MATHEMATICS 7
Quarter 3 Week 2 Day 1
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C.Learning Competencies
/Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR
Portal)
B. Other Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
The learner demonstrates understanding of key
concepts of geometry of shapes and sizes, and
geometric relationships.
The learner is able to create models of plane figures and
formulate and solve accurately authentic problems
involving sides and angles of a polygon.
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)
 The learner derives relationships of
supplementary and complementary angles
using measurements and by inductive
reasoning.
 The learner finds the complement or
supplement of a given angle.
Supplementary and Complementary Angles
Geometry, Cecille De Leon et al., pp. 65-69
AVERAGE LEARNERS ADVANCED LEARNERS
Motivation: (How to Measure an Angle)
Provide an illustration of a clock.
1. What time is it?
2. What geometric figure is represented by the hour-
hand and minute-hand of the clock?
3. What is the measure of the angle formed by the
hour-hand and minute-hand of the clock?
(Demonstrate how to measure an angle using a
protractor)
1
B. Establishing a purpose
for the lesson
Pair Work:
(The teacher will make
and provide worksheets to
the students.
Illustrated on the
worksheet are angles
whose measures are given
below. Ask the students to
measure the given angles
using protractor.)
Pair Work:
(The teacher will make
and provide worksheets to
the students.
Illustrated on the
worksheet are angles
whose measures are given
below. Ask the students to
measure the given angles
using protractor.)

1st 2nd 1st 2nd

Angle Angle Angle Angle
1 50° 40° 1 55° 35°
2 70° 20° 2 26° 64°
3 100° 80° 3 104° 76°
4 110° 70° 4 97° 83°
Questions: Questions:
1. What are the measures of 1. What are the measures of
the angles? the angles?
2. What is the sum of the 2. What is the sum of the
measures of the angles in measures of the angles in
nos.1 and 2? nos.1 and 2?
3. What is the sum of the 3. What is the sum of the
measures of the angles in measures of the angles in
nos. 3 and 4? nos. 3 and 4?

B. Presenting Introduce the meaning of supplementary and

examples/instances of complementary angles.
the new lesson
1. What can you say about the relationship of the
angles in no. 1 and 2?
2. What can you say about the relationship of the
angles in no. 3 and 4?

C.Discussing new concepts Discuss how to find the complement of an angle given its
and practicing new skills measure.
#1
Given: 36°
1. Represent the complement of the given angle as a
variable.
2. Write the working equation.
36° + x = 90°
3. Subtract 36° from 90°. x
= 90°- 36°
x = 54°

ORAL RECITATION: Find the complement of the

following angles given the measures.
AVERAGE ADVANCED
1. 33° 1. 72°

2
 2. 68° 2. 25.7°
3. 71° 3.( x + 3)°

D. Discussing new Discuss how to find the supplement of an angle

concepts and given its measure.
practicing new skills
#2 Given: 78°
1. Represent the supplement of the given angle
as a variable.
2. Write the working equation.
78° + x = 180°
3. Subtract 78° from 180°.
x = 180°- 78°
x = 112°

ORAL RECITATION: Find the supplement of the

following angles given the measures.
AVERAGE ADVANCED
1. 22° 1. 23.6°
2. 61° 2. 101.7°
3. 78° 3.( x + 2)°

E. Developing Activity: “FIND YOUR

mastery (Leads COMPLEMENT/SUPPLEMENT”
to Formative
Assessment) Distribute measures of angles written on a piece of paper
to each student. Ask them to form a big circle while
holding the piece of paper given to them. Then, let them
find their complement or supplement. Each pair should
explain briefly why they are complementary or
supplementary in front of the class.

F. Finding practical A shadow casted by a tree is formed when the angle of

applications of elevation of the sun is represented by 3x° Find the
concepts and complement and supplement of the angle if x is equal to
skills in daily 15.
living

3x°

3
 G. Making 1. What is the relationship between the measures of
generalizations supplementary angles? complementary angles?
and abstractions 2. How do you find the complement of a given
about the lesson angle? supplement?

