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Lesson Plan On Slope of A Line

This lesson plan teaches the difference between complementary and supplementary angles through a puzzle activity, group presentations, and a PowerPoint discussion. Students will identify angle relationships, find missing angles, and state properties of complementary and supplementary angles. The goal is for students to understand and apply the concepts of complementary and supplementary angles in real-world situations.

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Sharlyn Velasco Caneo
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357 views4 pages

Lesson Plan On Slope of A Line

This lesson plan teaches the difference between complementary and supplementary angles through a puzzle activity, group presentations, and a PowerPoint discussion. Students will identify angle relationships, find missing angles, and state properties of complementary and supplementary angles. The goal is for students to understand and apply the concepts of complementary and supplementary angles in real-world situations.

Uploaded by

Sharlyn Velasco Caneo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Prepared by:

SHARLYN V. CANEO
Grade 7 Mathematics Teacher

Noted:

MARVIN A. UMALI
Assistant Principal II

RHODORA C. ALCANTARA
Principal II

COMPLEMENTARY AND
SUPPLEMENTARY
SECOND CLASSROOM
ANGLES OBSERVATION
Semi-Detailed 4 A’s Lesson Plan
LEARNING COMPETENCY 45: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.

I. OBJECTIVES
a. Determine the difference between complementary and supplementary pairs.
b. Illustrate supplementary and complementary angles;
c. Appreciate the concept of complementary and supplementary angles in real life
situation.

II. CONTENT:
Topic: Angles’ Relationships : Supplementary and Complementary Angles
Materials: TV, activity sheet
References:
Math 7 Learner’s Material pages 199 - 203 ;
Lopez, Eunice Ato, Lopez Virgilio L., Geometry, p. 34

III. PROCEDURE
A. Preliminary Activity
1. Prayer
2. Checking of Attendance
3. Review (Different Kinds of Angles According to its Measure)

IV. LESSON DEVELOPMENT


A. ACTIVITY
The students will be grouped into four. All the members will work together to solve
the puzzle of the pie chart showing the percentage Distribution of All Agriculture,
Forestry and Fishing Establishments by Industry of the Philippines. The first group to
solve the puzzle correctly will get an additional 2 points on the next activity. Post
your work as soon as you finished the puzzle.

B. ANALYSIS
Based on the activity, answer the following questions:
1. How did you correctly placed the pieces of the pie chart?
2. What do you observe or noticed on the set of graphs? Is there any part congruent
or equal to each other? What are those industries?
3. Can you give a pair of industries that make half of the chart? What can you say
about the sum of their degrees?
4. Can you give a pair of industries that make 1/4 of the chart? What can you say
about the sum of their degrees?
5. What can you say about the distribution of percentage of Philippine industries?
Do you have any suggestion for the improvement of Philippines business
industries?
6. What do you think is our lesson for today?
C. ABSTRACTION (Discussion through powerpoint presentation)

D. APPLICATION : GROUP ACTIVITY


The students will be divided into four groups and will perform the following task. 5
minutes will be given to prepare the task and 2 minutes for every presentation.
Rubrics will be used to grade students’ activity.
Group 1: Make a song about complementary and supplementary angles.
Group 2: Hugot Math: Which is better angle relationship; complementary or
supplementary ( to be presented in 3 rounds)
Group 3: Draw a pie chart that shows complementary and supplementary angles of
population in Calabarzon province ( data will be given)
Group 4: Solve a problem of finding the missing angle of complementary and
supplementary angles.

E. ASSESSMENT
1. Identify the pair of angles as complementary, supplementary, or neither.
A. complementary
B. supplementary
C. neither

2. Identify the pair of angles as complementary, supplementary, or neither.


A. complementary
B. supplementary
C. neither

3. Identify the pair of angles as complementary, supplementary, or neither.


A. complementary
B. supplementary
C. neither
4. Find the value of x.
A. 45
B. 60
C. 90
D. 145

5. State whether the following statement is true or false. Angles are


complementary if the sum of their measures is 180°.
A. true
B. false

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