
Drill: Perform the following operations
1)____ + 45 = 90
2)____ + 35 = 180
3) 65 +_____ = 180
4)____- 30 = 60
5)____- 108 = 72
Students will classify the angles based on
the measurement of each slice. Lola
Nidora bought rice cake and asked
Alden to slice it for the DABARKADS.
331-332
https://ph.images.search.yahoo.com/
BARANGAY MO TO!!!!
The teacher will show different names of
Barangay in Padre Burgos using jumbled
letters. They will be instructed to arrange
the words to form name of Barangays
that are adjacent to each other.
Students will be given 10 minutes to roam
around the classroom to look for lines
that are intersecting. This is essential in
defining vertical angles. The teacher
will also present pictures to the
students where intersecting lines can be
found.
331 Geometry by Eunice AtoLopez, MAT
Virgilio I. Lopez M.E. P.37
“sunRAYS…”
Let’s visit our history. What do the sun rays
in our Philippine flag symbolize?
A. Use the figure to be posted by the
teacher to answer the given
questions.
1. When do we say that angles are
linear pair? adjacent angles?
2. Do linear pairs form supplementary
angles?
3. Do adjacent angles always form
linear pairs? why?
4. How would concepts of adjacent and
linear pair help in our daily lives?
 Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE
PADRE BURGOS DISTRICT
SAN ISIDRO NATIONAL HIGH SCHOOL

C. Presenting Activity Exploring Angles Activity:

examples/Instances of (Pen-Find ANGLE ANGLE-Pen) (PAIR ACTIVITY) Where are you?
the new lesson Im here

D. Discussing new “Angle Stretching” Classify whether the Naming pairs of complementary and Each student will be working on Vertical Naming angle pairs using the given figure
concepts and given angle is acute, obtuse and right. supplementary angles from the figure. Angles Exploration.
practicing new skills #
1 (The teacher will call learners that will
demonstrate the body movement if the
given angle is acute, obtuse and right.)

E. Discussing new Activity: 1. When do we say that two angles are 1. How vertical angles are formed? Use the figure to be posted by the teacher
concepts and Angle Manipulatives Materials: supplementary? to answer the given questions.
practicing new skills # • Cardboard 2. How can you say that two angles are 2. What can we conclude about vertical 1. When do we say that angles are
• Paper Fastener complementary? angles? linear pair? adjacent angles?
2
• Protractor 3. What kind of angle is formed by 2. Do linear pairs form supplementary
• Scissors complementary angles? supplementary 3. When do we say that angles are angles?
angles? congruent? 3. Do adjacent angles always form
Create an artwork that shows linear pairs? why?
 Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE
PADRE BURGOS DISTRICT
SAN ISIDRO NATIONAL HIGH SCHOOL

different angles. 4. How would concepts of adjacent and

linear pair help in our daily lives?
F. Developing Without using a protractor, complete the Tell whether the given pair of angles are Check the column that corresponds to the
mastery (leads to measurement of each angle. vertical angles or not. classification of each pair of angles. Note:
Formative Answer the questions that follow. You can check both columns if possible
1.How do we find the supplement of an
Assessment 3)
angle?
2.How do we find the
complement of an angle?
G. Finding practical Identify the type of angle formed between Give the missing measures for each Analyze 1 and 2 and state whether Problem Solving
application of the hands the clock at: pair of angles. angles are adjacents angles or linear pair
concepts and skills in of angles. If not, why not?
daily living 1. 1:00 pm ( The teacher will show 5 pairs of
2. 3:00 AM angles with measure of one
9: 00 AM
angle missing)

H. Making Angle is a union of two noncollinear rays
generalizations and with a common endpoint.
abstractions about the The two non-collinear rays are the sides of
the angle, while the common endpoint is
lesson
the vertex.
Three kinds of angles according to
measure:
Acute angle is an angle whose measure
is less than 90°, but greater than 0°.
Right angle is an angle whose measure is
equal to 90°.
Obtuse angle is an angle whose measure
is greater than 90°, but less than 180°.
Complementary and Supplementary
Angles
Two angles are complementary if the sum
of their measures is equal to 90 degrees.
Two angles are supplementary if the sum
of their measures is equal to 180 degrees
. "The angle ABC is congruent to the angle
Adjacent Angles and Linear Pairs
Congruent Angles – if the measure of the Adjacent Angles are two angles with a
angles are equal common vertex, common side, and no
SYMBOL common interior points.
The symbol for congruence is Also recall
that the symbol for an angle is ∠, so the
statement ∠ABC ≅ ∠PQRis read as
PQR". Vertical Angles – are formed when
two straight lines intersect each other.
Their sides form two pairs of opposite
rays and their angle are nonadjacent.
Vertical Angles are formed when two
straight lines intersect each other. Their
sides form two pairs of opposite rays and
their angles are non-adjacent.
 Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE
PADRE BURGOS DISTRICT
SAN ISIDRO NATIONAL HIGH SCHOOL

I. Evaluating learning B. Classify whether the given Draw the following pair of angles.
measurement is acute, obtuse and right 1. Angle 1 and angle 2 that are
angle. supplementary.
1. 100° 2. Two congruent angles that forms a
2. 15° linear pair.
3. 90° 3. Non-adjacent angles that are
4. 170° supplementary.
5. 89° 4. Two angles that are complementary.
 Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE
PADRE BURGOS DISTRICT
SAN ISIDRO NATIONAL HIGH SCHOOL

J. Additional activities Follow-up Activity: Reflect on what you have learned about Draw your community that will show
for application or In a journal, write the importance of complementary, supplementary, concepts of adjacent angles and linear
remediation knowing the classification of an angle and congruent and vertical angles. pair.
give at least 2 examples of each.

V. REMARKS

VI. REFLECTION

Complete the statement: Complete the statement: Complete the statement:

I understand that I understand that I understand that
_______________________________ _______________________________ _______________________________
I realize that ________________________________ I realize that I realize that
________________________________ ________________________________

Prepared by: Checked by:

MA. GLORIA D. FLANCIA CONRADO G. PRUDENTE, Ph.D.

Teacher Principal II