H. Evaluating A. Find the complement A. Find the complement

learning of the following angles of the following angles
whose measures are given whose measures are given
below: below:
1. 55° 1. 53.5°
2. 73° 2. 72.3°
3. 62° 3. x°
B. Find the supplement B. Find the supplement
of the following angles of the following angles
whose measures are whose measures are
given below: given below:
1. 15° 1. 12.8°
2. 37° 2. 35.23°
3. 56° 3. 2x°
Assignment 1. The measure of one of two complementary
angles is 15 less than twice the measure of the
other. Find the measure of each angle.
2. The measure of Angle A is 9 more than twice the
measure of Angle B. If they are supplementary
angles, what is the measure
of Angle A?
V. REMARKS

VI. REFLECTION

4
 MATHEMATICS 7
Quarter 3 Week 2 Day 2
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of geometry of shapes and sizes, and
geometric relationships.

B. Performance The learner is able to create models of plane figures and

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

C.Learning The learner derives relationships of geometric figures using

Competencies measurements and by inductive reasoning; supplementary
/Objectives angles, complementary angles, congruent angles, vertical
angles, adjacent angles, linear pairs, perpendicular lines and
parallel lines.
M7 GE-IIIb-I

 The learner derives relationships of congruent

angles and verticals angles using measurements
and by inductive reasoning.

II. CONTENT Deriving Relationships of Vertical Angles using

Measurement and Inductive Reasoning
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR Portal)
B. Other Resources Discovering Geometry an Induction Approach by
Michael Serra. Page 161-163.
Mathematics II (SEDP)
Page 170

IV. PROCEDURES AVERAGE LEARNERS ADVANCE LEARNERS

A. Reviewing previous Observe the following examples:
lesson or presenting
the new lesson Pair of Vertical Not a Pair of Vertical Angles
Angles

5
 Questions:
1. Describe vertical angles. (Introduce vertical
angles.)
2. When two lines intersect, how many angles are
formed? (4) The angles formed sum up to how
many degrees? (360o)
3. Justify why the example in letters c, d, and e
are not vertical angles?
4. ∠9 and ∠10 are opposite to each other. Justify
why they are not an example of vertical angle?
5. How many pairs of vertical angles are created by
the intersection of two lines? (2 pairs)
6. Can vertical angles be supplementary angles?
Justify your answer.

B. Establishing a purpose Activity Number 1 (By Pair)

for the lesson 1. On a sheet of paper, draw two intersecting
lines a and b, with a common vertex M.
2. Label the opposite angles as R and N, B and E.

3. Work in pair. (One pair of vertical angle for

each.)
Fold the paper through vertex M and let the sides of
∠𝑁 fall onto the sides of ∠𝑅; ∠𝐵 falls onto the sides of
∠𝐸, and crease the paper. You can use the tip of your pen
to prick the sides of ∠𝑅 and ∠𝑁; ∠𝐵 and ∠𝐸, so that they
can fall onto each other.

Note: The teacher should demonstrate to the

students how to perform the activity.

Does the result looks like this?

4. If you have scissors, you can cut the sides of

∠𝑅 and ∠𝑁; ∠𝐵 and ∠𝐸. Let ∠𝑅 coincide with
∠𝑁; ∠𝐵 with ∠𝐸.

Questions:
1. What did you observe about the size and measure of
∠𝑅 and ∠𝑁? Of ∠𝐵 and ∠𝐸?

6
 2. Compare your work with your partner. Do you
have the same result? (Note: Introduce the
meaning of congruent angles.)
3. What angle relationship exist between ∠𝑅 and
∠𝑁? Between ∠𝐵 and ∠𝐸?
4. How are vertical angles formed? What can
you say about their measures?

C.Presenting Activity No. 2 (Group Activity)

examples/instances of 1. Distribution of Task Sheet.
the new lesson 2. Write your answer on a manila paper.

Task Sheet:
1. On a clean sheet of paper, draw the lines ⃡𝑃̅𝑄̅→ and
⃡𝑅̅
̅𝑆→, intersecting at point T as shown below. With a
protractor, carefully measure all four angles and
record the measure.

𝑚∠𝐴𝑅𝐸 𝑚∠𝑀𝑅𝐼
𝑚∠𝐴𝑅𝑀 𝑚∠𝐸𝑅𝐼

Question:
Did you notice anything special about the measures of
the pair of vertical angles ∠𝐴𝑅𝐸 and ∠𝑀𝑅𝐼? What about
vertical angles ∠𝐴𝑅𝑀 and ∠𝐸𝑅𝐼?

