DAILY Grade level/Section
LESSON Teacher
PLAN Teaching Date/Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
(Write the LC Code for each)
II. CONTENT
A. Topic
B. Key Concepts
C. Pre-requisite Skills
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
1. Websites
2.Books/Journals
C. Materials
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a purpose
GRADE 7 - QUEBUEN Grade Level GRADE 7
PRINCES Y. PINTOR Learning Area MATHEMATICS
February 20, 2023 Quarter QUARTER 3
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.
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)
At the end of the lesson, students should be able to:
a. Identify complementary angles and supplementary angles; and
b. Derive relationships of geometric figures using measurements
and inductive reasoning on complementary angles and
supplementary angles,
Complementary and Supplementary Angles
Kinds of Angles
Youtube.com
Math 7 Simplified Self-Learning Module (SSLM)
1. Prayer
2. Greetings
3. Checking of the attendance
4. Imposing classroom rules
Motivation:
“Who Has?”
Mechanics:
1. The students that have the pink and yellow cards begin with the game by
standing up and going in front.
2. Once you are in front, you are going to assemble the letters based on the
number at the back of the card.
3. The game continues until you complete the puzzle.
Our topic for today is about supplementary angles and complementary angles.
 for the lesson
Objectives:
At the end of the lesson, students should be able to:
a. Identify complementary angles and supplementary angles;
b. Derive relationships of geometric figures using measurements
and inductive reasoning on complementary angles and
supplementary angles;
c. Explain a real-life example involving complementary angles and
supplementary angles.
C. Presenting examples/ The students will watch a short video.
instances of the new
lesson Link: https://www.youtube.com/watch?v=5TarEGZwHqk

Guide Questions:
1. What is the sum of complementary angles?
2. What is the sum of supplementary angles?
3. How to solve complementary and supplementary angles?
D. Discussing the new Discussion:
concepts and
practicing new skills

E. Developing Mastery Group Activity: (Board Work)

(Leads to Formative
Assessment) Direction: Find the measure of the unknown angle and identify each pair of
angles as complementary or supplementary.

Group 1.

Group 2.

Group 3.
 Group 4.

Group 5.

F. Finding practical Activity:

applications of
concepts and skills in Explain the following real-life examples that involve complementary and
daily living supplementary angles.
Example:
 An open laptop
When you place your laptop on a table and open it to up to use it, supplementary
angles are formed at the point where the laptop folds and touches the table.
The laptop’s screen is the common arm between the angles. The sum of the
angles is 180 degrees.

1. A pole in the ground

A pole, such as a flagpole, in the ground will form supplementary angles in
relation to the ground.
The angles are formed at the point where the pole meets the ground.
The angles share a common arm (the pole). The sum of the angles is 180
degrees. They are adjacent and form a straight line.

2. Clock
Assume that the hour hand is at 3 and the minute hand is at 12.
When the second hand of the clock passes between hour numbers 12 and 3, this
action results in the formation of complementary angles.
Second hand acts as the common arm.

G. Making Keep this in mind!

generalizations and 1. What are complementary angles?
abstractions about the 2. What are supplementary angles?
lesson 3. How do you identify complementary or supplementary angles?
H. Evaluating Learning Activity:

Direction: Get ½ crosswise and give what is being asked on each item below.

__________1. If ∠A and ∠B are complementary and measure of ∠A = 63°,

what is the measure of ∠B?
__________2. If ∠P and ∠Q are supplementary and measure of ∠Q is 110°,
what is the measure of ∠P?
__________3. If ∠X and ∠Y are complementary and measure of ∠Y = 14°, what
is the measure of ∠X?
__________4. If ∠S and ∠T are supplementary and measure of ∠T is 75°, what
is the measure of ∠S?

__________5. A bike ramp forms a 47° angle as shown. Find the measure of
unknown angle.
 I. Addition activities for Identify, name, and draw a map on your area that creates a visual relationship of
application or complementary angles and supplementary angles.
remediation
Rubrics:
Criteria Excellent Good Needs More
(3) (2) Improvement
(1)
Quality of map Map was made Map is accurate, Map and the
accurately with some important names of the area
identified names names of the area were not
of the area. 100% were not identified. Up to
of the 3 tasks identified. Up to 20% of the 3
were answered 50% of the 3 tasks were
correctly. tasks were answered
answered correctly.
correctly.
Quality of the Presented a clear Presented up to Presented up to
presentation visual 50% clarity of 20% clarity of
relationship of visual visual
the required task relationship of relationship of
the required task the required task
Depth of Shown a good Shown up to Shown up to 20%
Mathematical understanding of 50% understanding of
Understanding the concepts understanding of the concepts
the concepts

V. REMARKS

VI. REFLECTION

No. of learners who earned 80%

of the evaluation
No. of learners who require
additional activities for
remediation who scored below
80%
Did the remedial lesson work?
No. of learners who have caught
 up with the lesson.
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this
work?

What difficulties did I encounter

which my principal or
supervisor can help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers

Prepared by:
PRINCES Y. PINTOR
Pre-Service Teacher

Checked by:
ROBERTO P. PALEC
Cooperating Teacher

Concurred by:
FEBELYN M. ERAMIS
Academic Head