Grade

School 7
Level
Learnin
Teacher MATH
g Area
DAILY LESSON Teaching
PLAN Week 3 (2nd Day) Quarter 3
Date & Time

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standards Geometry of shapes and sizes, and geometric relationships.
The learner is able to create models of plane figures and
B. Performance formulate and solve accurately authentic problems
Standards involving sides and angles of a polygon.

The learner derives relationships among angles formed by

C. Learning parallel lines cut by a transversal using measurement and by
Competency inductive reasoning. M7GE-IIIc-1

D. Learning At the end of the lesson, students are expected to:

Objectives a. define angle pairs and different types of angles;
b. determine the measure of an angle;
c. show cooperation in the different activities; and
d. use real world objects to model situations involving the
different types of angle pairs.

II. CONTENT Angles Formed by Parallel Lines Cut by a Transversal.

III. LEARNING
RESOURCES
A. References
1. Teacher's
MATH 7; pp 250 - 254
Guide pages
2. Learner's
Materials Math 7; pp 204 - 207
pages
3. Textbook
pages
4. Additional
Materials from
Learning meter stick, chalk, illustrations, laptop
Resource (LR)
Portal
B. Other Learning
Resources
C. Teaching
Approach

IV. PROCEDURES
 ELICIT Activity 1: Observe My Hands!
(5 minutes)
Directions: Look at the picture below and answer the
following guide questions. (Mathematical Modelling)

Guide Questions:

1. What do you see in the picture? (Unistructural)

2. Observe the position of the hands of the clock, what do

you think is the time? (Unistructural)

3. Are there any angles formed by the hands of the clock?

How are these angles formed? (Multistructural)

4. Classify the angles formed by the hands of the clock.

(Multistructural)

5. If you’re going to pair the angles formed by the hands of

the clock, how will you do it?
(Relational)

ENGAGE Activity 2: Pair Me Up! (Unistructural)

(15 minutes)
Directions: Given the following illustrations of parallel lines
cut by a transversal below, classify the different kinds of
pairs of angles. You may use the word box below.

1. _______________________ 2. ______________________

3. ______________________
 4. ________________________ 5. ________________________

adjacent angles complementary angles linear pair

supplementary angles vertical angles

Process Questions:
1. Observe the adjacent angles based on the previous
activity, when can we say that two angles are adjacent?
(Multistructural)
2. Compare the measurement of each pair of angles below:
a. complementary angles
b. supplementary angles
c. linear pair
d. vertical angles
(Relational)
EXPLORE Activity 3: Can you name me?
(10 minutes)
Direction: Using the figure below, name the following pairs
of angles:
t

m 1 2
3 4
n 5 6
7 8

a. adjacent angles
b. complementary angles
c. supplementary angles
d. linear pair
e. vertical angles
(Multistructural)
EXPLAIN
(5 minutes) ANGLE PAIRS
 Definitions:
 Two angles are adjacent if they are coplanar, have
common vertex and a common interior point.
 Two angles are complementary if the sum of their
measures is 900.
 Two angles are supplementary if the sum of their
measures is 1800.
 Two angles form a linear pair if they are both adjacent
and supplementary.
 Vertical angles are congruent.
 Vertical angles are the opposite angles formed when
two lines intersect
 If two lines or segments intersect so that they form a
right angle, then they are perpendicular.
 Parallel lines are coplanar lines that do not intersect.
 Inductive reasoning uses specific examples to arrive at
a general rule, generalizations, or conclusions.
ELABORATE Activity 4: Measure Me!
(10 minutes)
Directions: Using the figure below, assuming that lines m
and n are parallel and line t is the transversal, determine
the measure of the following angles.
m n

700 4 6 8 t
1 3 5 7

∠ 1= ______ ∠3= _____ ∠4= ______ ∠5 = ________

∠6 = _____ ∠7 = _______ ∠ 8 = ______
(Relational)
EVALUATE Directions: Read each question carefully. Encircle the letter
(10 minutes) of the correct answer.
For questions number 1 – 4, refer to the figure below.

1. If the m
∠ 1=80° ,
what is the m∠ 2? (Unistructural)
 A. 100° B. 120° C. 140° D. 160°
2. Which of the following angle pairs is an example of
vertical angles? (Unistructural)
A. ∠ 2 and ∠ 6 B. ∠ 2∧∠7
C. ∠ 1 and ∠ 3 D. ∠ 7 and ∠ 6

3. If the sum of the measures of ∠3 and ∠4 is 180° , what

do you call the pair of angles? (Unistructural)
A. complementary angles C. vertical angles
B. supplementary angles D. adjacent angles

4. What is the m∠ 1 if the m∠ 7=110 ° ? (Multistructural)

A. 50° B. 60° C. 70° D. 80°
5. Consider a city with a grid-like street layout. Two main
roads, North Avenue and East Street, intersect forming a
crossroads. If North Avenue runs east to west and East
Street runs north to south, what real-life scenario best
represents supplementary angles formed by parallel lines
cut by a transversal? (Extended Abstract)
A. The angles formed by the shadow of a lamppost and a
street sign at noon.
B. The angles formed by the intersection of power lines
running parallel to North Avenue.
C. The angles between the spokes of a bicycle wheel.
D. The angles formed by the corners of buildings situated
at the crossroads.
EXTEND Directions: Draw parallel lines p and q cut by a transversal
(5 minutes) t and identify the different pairs of angles formed.
(Multistructural)

V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below
80%
C. Did the remedial
 lessons work?
No. of learners
who have caught
up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use or discover
which I wish to
share with other
teachers?