2. On a sheet of paper, draw two lines ⃡𝐹̅𝐴̅→ and

𝑆⃡̅̅𝑂̅→ , intersecting at Point E. Measure all four angle

𝑚∠𝑆𝐸𝐹 𝑚∠𝐹𝐸𝑂
𝑚∠𝐴𝐸𝑂 𝑚∠𝑆𝐸𝐴

3. State your finding as a conjecture. If two

angles are vertical angles, then
. (They have the same size
and measure).
Compute the conjecture. Discuss it and agree on a
common wording. Write the completed conjecture
beneath your investigative work.

4. Post your output on the board for comparison and

discussion.

7
 Question:
1. Compare the results of Activity 1 and Activity 2
Do you have the same conclusion about the
measure of vertical angles?
2. What can you say about the measure of
vertical angles?

D.Discussing new concepts Activity No. 3 (Individual)

and practicing new skills Without using a protractor, but with the aid of your
#1 conjecture from Activity 1 and 2, determine each lettered
angle below. List your answer in alphabetical order to
make them easier to check.

Average Learners Advance Learners

1. 1.

2.

2.

E. Developing mastery Answer the following:

(Leads to Formative Average Learner Advance Learner
Assessment) 1.

1.
Find: 𝑚∠𝑎, 𝑚∠𝑏
𝑚∠𝑐, 𝑚∠𝑑 Find: 𝑚∠𝑎, 𝑚∠𝑏, 𝑚∠𝑐
2. ∠1 and ∠2 are vertical 2.
angles. IF 𝑚∠1 = 75°,
what is 𝑚∠2?

Find: 𝑚∠𝑎, 𝑚∠𝑏

8
F. Finding practical A farmer built a temporary table at his ‘bahay kubo’ on
applications of their farm. He attached intersecting diagonal braces
concepts and skills in between the legs of the table. What is the purpose of the
daily living braces?

Answer: The braces which forms vertical angles

G.Making generalizations
and abstractions about
the lesson
H. Evaluating learning
serves as support, making the table sturdier or
stronger.
1. How are vertical angles formed?
2. What can you say about their measures?
1. Find the measures of 1. Given two
∠𝐶, ∠𝐴, and ∠𝑅, if 𝑚∠𝐸 = intersecting lines, find
128°. the value of
𝑥, 𝑚∠𝑎, 𝑚∠𝑏.

I. Additional activities for

application or Name at least five (5) objects or things showing vertical
remediation angles.
 Assignment/Agreement (
minutes). Fill in below
any of the four
purposes
Reinforcing/strengthening
the day’s lessons
Enriching/inspiring the
day’s lessons
Enhancing/improving the
day’s lessons
 Preparing the new
lesson

V. REMARKS

VI. REFLECTION

9
 Activity Sheet: Congruent Angles and Vertical Angles

Name: Grade & Sec: Date:

WHY ME?
Task: Determine which among the pictures shows vertical angles. After selecting the pictures, draw
or sketch over the picture to show the angles. Measure the angles determined. Explain why you
consider the picture to be vertical angles and write the measurements you got.

10
 MATHEMATICS 7
Quarter 3 Week 2 Day 3
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of
geometry of shapes and sizes, and geometric relationships.
B. Performance Standards The learner is able to create models of plane figures and
formulate and solve accurately authentic problems involving sides
and angles of a polygon.
C. Learning The learner derives relationships of geometric figures using
Competencies/ measurements and by inductive reasoning; supplementary angles,
Objectives complementary angles, congruent angles, vertical angles, adjacent
angles, linear pairs, perpendicular lines and parallel lines.
(M7 GE-IIIb-I)
 The learner derives relationships of adjacent angles
and linear pair using measurements and by inductive
reasoning.

