4As School LUSACAN NHS Grade Level 7

DETAILED Teacher JEAN MAE S. COMIA Learning Area MATHEMATICS

LESSON Teaching Date April 16, 2024 Quarter 3rd
PLAN Teaching Time 8:30 AM – 12:00 NN No. of Days 1

I. OBJECTIVES
The learner demonstrates an understanding of key concepts of geometry of shape
A. Content Standards
and sizes, and geometric relationships.
The learner is able to create models of plane figures and formulate and solve
B. Performance Standards
accurately authentic problems involving sides and angles of a polygon
C. Most Essential Learning The learners derive relationships of geometric figures using measurements and by
Competencies (MELC) inductive reasoning, supplementary angles, complementary angles, congruent
angles, vertical angles, adjacent angles, linear pairs, perpendicular lines, and
parallel lines.
D. Enabling Competencies
E. Objectives In this lesson, the students should be able to:

1. define the congruent angles, vertical angles, adjacent angles, linear

pairs, perpendicular lines, and parallel lines.
2. identify the relationships of angles; and
3. solve the measurement of the missing angle.
II. LEARNING RESOURCES

A. Topic
Relationship among Geometric Figures
Grade-7- Alternative Delivery Mode (ADM) Module-G7-Q3-W2, Alfredo T. Ondap Jr.,
B. References
first edition 2020, pp.8-14
C. Materials Laptop, TV, PowerPoint Presentation, chalk and board, activity sheets, and Visual
Aids

III. Experiential Learning Procedure

Teacher’s Activity Student’s Activity
Preparatory
Routines
● Prayer
- Let us put ourselves in the humble
presence of God. - In the name of the Father, and of the Son and
● Greetings of the Holy Spirit. Amen
- Good morning/afternoon class! - Good morning/afternoon Ma’am!
- Before you take your seat kindly pick up the
pieces of paper or candy wrapper under your
chair and if none you may take your seat.
● Checking the attendance
- Is there any absent today? - There’s no absent today, Ma’am.
- Okay very good. Thank you.
● Classroom Rules
Before we start with our discussion let me
remind you of my simple rules throughout this
discussion.
1. Be respectful
2. Be positive
3. Be productive
4. Be participative
So, before we proceed to our next topic, let us have
a review of what we discussed at the last meeting.
So, who among you still remembers our last topic? - Ma’am our topic last meeting is about
 complementary and supplementary angles.

Okay very good. Thank you.

What are complementary angles? - Ma’am, the Complementary angles are two angles
whose measures have a sum of 90°
Excellent, thank you.
How about the supplementary angles? - Ma’am, the Supplementary angles are two angles
whose measures have a sum of 180°.
Very good, thank you.
I am glad that you still remember our lesson last meeting. Do
you still have questions regarding our previous lesson? - None, Ma’am.
MOTIVATION
Before we proceed to our lesson, let us first have
this activity.
“HEP HEP HORRAY (ANGLE VERSION)”
Instruction: The teacher points out one student at a time to
act the kind of angle (right, and obtuse angle) the teacher
says. Failure to do the act will be eliminated. Game ends
when only one remains undefeated who will receive a
reward.
Are you ready class? - Yes Ma’am.
Congratulations! Here is your reward. (The students will perform the said activity)
Activity
“WHERE AM I?”
Instruction: You will identify which streets are congruent to
each other then you will be going to answer questions in the
given by following the instruction. Write your answer in one
half crosswise.

(The students will perform the said activity)

Analysis
1. What is the name of an angles having 90°? - ∠𝑂𝑍𝑁 𝑎𝑛𝑑 ∠𝐸𝐴𝑅
2. What angle is the terminal located? (Use vertex) - ∠A
3. What is the name of the angle to which the library - ∠𝐷𝐺𝑉
located?
4. Which location do you think are congruent to each
- Library is congruent to park and market is
other?
congruent to terminal.
Very good, Thank you. Our lesson for today is the
Relationship among Geometric Figures.
To formally start our lesson, Mr./ Ms. please read our
define the congruent angles, vertical
Learning Objectives.
angles, adjacent angles, linear pairs,
perpendicular lines, and parallel lines.
identify the relationships of angles; and
solve the measurement of the missing angle.
Thank you. Be seated.
Lesson Proper
Now, let us dig more into our topic for today, which
is Congruent Angles, vertical angles, adjacent angles, linear
pairs, perpendicular lines, and parallel lines.
What are congruent angles?
Please kindly read the definition of congruent angles.
- Two angles are congruent if and only if their
measures are equal.
 Thank you.

