LESSON PLAN IN MATHEMATICS 7 (3rd Quarter)

(MOST ESSENTIAL LEARNING COMPETENCIES - MELCS)

Content Standard: The learner demonstrates understanding of key concepts of geometry of

shapes and sizes, and geometric relationships.
Performance Standard: The learner is able to create models of plane figures and formulate
and solve accurately authentic problems involving sides and angles of a polygon.
Duration: 1-2 Days
K to 12 CG Code: M7GE-lllb-1

I. OBJECTIVES:
Specifically, at the end of the lesson, the students are expected to:
a. Explain the following terms: supplementary angles, complementary angles,
congruent angles, vertical angles, and adjacent angles;
b. Solve problems about supplementary and complementary angles; and
c. Show cooperation in class discussion and activity.

II. SUBJECT MATTER:

a. Topic: Angel Pair Relationships
b. Reference: DepEd Self-Learning Module, https://www.youtube.com/watch?
v=WCePTFrXN9Y, and Teachers Pay Teachers
c. Materials: Laptop, PowerPoint Presentation, Projector, Board and Chalk, Task
Cards, and Physical Manipulatives.

III. PROCEDURE:
Daily Routine Activities
1. Prayer
2. Greetings
3. Attendance
4. Set class rules and regulations
5. Review:
The teacher will have a quick review about the kinds of angles.

A.1 ACTIVITY:

Pre Activity: Let’s Analyze!

The teacher will present a pizza with cut into different portions. The students will
analyze the image and determine the different types of angles present. Then, the
students will figure out the different measurements of the slices of pizza and identify
the similarities between the different cuts in terms of measurement.

Guide Questions:
a. As a review, what are the different angles formed in the pizza of the Castro
Family?
b. What have you noticed on the pizza slice’s measurement of John and Jesse?
c. What have you noticed on the pizza slice’s measurement of Jenny and Josh?
On their Dad and Mom’s?
Activity Proper: “TASK CARDS: FINDING THE MISSING ANGLE”

The teacher will divide the class into four groups. Each group will be provided with
an answer sheet and sets of task cards. The goal is to find the measurements of the
missing angles for each task card. They will input their answers on the answer sheet
provided.

A.2 ANALYSIS
1. What are the different relationships of angle pairs?
2. How to determine if the pairs of angles are complementary, supplementary,
congruent, vertical, and adjacent?
3. What are examples of complementary, supplementary, congruent, vertical,
and adjacent angles?
A.3 ABSTRACTION
1. What are the different relationships of angle pairs?
a. Complementary angles
b. Supplementary angles
c. Congruent angles
d. Vertical angles
e. Adjacent angles

2. How to determine if the pairs of angles are supplementary, complementary,

congruent, vertical, and adjacent?
a. Complementary angles
- If the sum of the two angles reaches 90 degrees, they are called
complementary angles. In other words, when the complementary angles
are placed together, they form a right angle (90 degrees).
b. Supplementary angles
- When the sum of the two angles is 180180 degrees, they are called
supplementary angles. The two angles when added make up 180°180°.
c. Congruent angles
- Angles that are equal in the measure are known as congruent angles”. In
other words, equal angles are congruent angles. It is denoted by the
symbol “≅”, so if we want to represent ∠𝐴 as congruent to ∠𝑋, we will
write it as ∠𝐴≅∠𝑋.
d. Vertical angles
- Vertical angles are a pair of non-adjacent angles formed by the intersection
of two straight lines. In simple words, vertical angles are located across
from one another in the corners of the “𝑋” formed by two straight lines.
They are also called vertically opposite angles as they are situated opposite
each other.
e. Adjacent angles
- Two angles are called adjacent angles if they have a common vertex, a
common side, and no overlap.

3. What are examples of complementary, supplementary, congruent, vertical, and

adjacent angles?
 Congruent Angles

A.4 APPLICATION
The teacher will ask the students some questions about the topic. The class will follow
the groupings set during the proper activity. There will be a total of five questions
with two points per item. For each item, one representative of each group will stand in
front to answer the question. The group with the highest points will receive a reward.
Questions:
 3. Angles 1 and 2 are what angle pair?

a. Complementary
b. Supplementary
c. Adjacent
d. Vertical

4. Angles 2 and 4 are what angle pair?

e. Complementary
f. Supplementary
g. Adjacent
h. Vertical

5. True or False: Two Obtuse angles cannot be supplementary.

IV. EVALUATION
Test I. Find the value of the missing anges.
 Test II. Identify if the following statements are true or false.

________ 1. Vertical angles are always equal.

________ 2. Two right angles are supplementary.
________ 3. Complementary angles always sum up to 180°.
________ 4. Two obtuse angles can be supplementary angles.
________ 5. One obtuse angle and one acute angle can be complementary.

V. ASSIGNMENT
In a ½ sheet of paper, give at least five examples of objects or situations where the
different angle pair relationship can be seen in the real world setting. You may use the
examples found at home, school, and in your community. Then, explain in one paragraph
the reasons why you chose those objects.

Prepared by:

JUNE MARC C. DONAIRE

Internship Student

Checked by:

SENEN IAN GUARDANOSA

Rater/Coordinating Teacher