II. CONTENT Adjacent Angles and Linear Pairs

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages

2. Learner’s Material
pages
3. Textbook pages
4. Additional
Materials from
Learning
Resources (LR
Portal)
B. Other Resources Discovering Geometry an Induction Approach by Michael Serra.
Page 169
Geometry Foundation and Applications by Gureng and Jimenez.
Page 113
IV. PROCEDURES AVERAGE LEARNERS ADVANCE LEARNERS
A. Reviewing previous TASK # 1
lesson or presenting the Study angles HOP and POE in the given figure.
new lesson H

O
E
a. Name all the angles in the figure.
b. Suppose m∠HOP = 50 and m∠POE = 40, what is
m∠𝐻𝑂𝐸?
c. What can you say about the relationship of ∠𝐻𝑂𝑃 and
∠𝑃𝑂𝐸?

11
B. Establishing a Questions:
purpose for the lesson 1. What is the common side of ∠𝐻𝑂𝑃 and ∠𝑃𝑂𝐸? Common
vertex?
2. Is the interior points of ∠𝐻𝑂𝑃 also the interior points of
∠𝑃𝑂𝐸?
3. What other relationship can be derived from this pair of
angles?
C. Presenting TASK # 2:
examples/instances of Suppose we reconstruct the figure such that H, O and E are on the
the new lesson same line.

H O E
Refer to the figure.
1. What kind of points are H,O,E?
2. Is ∠𝐻𝑂𝑃 adjacent to ∠𝑃𝑂𝐸?
3. What do you think is the sum of the measures of
∠𝐻𝑂𝑃 and ∠𝑃𝑂𝐸?
4. What relationship can be derived from ∠𝐻𝑂𝑃
and ∠𝑃𝑂𝐸?
D. Discussing new From the observations made in Tasks 1 and 2,the teacher will
concepts and formalize the definitions of
practicing new skills 1. adjacent angles
#1 2. linear pair

Let the students do the Exercise below:

Average Learners Advance Learners

Angles M and E are linear ∠𝑀𝐴𝐸 and ∠𝐾𝐴𝐸 are
pair, what is 𝑚∠𝐸 if 𝑚∠𝑀 linear pair,
is: a. what is the 𝑚∠𝑀𝐴𝐸 if
1. 30 𝑚∠𝐾𝐴𝐸 is:
2. 100 1. X+50
3. X 2. 2x+10
4. X+30 3. 𝑥 − 1
2
b. illustrate the figure

E. Finding practical The wheel of a motorcycle is made up of pokes forming adjacent

applications of angles. Could it be used if one of the adjacent poke is missing?
concepts and skills in Justify your answer.
daily living

F. Making What relationships can be derived from adjacent angles? linear

generalizations and pair?
abstractions about
the lesson

12
 G. Evaluating learning 1. Find the measure of Find the measure of the angles in
each angle: a linear pair if:
1. The measures of one angle is
five times the other.
2. The measure of one angle is
20 more than ½ of the other.
3. The measure of one angle is
30 less than twice the other.

2. Find the measure of the

angle in a linear pair, if the
measure of one of the angles
is 20 more than three times
the other.

H. Additional activities
for application or
remediation
 Assignment/Agreem
ent ( minutes). Fill
in below any of the
four purposes
Reinforcing/strength
ening the day’s
lessons
Enriching/inspiring the
day’s lessons
Enhancing/improving
the day’s lessons
 Preparing the new
lesson

V. REMARKS

VI. REFLECTION

13
 MATHEMATICS 7
Quarter 3 Week 2 Day 4
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of geometry of shapes, sizes and geometric
relationships.
B. Performance The learner is able to create models of plane figures and
Standards formulate and solve accurately authentic problems involving
sides and angles of a polygon.
C. Learning The learner derives relationship of perpendicular lines
Competencies/ and parallel lines using measurements and by inductive
Objectives reasoning. (M7GE-IIIb-1)
II. CONTENT Parallel lines and Perpendicular lines
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages a. Geometry by Antonio C. Coronel, pp. 15 to 22

b. Elementary Algebra by Jose A. Marasigan, pp. 348 to
351
4. Additional Materials from
Learning Resources (LR
Portal)

B. Other Resources
IV. PROCEDURES AVERAGE LEARNERS ADVANCED LEARNERS
A. Reviewing previous TASK NO. 1 (By Pair)
lesson or presenting the On your bond paper, draw as many pairs of distinct lines as
new lesson you can that:
1. have common point/s; and
2. do not have common point/s.
B. Establishing a Questions:
purpose for the lesson 1. Can two distinct lines have common points? not
have common points?
2. Can two distinct lines have two or more common
points?
3. How can parallel lines be described? How can be
intersecting lines be described?
C. Presenting TASK NO. 2
examples/instances of Using task No. 1, Answer the following questions:
the new lesson a. What do you call the lines with a common point?
b. What do you call the lines with no common
point?
*In this part, the teacher needs to present formally the
1. definition of intersecting lines;
2. definition of parallel lines.

