Republic of the Philippines

Department of Education
Region X
Division of Misamis Oriental

Medina National Comprehensive High School

Lesson Plan in Mathematics
School : MNCHS Grade Level : 7
Teacher : Decermae D. Obida Learning Area: Mathematics
Date: March ___, 2023 Quarter: 3rd Quarter
Objectives  The students will be able to distinguish
complementary and supplementary angles.
 The students will be to determine the
measures of complementary and
supplementary angles.

Content Standards The learner demonstrates understanding of key

concepts of geometry of shapes and sizes, and
geometric relationships.

Performance Standards The learner is able to create models of planes

figures and formulate and solve accurately authentic
problems involving sides and angles of a polygon.

Learning Competencies The learner 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.
M7GE-IIIb-1

Content/Subject Matter Angle Pairs Formed by Intersecting and

Perpendicular Lines (Complementary and
Supplementary Angles)
Teacher Guide Pages Curriculum Guide pp. 215
Learners Material Pages Geometry III pp. 300-302
Textbook Pages Geometry III pp. 300-302

Other Learning Resources ICT, Other materials.

Procedures
Preliminaries  Prayer
 Classroom Management
 Attendance
 House Rules

Review:
The teacher will ask the students what have they
learned last meeting.

1. What is the difference between intersecting

 lines and perpendicular line?
2. What are the 3 angle pairs that we know
already?

Motivation: “What Am I?”

The teacher will show a picture and let the
students identify the name of that picture.

 What is the purpose of these objects?

Analysis Questions:
 Do you think all the things in the world can
be measured? Why or why not?

Abstraction/ Discussion Discussion about the angle pair formed by

intersecting and perpendicular lines that focuses on
complementary and supplementary angles.

Complementary angles and supplementary angles

are angle pairs whose relationships are based on the
sum of their measures. Recall that a protractor is
used to determine the measure of an angle.

The degree measure of ∠ POQ is 30, written as

m∠ POQ=30, where “m means degree measure.
Hence, there is no need to put the degree symbol at
30.
The following are the measures of the other angles
in Figure 7:
m∠ POR=70 m∠ TOU =30
 m∠QOR=40 m∠VOS=90
m∠ ROS=20 m∠ UOV =30
m∠ POT =120 m∠QOU =120
Examples: Use Figure 7 to determine the measure
of each angle.
1. m∠ ROU Answer : 803.
m∠ QOT Answer :90
2. m∠ QOS Answer :60 4.
m∠ QOV Answer :150

Measures of two angles may be added to form one

angle. See Figure 7.
m∠ POQ+ m∠QOR=m∠ POR
30+ 40=m ∠ POR
70=m∠ POR
DEFINITION:
The sum of the measures of two complementary
angles is 90 ° .
Example:
m∠ VOT and m∠ TOS are complementary angles.
Complementary angles re not necessarily adjacent.
DEFINITION:
The sum of measures of two supplementary
angles is 180° .
Examples: Use Figure 7 to identify 3 pairs of
supplementary angles.
Some possible answers:
m∠VOS∧m ∠ SOP
m∠ VOT ∧m ∠TOP
m∠ POR∧m ∠ROV
Supplementary angles are not necessarily adjacent.

Application I. Activity: “Rise Up”

The students will be divided into 7 groups, each

group will be given a cardboard and a chalk. The
teacher will flash a figure and let the students
identify the angles if it shows complementary or
supplementary. They will write their answers on
 the cardboard and after that they will rise up or
stand up with their answers. The students will be
given 10 seconds to write their answers other wise
late answers are not counted.

Identify the given figure whether it is

complementary or supplementary angles.

1. ∟1 and ∟GSH S
2. ∟2 and ∟4 C
3. ∟KSF and ∟KSI S
4. ∟4 and ∟GSI S
5. ∟1 and ∟2 C
6. ∟JSI and ∟GSI. S
7. ∟JSI and ∟ISH. C

Generalization In 1/4 piece of paper. Complete the sentence.

Today I learned that _______ and my significant
learning is/ are__________.

Assessment In a ¼ piece of paper. Use the given figure and

answer the following.

1. Name two pairs of complementary angles.




2. Name 5 pairs of supplementary.






 Assignment In ½ crosswise search the meaning of congruent
and basic properties of angle pairs.

Remarks

Prepared by: Checked by:

DECERMAE D.OBIDA ELESITA A. ALINGASA

Teacher I Head Teacher III

Noted by:

TEOFILO M. ARTIAGA
Principal II