Face to Face Learning
School Dayap National Integrated High School
Student Teacher Julianne M. Cartena
Teaching Date February 20-24, 2023
Lesson
Exemplar Teaching Time 6:00am- 11:45am
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies(MELC)
D. Enabling Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
a.Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
d. Additional Material from
Learning Resources
B. List of Learning
Resources for
Development and
Grade Level Seven
Learning Area Mathematics
Quarter Third
No. of Days 4 days
At the end of the lesson, learners are expected to:
1. Understand the definitions of supplementary angles,
complementary angles, congruent angles, vertical angles,
adjacent angles, linear pairs, perpendicular lines, and parallel
lines.
2. Apply the properties of these geometric relationships to
solve problems, including finding missing angle
measurements, identifying congruent and supplementary
angles, and determining whether lines are perpendicular or
parallel.
3. Encoure teamwork and collaboration by engaging in group
activities and discussions related to angles and lines.
The learner demonstrates an understanding of key concepts
of geometry shapes and sizes and geometric relationships.
The learners are able to create models of plane figures and
formulate and solve accurately authentic problems involving
sides and angles of a polygon.
Derives geometric figures' relationships using measurements
and inductive reasoning; supplementary angles,
complementary angles, congruent angles, vertical angles,
adjacent angles, linear pairs, perpendicular lines, and parallel
lines.
1. The ability to visualize and manipulate geometric figures
and to understand the relationship between the angles in the
figures.
2. The ability to apply mathematical concepts, principles, and
procedures to solve problems related to pairs of angles.
3. The ability to work effectively with others in a team, to
share information and ideas, and to support and learn from
each other.
Pairs of Angles
Mathematics 7 Lines and Angles – Quarter 3
 Engagement
Activities
IV. PROCEDURES A. Daily Routine
● Greetings
● Checking of attendance
● Prayer
● Classroom Rules
● Review the past lesson
A. Introduction Task 1: Tell me what you know!

Direction: The teacher will post a question about angles to

know the idea of the students, and the students will answer by
raising their hands.

A student's scheme and prerequisite skills must be checked.

This will assist the teacher in determining how much
knowledge his or her pupil possesses. The teacher will be
able to measure and analyze what she has to do to close the
knowledge gap and convey knowledge to her pupils through
active discussion as a result of this activity.
B. Development What I Know?
Task 2: (Motivation): Message from the King!

GUIDE QUESTION
• What have you noticed in the activity?
• Can you site-specific part of the activity that excites you?
• How will you connect those activity to our new lesson?
• What do you think is our lesson for today?

Lesson 1: Pairs of Angles

Congruent Angles
- Two angles are congruent if they have the same
measure.

∠P is congruent to ∠Q (∠P ≅ ∠Q)

The measure of ∠P is equal to the measure of ∠Q (m∠P =
m∠Q)
If ∠P ≅ ∠Q, then m ∠P = m ∠Q.

The teacher will give more examples of congruent angles.

Complementary and Supplementary Angles

Terms Illustration If-then form

Two angles are If ∠a and ∠b are
supplementary if supplementary
the sum of their angles, then
measure is 180°. m∠a + m∠b= 180°
Each angle is
called a ∠a and ∠b are
supplement of the supplementary
other. angles.
Two angles are If ∠1 and ∠2 are
complementary if complementary
the sum of their anfes, then
measures is 90°. m∠1 + m∠2= 90°
Each angle is ∠1 and ∠2 are
called a complementary
complement of the angles.
other.

Other examples of Complementary and supplementary

angles.
a. Pairs of complementary angles (Sum 90°)
∠1 and ∠3, ∠2 and ∠4, and ∠10 and ∠11.

b. Pairs of supplementary angles (Sum 180°)

∠8 and ∠9, ∠2 and ∠6, ∠3 and ∠7, ∠5 and ∠9, and ∠10 and
∠12.
More examples:
a. What are the complements of the angles 41°, 33°, 8°, and
84°.

To get the complements of each angle, the equation will be:

41°+ x= 90° 33° + x = 90°
x= 90° - 41° x = 90° - 33°
x = 49° x = 57°
8° + x = 90° 84° + x = 90°
x = 90° - 8° x = 90° - 84°
x = 72° x = 6°

Adjacent angles
- Two coplanar angles have a common side between
them but have no interior points in common.
- It must have a common side; hence, it must also have
a common vertex or endpoint.

Examples:

Linear Pair
- If two angles are adjacent and supplementary, then we
call in linear pair.

If then ∠LEN and ∠NEM are adjacent and supplementary,

then ∠LEN and ∠NEM are linear pairs.
 m∠ABD + ∠DBC = 180°, since the
measure of ∠ABD and ∠DBC, are equal to 180°, and at the
same time they are adjacent angles, then we call them linear
pairs.

Vertical Angles
- non-adjacent angles formed by two interesting lines,
and the measures are equal.
Examples:

There are two lines that intersect, and the

m∠1 = m∠2, therefore they are vertical angles.

∠a and ∠c are vertical angles.

∠b and ∠d are vertical angles.

LESSON 2:

Parallel Lines
- coplanar lines that do not intersect.

Line m is parallel n. We write m ∥ n.

Examples:

Line o is parallel to line p, and line q is parallel to line r, or we

write as o∥p and p∥q.
 Which lines are parallel to line s?

The lines that are perpendicular to line s are, line t, v, and u,

or simply we write it as s∥t, s∥v, and s∥u.

Perpendicular Lines
- Two lines are perpendicular if they intersect to form
four right angles.

line m is perpendicular to line n.

We write m⊥n.

Another example:

Lines that are perpendicular to each other are the following:

e⊥a f⊥a
e⊥b f⊥b
e⊥c f⊥c
C. Engagement What more?

The learners will answer the Activities and seatwork that the
teacher will provide after every lesson.

Activity for lesson 1.

I. Direction: Find the complements and the supplements of the
given angles below.
1. 32°
2. 14°
3. 78°
4. 56°
5. 48°
 II. Direction: Identify each pair of angles as an adjacent,
vertical, or linear pair.

c
Activity for lesson 2.
Direction: For numbers 1-3, Write each pair of lines as parallel
or perpendicular.

For numbers 4-7, refer to the figure below.

4-5. Name the lines parallel to AB.

6. True or False: Line MN is perpendicular to KL.
7. How many lines are perpendicular to line PQ.
8. Identify which of the lines is/are parallel.

D. Assimilation What I have learned?

The learners will give examples of the different pairs of

angles, which will be written on a long bond paper. This will
serve as their assignment.
 What I can do? (Assessment)

Using printed materials, the students will answer a 1-20 items

quiz covering the topic being discussed.

V. REFLECTION The learners will write a short reflection about what they
learned on the topic of pairing angles.

I understand that
____________________________________
_________________________________________________

I realized that
_________________________________________
________________________________________________

Prepared by :
Julianne M. Cartena