In MATHSCIE, lines MA and HT are parallel: lines MA

and AT intersect at A.

14
 Required:
1. Give other pairs of intersecting lines.
2. Give other pairs of parallel lines.

Question:
1. What were your considerations in determining the
intersecting lines? Parallel lines?
D. Discussing new
concepts and TASK NO. 3(Individual)
practicing new skills Using the same figure in Task No. 2 answer the following
#1 questions:

1. What about MA and IE? Are they parallel? Do

they intersect?
2. What do you call two lines/segments/ rays that are
not on the same plane (not coplanar lines)?
3. Suppose we connect points M and T, how
many lines pass through point M?
4. What do you call three or more lines/
segments/ rays passing through the same
point?
5. Since MATHSCIE is a cube, what can you say
about its angles?
6. Are there intersecting lines/ segments or rays that
form right angle in the figure? Name those.
7. What do you call two lines/ rays/ segments
forming right angle?

E. Discussing new
concepts and
practicing new skills #2

15
F. Developing mastery TASK NO. 4 (By Pair) A. ABCDEFGH is a
(Leads to Formative ABCDEFGH is a cube. cube.
Assessment)

1. Name two edges 1. Name two edges

parallel to AD. parallel to AD.
2. Name two edges 2. Name two edges
parallel to FG. parallel to FG.
3. Name four edges 3. Name four edges
perpendicular to perpendicular to
DE. DE.
4. Name four edges 4. Name four edges
perpendicular to perpendicular to
BC. BC.
5. Name two lines 5. Name two lines
which are skew to which are skew to
AD. AD.
6. Which edges are 6. Which edges are
concurrent at E? concurrent at E?
H? H?

B. Imagine the cube to

be an open box that
is flattened so that
BGHC and AFED
are straight lines.
Similarly, BGFA
and CHED are
straight lines.
7. Make a sketch of
what the box
would look like if
flattened.
8. Name four
straight angles.
9. Name four right
angles.
10. Name four pairs
of adjacent
angles.

G. Finding practical TASK NO. 5 (By Group)

applications of Roam around the school campus and look for a certain spot
concepts and skills in where you can model intersecting, parallel,
daily living perpendicular, skew and concurrent lines.

16
 H. Making
What relationships can be derived from intersecting lines?
generalizations and
parallel lines? perpendicular lines? skew lines? concurrent
abstractions about the
lines?
lesson
I. Evaluating learning TASK NO. 6 (Individual) TASK NO. 6 (Individual)
ABCDEFGH is a prism. ABCDEFGH is a prism.
The faces are rectangles. The faces are rectangles.

1. Name four pairs of 1. Name four pairs of

parallel edges. parallel edges.
2. Name four pairs of 2. Name four pairs
perpendicular of perpendicular
edges. edges.
3. Name three pairs 3. Name three pairs
of skew lines. of skew lines.
4. Name triples of 4. Name triples of
concurrent lines. concurrent lines.
5. Suppose the bases
ABCD and FGHE
are to coincide,
name the pairs of
corresponding
vertices, angles
and sides.

J. Assignment/ TASK NO. 7 (Individual Activity)

Agreement Make a blueprint of a basketball court in your
( minutes). community using your ideas on parallel and
perpendicular lines.

V. REMARKS

VI. REFLECTION

17
 MATHEMATICS 7
Quarter 3 Week 2 Day 5

Activity Sheet: Congruent Angles and Vertical Angles

Name: Grade & Sec: Date:

WHY ME?
Task: Determine which among the pictures shows vertical angles. After selecting the pictures, draw
or sketch over the picture to show the angles. Measure the angles determined. Explain why you
consider the picture to be vertical angles and write the measurements you got.

18