In symbol: ∠𝑋 ≅ ∠𝑌, if and only if 𝑚∠𝑋 = 𝑚∠𝑌.

Do you understand class?
Let’s have an example:

How do you explain this example in symbol? - Ma’am, ∠T ≅ ∠V if and only if 𝑚∠T = 𝑚∠V.
Example 2:

Please look at this example, what do you notice? - Ma’am, the ∠GSA has no measure.
Very good. Thank you.
We can say, that the ∠DLE and ∠GSA are congruent angles,
but we need to find the m∠GSA.
Solution:
∠𝐷𝐿𝐸 ≅ ∠𝐺𝑆𝐴
𝑚∠𝐷𝐿𝐸 = 𝑚∠𝐺𝑆𝐴
130° = 𝑚∠𝐺𝑆𝐴
Therefore, 𝑚∠𝐺𝑆𝐴 𝑖𝑠 130°.
Are we clear class? - Yes Ma’am.
Let’s proceed to vertical angles.
Anyone please read the definition of vertical angles. Vertical angles – are the opposite angles formed
by two intersecting lines.
- are pair of two non-adjacent angles
Illustration: formed by two intersecting lines.

From the illustration, ∠1 𝑎𝑛𝑑 ∠3 are vertical

angles; and ∠2 𝑎𝑛𝑑 ∠4 are vertical angles. In addition,
vertical angles are congruent. Noticed that these angles
are opposite to each other.
Examples:
1. Solve for x and y.

Solution:
First, we solve for x, to solve for x, we consider the
fact that interesting lines form vertical angles.
Hence, x = 120°
The same reasoning can also be applied to solve for
y.
Hence, y = 60°.
Are we clear class?
 Okay, let us proceed to adjacent angles. - Yes Ma’am.
Please kindly read the definition of adjacent angles.
Adjacent angles – are two angles that share a common
side and a common vertex. Also, adjacent angles do not
Thank you. overlap.
Example:

∠𝐺𝐼𝐿 𝑎𝑛𝑑 ∠𝐿𝐼𝑁 are adjacent angles.

Another example:

Are ∠1 𝑎𝑛𝑑 ∠2, examples of adjacent angles? - No, Ma’am

How do you say so? - Ma’am, because ∠1 𝑎𝑛𝑑 ∠2 are not adjacent angles
since they do not share a common side
That’s correct. Thank you. How about in this figure?

Is this an example of adjacent angles? Anyone who would

like to share his/her answer? - No, Ma’am.
How do you say so? - Ma’am, because ∠3 𝑎𝑛𝑑 ∠4 are not adjacent
angles since thy do not share a common vertex.
Very good, thank you.
Okay class, the two angles must share a common vertex and
a common side in order for us to classify them as adjacent
angles.
Do you understand? - Yes, Ma’am.
Next is linear pairs, please kindly read the definition of
linear pairs. Linear pairs – are adjacent angles and are supplementary
angles. This means that the sum of the angles add-up to
Thank you. 180°.
Illustration:

∠𝐺𝐼𝐿 𝑎𝑛𝑑 ∠𝐿𝐼𝑁 are linear pairs since they are adjacent, and
the sum of their measurement is 180°.
Do you understand class? - Yes, Ma’am.
Okay, let’s have another illustration:
 What did you notice in our next illustration? - Ma’am, the value of ∠𝑥 are missing.
Okay, thank you.
Solution:
Since the given example is a linear pair, we know
by its definition that the sum of the measurement is 180°.
Hence, 𝑥 + 113° = 180°
Subtracting 113° to both sides
𝑥 + 113° − 113° = 180° − 113°
𝑥 = 67°
Therefore, x is 67°.
Are we clear class? which part of our discussion is unclear? - None, Ma’am.
If none, let us proceed in perpendicular lines.
what are perpendicular lines? Anyone from the class, please
read the definition of perpendicular lines. Perpendicular Lines – are the two intersecting lines that
form a right angle.
Thank you. What is the right angle again class? - Ma’am, right angle is an angle with a measure of
90°.
That’s right. Thank you.
Now, take a look at the illustration.

The symbol used to denote perpendicularity is ⊥.

Hence, the statement 𝑙 ⊥ 𝑚 is read as “line l is perpendicular
to line m.”
Let’s have an example:

Who wants to try to explain our next example? - Ma’am, line AB is perpendicular to line CD.
Very good. Thank you.
How do we write it? Anyone who can write it on the board? Student wrote on the board.
Very good. Thank you. AB ⊥ CD
Okay, how about this illustration.

Is this an example of perpendicular lines? - No, Ma’am.

How do you say so? - Ma’am, because line DE and line GA are not
example of perpendicular lines, since they do not
Excellent. Thank you.
 Are we clear class? form a right angle.
Do you have any question? - Yes, Ma’am.
Okay, let us proceed to our last angle pairs which is the
parallel lines. - None, Ma’am.
From the word parallel, what do you think is the meaning of
this word? Anyone? - Ma’am, parallel are the lines that are always the
same distance apart and never intersect.
That’s correct. Thank you. Please kindly read the definition
of parallel lines. Parallel Lines – are the two lines on the same plane that
will never meet and are at equal distance from each other.
Thank you.

The symbol used to denote those two lines are

parallel is ∥. Hence, the statement 𝑙 ∥ 𝑚 is read as “line l is
parallel to line m.”

Okay, class which part of our discussion is unclear? - None, Ma’am.

ABSTRACTION
Now, class to summarize our lesson.
1. What are congruent angles? - Ma’am, the congruent angles are angles that have
the same measure.
Very good. Thank you
2. What are vertical angles? - Ma’am, vertical angles are pair of two non-
adjacent angles formed by two intersecting lines.
Excellent, thank you.
3. How about the adjacent angles? - Ma’am, adjacent angles are two angles that share a
common side and vertex, and adjacent angles do
not overlap.
Excellent. Thank you.
4. What are linear pairs? - Ma’am, linear pairs are adjacent and
supplementary angles, it means that the sum of the
Very good. Thank you. measurement of the angles is 180°
5. What is the difference between perpendicular lines
and parallel lines? - Ma’am, the perpendicular lines are two intersecting
lines that form a right angle, while the parallel lines
are two lines that never intersect and are at equal
distance from each other.
Okay, very good. It seems like you really understood our
topic for today.
Let us give everyone ten claps for a job well done. (Student performed)
APPLICATION (Group Activity)
“IDENTIFY ME”
Instruction: I will divide you into 5 groups. Each member
of the group should participate in making the activity and
you will choose one or two representatives of your group
that will explain your work.
Using the figure below, answer the following. Solutions:
1. KF ⊥ RY
2. a. ∠𝑅𝑂𝐹 = 90°, it is an angle made by
perpendicular lines
b. ∠1 = 30°, it is a complement of ∠𝑅𝑂𝐹
3. ∠𝐾𝑂𝑇 and ∠𝑀𝑂𝐹 are vertical angles
∠𝑇𝑂𝑌 and ∠𝑀𝑂𝑅 are vertical angles
4. ∠𝐾𝑂𝑅 and ∠𝑀𝑂𝑅 are adjacent angles
∠𝑇𝑂𝑌 and ∠𝐹𝑂𝑌 are adjacent angles
1. Name the perpendicular lines. 5. ∠𝑇𝑂𝐹 and ∠𝑀𝑂𝐹 are linear pairs
2. Find the measure of the following. ∠𝑅𝑂𝐾 and ∠𝑌𝑂𝐾 are linear pairs
a. ∠𝑅𝑂𝐹
 b. ∠1
3. Name two pairs of vertical angles.
4. Name two pairs of adjacent angles.
5. Name two pairs of linear pair.
Behavior = 4pts
Accuracy/ Correctness = 10pts
Presentation = 6pts

IV. Evaluation
Answer what is asked, describe or defined and encircle the letter of your choice in your answer sheet.
1. Which pair of angles whose sum is 180°?
A. adjacent B. complementary
C. supplementary D. vertical
2. Which pair of angles formed by two intersecting lines and nonadjacent?
A. complementary angles B. corresponding angles
C. linear pair D. vertical angles
3. Which two lines are parallel in figure 1?
A. r and s
B. r and m
C. s and m
D. m and t
4. What is the value of x in figure 2?
A. 6
B. 10
C. 15
D. 20
5. How many vertical angle pairs are formed?
A. 6
B. 5
C. 4
D. 3

V. Assignment
For your assignment class, study the angles formed by parallel lines cut by a transversal.

Prepared by:
COMIA, JEAN MAE S.
BSED- MATH 4A